12
The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the alphabet and raising phonological awareness to develop an effective literacy program for Japanese elementary school children learning English. This reports a part of a three-year longitudinal study on 130 Japanese elementary school children who received special training in alphabet letters and phonological awareness for two years during their 5 th and 6 th grades. These participants were administered tests to measure alphabetical knowledge of upper case letters and to measure phonological awareness twice during this period. Regarding the effect of alphabet and phonological training, there were statistically significant differences between pre and post tests in both kinds of tests, which assured knowledge gain of alphabetical letters and improvement of phonological awareness. Additionally, the following three things were found: 1) writing knowledge of alphabet letters predicted word orthographic knowledge, 2) alphabetical knowledge predicted development of their phonemic awareness and 3) the participants were found to use their mora knowledge, the Japanese basic phonological unit, when segmenting English words. Although this study only examined one group of children, which makes it difficult to generalize to the whole population, these findings indicate that alphabet teaching would benefit children in developing future reading ability. Keywords Literacy Development, Vocabulary Development, Phonological Awareness, Elementary School Children

The Relationship between Alphabetical Knowledge and ... · future reading ability. Keywords Literacy Development, Vocabulary Development, Phonological Awareness, ... ~†|V“e. f—

Embed Size (px)

Citation preview

�� � � �� ���

���.u6�����q�.R����p�HI.J�`� !��

The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children

CJKLMNO�

Mitsue ALLEN-TAMAI HI���

Chiba University

Abstract This study investigates the effect of teaching the alphabet and raising phonological awareness to develop an effective literacy program for Japanese elementary school children learning English. This reports a part of a three-year longitudinal study on 130 Japanese elementary school children who received special training in alphabet letters and phonological awareness for two years during their 5th and 6th grades. These participants were administered tests to measure alphabetical knowledge of upper case letters and to measure phonological awareness twice during this period. Regarding the effect of alphabet and phonological training, there were statistically significant differences between pre and post tests in both kinds of tests, which assured knowledge gain of alphabetical letters and improvement of phonological awareness. Additionally, the following three things were found: 1) writing knowledge of alphabet letters predicted word orthographic knowledge, 2) alphabetical knowledge predicted development of their phonemic awareness and 3) the participants were found to use their mora knowledge, the Japanese basic phonological unit, when segmenting English words. Although this study only examined one group of children, which makes it difficult to generalize to the whole population, these findings indicate that alphabet teaching would benefit children in developing future reading ability.

Keywords Literacy Development, Vocabulary Development, Phonological Awareness,

Elementary School Children ��� Wµ¶��

� Ñ� WCVÜYà©�~{`���³�l_µ¶v_�����yn��~�VY³�

yd����n��ut��.�v�_ Ö&¼Uà­�êåuë{�STTsVSE�ý_�

A�|�²�dSE�ý�¹a`î���³�l_µ¶ñ��d�ºË«d�´dABd�

�� � � �� ���

�dA�³�_dx�����³$�d)�ç_�þ�0>Y¾�¯$�dé�Í�._

hóY+ã{$�³�Ystud�._%²Y+ã{�l���ݨç_���|v�mn

�ut{{½d5é�d­{5e�.�_��YæÀsëy¨­~{|�ÀYv��Ýß~

ut�SE�ý_mYYÅ��D¡Æ�.d­{=����_`Tjq£hi�vY

/tu�äq_� [y�¡�~ut�|V�e�.v�����d%ÛV¶µ¿�

��WWµ¶yÜ箯dv�Ñ*��V¶WT�W&µ¶%Ü���yd�~�W�#¶Y�

9²À¦9%Ü���ݨ�t¨���d°�XY��� W��9�t¨%Ü���|}_#íd

�e_�D�.Íh�����` Ev��u ådV¶ <& µ¶²À ÈS µ¶ç�m

nYµ¶�²ªut�|�

�_Ũ³`²����yv��Y3yÁut���Yy�d` [_È^*-v�t¨

��²À�~��_FW����ô³t��udSTTsV <X�Z [\]^_��m

�^�`,�VY/tu�°9%Ü_���_µ¶_�4v��´�ñì´�È�

[$%^Y«z�{|}_"·�lmnop_qÂ�¦q�y [¾'Ðq d,

.�_U����_{½Y�~d�VÜ�STTÈ VÜ�Y³ÁuŨͯVÜ�Y±#mn

opy�l�~��g�³Á{|±#�lmnop�� WÖÈÈV�j�A�ut{e�.

�_�¦¿yêå�íö�gh�~d�Y0�u�` [_È^*-_�4Í��.

�_��³ÎP_��v²À,�V�`����v�à©�d�°� �C&��%Ü�v�

#�Y%���XYY³Áut�|�

���³Ç½í��u� EÈYç¹��`�±¤Û�Ë�v_¶�ygh�~u/´d

}_=´���Z´dÍ�´`���v_������STTÈ�ç��ŨYälô��

Ú�ud`�þ�0>�ý�_[�v�êo»�ut�Ũ���|�_Ũ³Ò�I��u_�

[�uª��_¹åíy#Þů�~ut�_y�×u¥¤ [_�´ªtì�Ìß

~�|V�e�.f���yn��~u�jd�����_`��v`Èëvmn�u

ªd��YÅ�mnyPªÀ~ut�|Ñ�W<VYz�~{îe�.���%*_�7

ëñ��`e�.�_�Y/tud&'����dS�dSÐd«³�y!³��

���u¾µYn������d)�ç_�lY�Áu�ë³-.Y³´d��t���

z��ë³oz�³�|�{yÁude�.vè��d���S���÷´��ud���

�>Y�{mn�>yª���y�÷���v5p¼&6�S�mnY0�u��£YÕb��

�´d¸�RÖY��çäå��«�_ôut�|}_{|²�����×u¥¤ [��

�ë��³t�¹å� Vç®t�Ú�Ù\ [�D¡Æ\Kû¤dSTTÈ�|�

� �2��V_Q�²Àd���lABØY/tu��� [�S� [_ßàyt

²Y�÷���²��gdabc"�e���yz��{p�³�×u¥¤ [_%*

Y~½uë{|�� E��u�´ªÁut�ߪ��³te�.����yd�"·�

W µ¶_�¦y�4�~��q¦���.�_� [�_ßàç�ë³ [$�Y³Á

u¯���R¨|'�DY/tu�e��ßà�»~Yt~de�.��ë��_�×u

¥¤mnYstudCI&GÚÙÛ��������Ç_Æú�t¨��²ÀA¤û�g

ä�d�ì�{��Æ���|�

�� � � �� ��"

��� £����

�_�¤ABKt�Ç�#ô����Üç�ë³oz��~ut�_yCI&GÚÙÛ

_����è���Ç����Treiman, Tincoff, Rodriguez, Mouzaki, & Francis, WÖÖU�|Share, Jorm, Maclean, & Matthews�5WÖUC6ç¾x_7/��{|eÀ�abc

"��Á{��2_�cµ�_CI&GÚÙÛ����è���Ç� Y�d}_)�ç

{ðy\cd­{e�.WV��gå{µY�¤ABKt�Ç� Y�{|}_��¤A

BKt�Ç�X ��Üçêo³ÇyCI&GÚÙÛ����è���Çì�´��ut�|

­{d)�çY�¤ABKt�Ç�sª���y�9�$����C@�Ø�e���dm

�9y)�ç_�×u¥¤ [Ystu�D�{�d�¤ABKt�Ç�®æ�É�h

i��u�è�����Ç�CI&GÚÙÛ��_+syÉo������´��ut�

�Ehri}_Â^�STTS�|�Adams5WÖÖT��CI&GÚÙÛ��y�¤ABKt�Ç�X ��ˬ��udS��

�y�%Y�ëut�)�ç�E����ëYv��YS�_¶·�ôõ����y�

ëd#s#s_S�Y�«��Éoy³tydS���y�ëut³t)�ç�E_

�_#s#s_S�_��Yµ¶y²²´dEyv��ù�ýþ�ut�_²ß²À

¦d}_{½}~�e�����R­�ú����y�ë³t�¹åut�|­{CI&GÚ

ÙÛ��Á²´�l�ut�)�ç�dS�_:<ìª��³¯�Ystuç�¯lô���

¹åÀ~ut�|�~�CI&GÚÙÛ_:<y}_S�_�Y0ß�ut���²À¯�_

ìydT/t�[ti:]���d���ë�)�ç� t���~�[t]�t¨�èç�¯²Àlô����y�ë��m¼��|Treiman, Tincoff, & Richmond-Weltry�5WÖÖÈ6ç�í�[s)

�ç{ð�CI&GÚÙÛ�lô���ëYS��»»�Y�l�ut�ìª��³¯d

phonemic awareness ç®æ�ut��´��ut�|eÀ�dE/ÅgS��«��

��ëS���y�Î}Y�Áut�ìª��³¯dS���y�ë���y�èYy��

� �5phonological sensitivity6�[uut��7/�ut�|��

��� ���t�

� &'�_e���yz��{� [ç�¯����_��p�³�×u¥¤ [

���_��~ædû�C+ä_Ûtd­{�lAB_Ûty����uçd�í�

_�D��À²Y³Á{ŨYdCI&GÚÙÛY0����������Ç��_ŨY

[u�_²yêo³ HKÛY³���R¨|'�D_���diVÜ_�D�CJKLM^�

STTs6Y7ëPëde��f_CI&GÚÙÛ_mnp�gR����çYdà{Y�

_�����ÇYstud­{}~�®æ�mn_p��ì�������|�

"�� ��^¿�

"��� � %&��

� ��2�����*+_�e�._e���])ºÈÈ:d()ºÈC:���´d�D¡¸

¹µ�¦V���Á{|Üg�³��2�%��~{CI&GÚÙÛ×ÒÛ�9d����

×ÒÛ�9�@ª{ W<T :�])ºs& :d()ºs& :����|�_�.��d'�Dy¸­

Á{ STT&VÜ_ CXÅ´� [y¡¸�~dÚ�Ù\�¤ J¤¥¦K ARCLE�DV

�� � � �� ��a

YÅÁu�¦_�¬d%�yÝß~{|¦V�_üuÒ�� W �#Y�����>Y�{

�£_�¦yÝß~dvu_��2��V±Y/tu.¹ VÅ´dµ¶¿_Ût���

yds¤ �_�¦�ÜÌ�µ¶�@ªut{|�

"��� ¤j\�D:��

� '�D��CI&GÚÙÛ_����¨×ÒÛ����Ç� �×ÒÛ�,ý�{yd�ð

Àç�Ò¢Kt��>Y�{ç_���{½CD����{|Éo³ml�&'�d­{CI&GÚÙÛ/Åg��Y0��z���Ä_�H×BÔÒӤؤ_���Ñ��~{|�

"����� u6�����.q�Y¥�K-D:��

CI&GÚÙÛS�_Ë«Ü� Y��{½YdÕJ×ÒÛ��uCJKLM5STTs6�Ñ

,�{×ÒÛ�Ñ,�{|×ÒÛ�ØYZ���ŨY�ë¯�s_l¤ÛY�²~ut�|�

�A�� CI&GÚÙÛ�°S�EÚ��ë��×ÒÛ� �S&ù�� CI&GÚÙÛ_�S�¦s�uK¼'YVÝ�d��,QY�}~ÀytI¤Õ��Y

­�½uȲ~ut�|v��¦tI¤Õ,ý�{_�dCI&GÚÙÛ Ss S�� S& S�

_��y Y�~{� Ú�~{_� C�|���dCD ²À��å�CI&GÚÙÛ���,QYȲ~ut�CI&GÚÙÛS�� ÙÔKt�ô�yd��2� CD ²À�~u¯�CI&GÚÙÛ_«Þ���,QYÈë�¸Å¨ml�~{| �B�� CI&GÚÙÛ�ò¿EÚ��ë��×ÒÛ� �WWù�� ��,QY�#®_y+��CI&GÚÙÛ�áº� PO � LO�yȲ~u/´dCD ²À

�~u¯�CI&GÚÙÛ_s³y´��ëd}_�ðÀ²�VÝ��áº� ���� LO�d «�k��ñ�t¯Å¨Yml�~ut�|\ü¥¦K�_���¾xdCI&GÚÙÛ_:

<��tu}~�S���ßô�_ìyd°S�¦s�ßô�_��³¯d�S�­{��

S��áº� COB � COD�_��yz���CI&GÚÙÛ����³ª~æ³À³t| �C�� CI&GÚÙÛ_Èë×ÒÛ� �WC ù�� �~�CD²À�~u¯�CI&GÚÙÛ���,QYÈë�¸ç_���|WS�_Èë

�´²À�S�_Èë�´Y³Áut�yd�SRË���ºd «�����d�ë�ÍJ

yA�Û¨ç_Y������°��sª�����{| �D�� E_ÒMI��¨×ÒÛ� ��ù�� �~����Mß³t×ÒÛù����yd¸²~ut�¡��u}~Yç¹��ÒM

I��s_�²ÀV%�����| ��2��¦��¦V�_��#²ÀCI&GÚÙÛ_mn�@ªut�| ÒÛ×ÒÛY

�{��9�_CI&GÚÙÛ×ÒÛ��dÕJ×ÒÛ��Mpy�À~{_�dCI&G

ÚÙÛ_Èë×ÒÛ WSù��E_ÒMI��¨×ÒÛ�ù��2��{| � �

"����� � ��p�I¥�D:��

�����Ç� �{½YdKirtley, Bryant, MacLean, & Bradley �WÖUÖ6yHÈ�

Ò_)�ç{ð�yzYÝÁ{�D�,t{ Open Oddity Test � End Oddity Test �t¨�[Ï_×ÒÛ�Ñ,�{|)�ç{ð�Ø_Ũ³��#Y_hi_ç�#sìªÛ¨

�� � � �� ��1

�y�­~�E�V%�t¨JK_×ÒÛ�@ª{|°9�_×ÒÛ�STTsVWX <W&d

�9�_×ÒÛ�°V"_SXSS&���2��V�YÇÝ�Y%��d­Á{¯¾ã×ÒÛ�

��Ñ,�{|�

�A�� Open Oddity Test� �SC ù�� �~�d�s_E_¨ðÜa_�yÛ¨E�VÝ�d}_Þ���´s%��t¨J

K_×ÒÛ���|���Y�±_Ũ³�s_hiY�{yÁud°sìªÛ¨�y�­~

�E��sª��t¨ç_�d}~�~_hi�¢s_ù��,ý�{|�

hi� � � � � ¾ãù�� � � � � � !³�ù�� � � � � � !³�ù�_h��

hi°� £¤¥¥^�£¦§¨� �¾ã�� ©§ª��Û¨�� � � u)��û�y�çYÛ¨�

hi�� ©§«^�©§ª� �¾ã�� ©¤¬� �Û¨�� u)��¾ãìyû�yÛ¨�

hi�� ©§ª^�©§«� �¾ã�� ¥§£� �Û¨�� û�y¾ãìyu)�yÛ¨�

�B�� End Oddity Test� �SC ù����ðÀç�s_E_¨ðd!³���çsç_�V%×ÒÛ���yd�Ü�Ü"_�y

Û¨E�V%|���Y�±_Ũ³�s_hiY�{yÁud°sìªÛ¨�y�­~

�E��sª��t¨ç_�d}~�~_hi�¢s_ù��,ý�{|�

hi� � � � � �¾ãù�� � � � � � !³�ù�� � � � � � � � !³�ù�_h��

hi°� ­¤«^�®¯°«��¾ã�� ¥¦§£� �Û¨�� û��Ü"_)��çYÛ¨�

hi�� ¥°«^�¬°«� �¾ã�� ¯¤«� �Û¨�� Ü"_)��¾ãìyû�yÛ¨�

hi�� ¯°£^�¥°£� �¾ã�� ¬°«� �Û¨�� û�y¾ãìyÜ"_)�yÛ¨�

�«��u�±_Ũ³&%�}~�~_×ÒÛ�%��d}_º ARCLE �DVy�

^td×ÒÛ_x)����{|�

� � � � � � � CI&GÚÙÛ×ÒÛ� � � � � � � � � � � �����Ç×ÒÛ�

W9�� � STT&V sX SU &dsX <T &� � � � � � STTsV WX <W &�

S9�� � STTsV SX SU &d<X W&� � � � � � � STTÈV SX SS &�

"��� � u6�����.}~���p�HI.}~�

'�D_��2��2y¹¬�{�×u¥¤Õstu'Y�{ytd�9_�¦�Ü"

_ WT �%Ü_�×u¥¤mn�@ª{|�×u¥¤���`��dÈëv�Ç�®æ�{½

Yݨç_���yd�_Õstu'��>�ô�{½d±_���mn2Y�c�YË«�

uçÀÁ{|mn_êo³ HKÛ�d£�×u¥¤ [_<d­{�×u¥¤ [�ǽ³

yÀd�� [�¸%�ô�d¤ÈëS�Íäq�Y0>�ç{ô�d}�uë�y

�£_���Ñß~ut³t��R����l��{½dÉo³���ý��Ymn

����y±o�·�~�²Áu�tª³td�t¨�����|���Y����±_Ũ

YY½umn�uçÀÁ{|�

¦V�5STT&VÜ6_��� CI&GÚÙÛ_�S�Y0����_YS��>Y�

�°�� ¯°_äÍS�Y0>�©{ô�|���#��

���� CI&GÚÙÛ_�S��}_:<�#³�ô�|5��#6�

�� � � �� ���

���� CI&GÚÙÛ_�S���tuß²´d�u��d�tuȪ�ŨYdË«�ñ½

À~�ŨYmn��|���#��

�V��STTsVÜ�_��� CI&GÚÙÛ_eS�Y0����_YS������Ç�

,½��

�°�� CI&GÚÙÛ_eS���tuß²´d�u��d�tuȪ�ŨYdË«�ñ½

À~�ŨYmn��|�°�#��

���� CI&GÚÙÛ_S��}_��)���Ë«��|�E_Üa_)���tud�

_Ũ³�³_²yË«�ë�ŨYmn��|5�d��#6� �

���� onset-rime_�zy�ëdrhyme�������y�ë�ŨYmn��|���#���

a�� ��56�ÛK�

� � � W ���2y@ª{×ÒÛ_e�S���yd}~�~_×ÒÛ�ØÚØ×Ò�¤

Y�ªu´���|�

Þ ��� u6�����D:����p�D:�.Ë̦h�

� � � � � � � � � � �¿� Üeû� Ü�û� Ñ*� � �oøW� � ´Ü� � µÜ�

CI&GÚÙÛ×ÒÛ�W9���

WS���� W<T� T� S&� ST¼<&� ȼT&� «W¼CC� ¼UT<�

ò¿S���� W<T� T� WW� � Ö¼sU� S¼Ts� «S¼WW� C¼U&�

Èë�´� � W<T� WS� SU� S&¼sT� S¼Ö<� «W¼UU� C¼&È�

EÒMI� W<T� T� s� � &¼Ss� W¼ST� «W¼UC� <¼CT�

�S� � W<T� <T� ÈT� sT¼UÖ� T¼Us� «W¼WC� � ¼<s�

CI&GÚÙÛ×ÒÛ5S9�6�

WS���� W<T� WT� S&� SC¼WC� S¼sÈ� «<¼&È� � � W<¼<Ö�

ò¿S���� W<T� s� WW� WT¼sC� � ¼ÖT� «<¼ST� � � WT¼US�

Èë�´� � W<T� Ws� SU� Ss¼sC� S¼WU� «S¼T<� C¼U&�

EÒMI� W<T� W� s� � &¼&U� � ¼ÖS� «S¼ÖÈ� � � WT¼W&�

�S� � W<T� CÈ� ÈT� ss¼ÖÖ� C¼SU� «S¼TS� C¼<s�

Èë�´�2��� W<T� s� SC� SW¼CÈ� <¼<T� «S¼TÈ� &¼SW�

EÒMI�2��� W<T� T� <� � S¼&T� � ¼sÈ� «W¼Ws� � ¼Ès�

��×ÒÛ5W9�6�

¶«¦ªhi°� W<T� W� U� � � s¼È� S¼TT� «W¼&C� W¼ST�

¶«¦ª�hi�� W<T� T� U� � s¼&&� S¼WS� «W¼CU� W¼TÖ�

¶«¦ª�hi�� W<T� W� U� � C¼<s� W¼sW� � «¼<<� «¼CW�

·¸¹� hi°� W<T� W� U� � s¼sU� W¼s<� «W¼CÖ� W¼s&�

·¸¹� hi�� W<T� T� U� � s¼<U� W¼È<� «W¼<S� W¼ÈW�

·¸¹� hi�� W<T� S� U� � &¼CU� W¼Ès� � «¼ST� «¼ÖÖ�

�S� � W<T� C� SC� WȼsS� C¼ÈW� «W¼SS� � ¼&Ö�

�¤u� � W<T� &� <S� Ss¼<S� s¼SU� «W¼&Ö� W¼UT�

�è� � W<T� C� Ws� � Ö¼UC� S¼U&� � «¼WU� «¼UT�

�� � � �� ��o

Þ ��� u6�����D:����p�D:�.Ë̦hª§�±�

�¿� � �Üeû� � Ü�û� Ñ*� � ��oøW� � ´Ü� � µÜ�

��×ÒÛ5S9�6�

¶«¦ªhi°� W<T� W� U� � ȼ&C� � W¼<T� «<¼Cs� WS¼C<�

¶«¦ª�hi�� W<T� W� U� � ȼ<<� � W¼CS� «S¼&<� � s¼WW�

¶«¦ª�hi�� W<T� W� U� � C¼&C� � W¼C&� � «¼CU� � «¼WS�

·¸¹� hi°� W<T� T� U� � ȼCS� � W¼<<� «<¼<T� WS¼ÈC�

·¸¹� hi�� W<T� S� U� � ȼT<� � W¼CC� «S¼TC� � <¼Ès�

·¸¹� hi�� W<T� T� U� � s¼WW� � W¼sC� «W¼WW� � W¼<U�

�S� � W<T� WW� CÈ� <Ö¼Ös� � s¼SC� «S¼C<� � ȼ&s�

�¤u� � W<T� U� <S� SÖ¼<S� � C¼CC� «S¼ÖU� WT¼CS�

�è� � W<T� S� W&� WT¼s&� � S¼&&� � «¼Ès� � � ¼s<�

a��� u6�����q�.R�� !��

� ��2��_�¦�CI&GÚÙÛmny¸­�<Y W 9�_CI&GÚÙÛ_×ÒÛ

�@ªdºV¶d�¦��S�_mn�@ª{"Y�9�_×ÒÛ�@ª{|�_�9_C

I&GÚÙÛ×ÒÛ_���S_ŨY5\ü¥¦K�}_�S�ØÙ�{|�SíÐ��u

�¾ã��2_ô��ØÙ�{ç_���_�dMatched T-test�Ñ,�{yd� S yl�ŨY5\ü¥¦Kdfgv���S�YÞý³Wy�´d���Y�umn_p5» = ȼCsW, df = WSÖ, p = .TTT6y�Á{�t¨��y�ë�|mn�}_�_01_�����û�d¼2(eta2) = .<T ��´dô�_Ût_ <Tà��S�mnYÅÁuZ�����y�ë�|¾tI¤Õ�_ØÙ���{½d�_��#·������uª{tydCI&

GÚÙÛmn������d�_�D_��2�CI&GÚÙÛ_���ö��ô{��Y³

�| �

Þ ��� ¨��.u6�����}~.©6� !��

� � � � � � � � � � � � � � � � � � � »û� � � � � � � � � q¬Ü� � � Þý�ý� � � � � � � ¼S�

WS���� � s¼TS&� � WSÖ� ¼TTT� � ¼SW�

ò¿S���� � &¼sTÖ� � WSÖ� ¼TTT� � ¼WÖ�

Èë�´� � � C¼S&W� � WSÖ� ¼TTT� � ¼WS�

EÒMI� � S¼ÖÈU� � WSÖ� ¼TTT� � ¼Ts�

×ÒÛv�� � ȼCsW� � WSÖ� ¼TTT� � ¼<T�

�ÀYCI&GÚÙÛ_Ë«yǸ���d�¤ABKt�Ç_0ß�¹åd�¤ABKt�

Ç_#s���E_ÒMI�����ÇYÜç{|�f��CI&GÚÙÛ_��Ç�

ù���_²�������{|� <��d�9�_CI&GÚÙÛ×ÒÛ_��E_ÒMI

Y0�����C°9�d�9�Y��_����9�Y2��~{��_�S;���}~

�~_\ü¥¦K_���_ç01¿�_ôut�|`W�v��CI&GÚÙÛ�°S�JÚ

I��ëdç¹��CI&GÚÙÛ���ù�d`ò¿v�dò¿_CI&GÚÙÛ��tu

�� � � �� ���

�tç_�V%�t¨ù����|`Èë�´v�� CD²À�~�CI&GÚÙÛ��ëd}~�Èëz�ç_���|Wst �dCI&GÚÙÛ W 9�_×ÒÛ���´d�nd�CI&G

ÚÙÛ�9�_×ÒÛ����|<�{ŨY W9�_×ÒÛ��� [_�yÝß~u

t{°�#_gß´Y%��d�9�� SW 9_CI&GÚÙÛmn��¸�¦yÝß~{

"_�VÜ�Y%��{|SW 9_�¦_¨ð//Å} WT �%ÜyCI&GÚÙÛmnY

¹uÀ~ut�_�d��2��SSWT�%Ü_CI&GÚÙÛmn��¦�Y@ª{��

Y³�| �

Þ ��� � u6�����q��}(.:ª6.c]I�.ZJ�

� � � � � � °�5W½¬6� �ò¿5W½¬6�Èë�´5W½¬6� � � � � � W�5Sª£6� � ò¿5Sª£6� Èë�´5Sª£6�

E� «¼T<W� ¼<TU� ¼<ÖU� � ¼T&C� ¼CT<� ¼sCs�

� ­¦�dE_ÒMIyË«�ë�Ç�0ß_��Ç�ù²��9�_×ÒÛ²À�ut

¯��Y��|}_�dCI&GÚÙÛ�Èë��Ç�r = ¼s&�_ç01¿y#Þ,¯d}_��� r2 = ¼CS �³´dE_ÒMI�Ë«��Ç_ CSà�CI&GÚÙÛ_�S�_Èë�´_Ç�Z��ut���Y³´d�ë³{|Ç�©Áut��t¨���l�ut�|}~

Yá�uCI&GÚÙÛ��tuË«�� receptive ³ÇY0�uäåædW S�JÚI_���E_ÒMI�Ë«��ÇY�Ã�ñ�0ßy³tydò¿S�_Ë«��E

_ÒMIyË«�ë�Ç_ Wsà�r = ¼CTs, r2 = ¼Ws��Z��ut���Y³´d��%Ü0ß�ut��¹åÀ~�| � #ídE_ÒMIyË«�ë�Ç�X ���Ç��u W9�_CI&GÚÙÛ×ÒÛ�

_ç01¿��������|}_�dÍ�´Èë��Çy#Þ�tç01¿�l�d�r = .<ÖC, r2 = ¼Ws�dE_ÒMI�Ë«��Ç_ Wsà�CI&GÚÙÛ_�S��ȯ��y�ë�Ç�X �ut���Y³�|¾xYÌt¿û���ydX oz��uò¿_CI

&GÚÙÛ�� 5r = .<TU, r2 = ¼TÖs6y��|E_ÒMIyË«�ë�Ç_ Öà�CI&GÚÙÛ_�S��ò¿�tu �YË«�ë�Ç�X ����y�ë�| a��� ��p�HI.R�� !��

� ��2��¦�@ªuºV"Y°9�_�����Ç� Y��×ÒÛ�@ªd°V"

_e�.�V�_�VÜ�Y�9�_¾#×ÒÛ�@ª{|eÀ�d±_� C yl�ŨY

�V_�^��#Y�����Ç�®æ�{½_mn�@ª{|�

�� � � �� ��b

Þ "�� ��p�HIY«¬K-�:FvBF.���

-�:F� -�:F¤¥�

�NPP�$��� w5�­Y¤����p�Ys¶-�

�NPP�$��� �$hMh#®�L�g$&3�p�� k¯�f¯�&�

�NPP�$��� �$hMh#®�L�g$&3�p�� l¯�i¯�°�

�NPP�$�"� �$hMh#®�L�g$&3�p�� ±¯�²¯�³¯�®�

�NPP�$�a� �$hMh#®�L�g$&3�p�� O¯�$¯�n�

�NPP�$�1� �$hMh#®�L�g$&3�p�� j¯�P¯�M¯�´�

�NPP�$��� �$hMh#®�L�g$&3�p�� µ¯�¶¯�·�

�NPP�$�o� °´ON�Y¤��¸��3�.p�� #$¯�#M¯�#¹�

�NPP�$��� °´ON�Y¤��¸��3�.p�� N&¯�N$�

�NPP�$��b� °´ON�Y¤��¸��3�.p�� h$¯�h$¯�hi�

�NPP�$���� °´ON�Y¤��¸��3�.p�� �i¯��n¯��¹�

�NPP�$���� °´ON�Y¤��¸��3�.p�� g$¯�gM�

mnpYstu�d5hid­{v���u� &Y­�½{ydmn�¨ª{��2_

Ò�C��S�Y�uÞýY���u/´5»= &¼&SS, df= WSÖ, p = .TTT6deÀ�mn�@

ª{��������Ç�v��Yö��ô{��Y³�|CI&GÚÙÛ_�´�_�

�R�Èt{ŨYd¾tI¤Õ�_ØÙ���{½d�_��#·������uª{

tyd�è���,½�mn��{���d�_�D_��2������Ç�ö��ô

{|

Þ a�� ��p�HI.R��

� � � � � � � � � � � � � � � � � � � »û� � � � � � � � � q¬Ü� � � Þý�ý� � � � � � � �¼S�

¾¿À¸� hi°� � C¼CCÖ� � WSÖ� ¼TTT� � ¼W<�

¾¿À¸� hi�� � C¼SUT� � WSÖ� ¼TTT� � ¼WS�

¾¿À¸� hi�� � W¼TÈC� � WSÖ� ¼SU&� � «««�

¾¿À¸� v�� � C¼&W<� � WSÖ� ¼TTT� � ¼W<�

·¸¹� hi°� � C¼WsU� � WSÖ� ¼TTT� � ¼WW�

·¸¹� hi�� � <¼UÈÈ� � WSÖ� ¼TTT� � ¼WT�

·¸¹� hi�� � <¼<C&� � WSÖ� ¼TTW� � ¼TU�

·¸¹� v�� � &¼SST� � WSÖ� ¼TTT� � ¼WÈ�

��×ÒÛv�� � &¼&SS� � WSÖ� ¼TTT� � ¼WÖ�

�¤u� � � &¼CWs� � WSÖ� ¼TTT� � ¼WU�

�è� � � <¼TWÈ� � WSÖ� ¼TT<� � ¼Ts�

���ç¨A������Ç_lû¤KYstu¹��{t|<�{ŨY'�D�

Ñ,�{����×ÒÛ�Kirtley, Bryant, MacLean�Bradley�1989�yݳÁ{ç_�¾¿Y�ut�|Kirtley À�¦<²Àç<_HÈ�Ò_)�ç{ð�yzY¾x_�

�� � � �� ���

�Ïi×ÒÛ�%��{�d�°���hiØ_����Ç_ÆúyÂ_ç_�Ø��

~u/´d���)�ç{ðy�����Ç�Æú�ô��� onset-rime 6 W_�iy�

ë���y�ë³}B�{��´��ut�| Kirtley À_�DY¾�ëd'�D�çhiYÅÁu«w_lû¤Ky!³�_²��

�u�{|'�D��2_«wlû¤K��ut¯�dOpen ×ÒÛdEnd ×ÒÛ�çYdhi°_ù�dhi�_ù�dhi�_ù�_«Þ� wýyØyÁu/´d��_)�ç{

ð���À²YÛ¨«wlû¤K�l�{|}~Y0ß�udCJKLM5STTs6 �d`&'��l2��z_=Tj� onset-rime Y�z��_��³¯d�¤u6 SEÚ��z��_��³t²v�t¨ËZ�{ud¾ã×ÒÛ�e�� W^sSW :YÝtdA¤û��ì�

{|CJKLM�&'�_�l2�áåæ ten�t¨°�z� t/en� onset-rimeJÚI��z��_��³¯dte/n ��¤uEÚ��z�ut�_��³t²�¹å{_���|�¤uEÚ��z�ut��ËY���dOpendEnd �çYd��×ÒÛ_hi�y#Þ��

t�zY³´d��ËZ�/´��2_ wý�}_hi_ù��ü²Á{|�{yÁ

ud&'_)�ç{ðy���¯ºY�ý�_¨ðYÑÁut�_�&'�Á�Y�

{�¤u�EÚ�����Çì�¹åÀ~�|�ÀYCJKLM�STTs��d�¤u���Ç

²À�è���ÇyÆú���ËY�d<�{ W^sSW :_A¤û� Structural Equation Model(��"Tj�ì)��ì�{�dôÀ~{A¤û²ÀËZY��¹�y���´��ut�| '�DY/tuç�e_��²ÀdOpen/Åg End_�����Ç×ÒÛ_hi°����¤u���Çdhi���è���Ç��uÂ�ì�{|}_��¤u���Ç(» = &¼CWs, df = WSÖ, p = .TTT)/Åg�è���Ç(» = <¼TWÈ, df = WSÖ, p = .TT<)�ðÀ�çmn_py�´dÞýYÒ�C�®æ�ut{| a��� � ��p�HI�u6�����q�.J�� !��

� Ü"YCI&GÚÙÛ_��������Ç_01Ystu¹åu�{t|CI&GÚÙ

Û_�9�_×ÒÛ5CI&GÚÙÛ� �nd6������Ç_ 19�_×ÒÛ(PA °st)�Ã�¾µ#Y%��u/´d�����Ç×ÒÛ�9��5PA �nd) �//Å} 1V"Y%��u

t�|����NóCI&GÚÙÛ���l�Ç��uE_ÒMI��¨��� Ú�d

Ò´_CI&GÚÙÛ×ÒÛ_����CI&GÚÙÛ��_Ò�C��d<z��{�¤

u��èY�ªu�����Ç_Ò�C�RË�{| �

Þ 1�� � u6�����q����p�HI�.ZJ�

� � � � � � ���v��ÄÅW½¬���¤u5ÄÅW½¬6��è� 5ÄÅW½¬6� �v�5ÄÅSª£6��¤u5ÄÅSª£6��è5ÄÅSª£6� �

CI&GÚÙÛ��� ¼Cs&� ¼CÈU� ¼SÖS� � ¼<C<� ¼SC&� ¼CWC�

� CI&GÚÙÛ_�S�_��������Ç��%Ü_ç05r = ¼Cs&, r2 = ¼SS6�l�ut�ydX ��Ç��u�5r =�¼<C<, r2 =WS¼6�³´dÆú�{�����Ç_ WSà�Z��ut�|CI&GÚÙÛ_�S����Ç�ç0y,²Á{_��¤u���Ç��

Á{5r = ¼CÈU, r2 = ¼S<6|�~�CI&GÚÙÛ�Ñt³yÀçs¤ ��³,tí��d�

�� � � �� ���

��¤uEÚ��tut����l%�ut�|�²�dCI&GÚÙÛ_��yX ��

�����ÇY0�u��¤u��Ç 5r = ¼SC&, r2 = ¼Ts6Å´d�è���Ç5r = ¼CWC, r2 = ¼WÈ6_ç01¿y,¯dCI&GÚÙÛ�c�Y�Áut�)�ç�dâj�è���

®æ����y�����l%�ut�| �

1�� ��¶�

� 'ÊS�d�¤ABKt�Ç�[u�{½_É�hi���CI&GÚÙÛS�Yy��

��������ÇYstu�ìd¹��{ç_���|����*+_e�.Y�¨¦

V�_)�ç�yzY�V¶Yß{´d�_�¦�ÝÁ{yd}_Õstu'Y�e��

�yz��{p�³�×u¥¤Õstu'�¹¬��{½dCI&GÚÙÛÍ�����

Ç�[u�mn�ý��Y�´�~{|�

� CI&GÚÙÛ_�S�Y0����� Y��×ÒÛ������Ç� Y��×ÒÛ

��V¶Y�9¦s%��d}~À_A¤û��ì����YÅÁumn_pÍ}~�~

_�Ç_0ß�Ystu��·±_Ũ³��ô{|�

£ CI&GÚÙÛ_�S�mn_<"YÝÁ{×ÒÛ���S�YÞý³W�çðd

��2_CI&GÚÙÛY0�����ö��ut{|ÅÁumn_p��Á{��

Y³�|�

¤ �_����mn_<"YÝÁ{×ÒÛ���S�YÞý³W�çðd�_

�����Ç�Æú�ut{|ÅÁu�ðÀ�çmn_p��Á{��Y³�|�

ë CI&GÚÙÛ×ÒÛ_°\ü¥¦K���E_ÒMI×ÒÛ�Å´dE_ÒMI�Ë«�ë�Ç�X ��ç_��udCI&GÚÙÛ_�S�yȪ��Ç�ò¿_C

I&GÚÙÛ��tu�¯}�u �YË«�ë�Çy01�ut��Ï��{|�

Y �����Ç� Y��×ÒÛ_�Å´d��2_«wY���lû¤Ky����

yß²´d}~�eÀy�_E��¯�ëYd&'_��EÚ����¤u�Ñ

Áu�z�ut�_��³t²�l%��ç_��Á{|�

Z CI&GÚÙÛ_�S���Çy�è���Ç�X ��oz�����yl%�~

{|s­´dCI&GÚÙÛ_�S��c�YË«�{)�ç�·âj·,t�è��

�Ç�çs��yX �~�|�

� �~À_��°s_tI¤Õ_�V¶Yß{�A¤û�gä�ô{ç_���_�d�

�#·������uª��ë����ydCI&GÚÙÛmn/Åg�����Ç�[

u�mn_p�R��ë{���êo���|CI&GÚÙÛY0��mn�V�e�.

���m���³t�Ý.��ç��%Ü_kl�ê¨���ë�ç_��´dmnp

y����²Á{_���²ÀÊ��ç#·_V�e�.�ç��uÃ�t��R���|�

#í·�����Ç_mnY�d�y0ßÁu¯�ìªYd�è� �¯Æ��ë�Ç

yÉoY³�|��m���� `Y�Ê��ç&΢ÙüÒmnY��<Y·�9'�

D���{Ũ³�����Ç�ý��Y,½�����ñìñY�´�~uÃ�t|­

{dV�e�._X�íy�_Ũ³mny�ë�ŨYp�³ òy¡Æ�~��ë

ì�¹å�|�

'�D_��2{ð�����. W V�YÇÝ�u/´d�VÜÜ"_�A��uC

�� � � �� ���

I&GÚÙÛeS��â�Ç� Y��×ÒÛ�%��{|e�.µ�YQ��{CI&

GÚÙÛmn������Ç�[u�mny�_ŨYâ�Ç_ÆúYs³yÁut¯

_²�­{±_È^Yʹ�{t�¹åut�|�

�º�

� �AY�yÇt{ìt{e��_Æxd/Åg.�_X�í­{0ß��e�._X

�íYñ°x��¶­�|­{�_�¦d/Åg×ÒÛ_Çȳ��Ýß~{ ARCLE_�0¬÷)�DVdÉ:§�DVYç>Å´ °x��¶­�| �

��

(1) �£°�z_�E��z���ëdû�_<_)��§�� onset�u)���Ågdû�

�nucleus:�ze�}�u�~æû�YP¯)��§��coda: Ê)����ßôu rime �Å%| (2) �¤u�&'_¾'�³�_EÚ���|®¯_���z�¾ã���y&'hÞ_hË

�¤u�Ì�dÖ�³��YÅÁu�z��!³�EÚ�çs| �

ÚÛÜÝ�

Adams, M. J. (1990). Beginning to read. Cambridge: MIT Press. Allen-Tamai, M.(2006). Development of Phonological Awareness in a Foreign Language

Among Young Japanese Learners,� îE��DÍ�D�´�ñ. Ehri, L. C., Nune, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan,

T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36,3, 250-287.

Kirtley, C., Bryant, P., Maclean, M. & Bradley, L. (1989). Rhyme, rime, and the onset of reading. Journal of Experimental Child Psychology 48, 224-245.

Share, D., Jorm, A., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.

Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki,A., & Francis, D. J. (1998). The foundations of literacy: learning the sounds of letters. Child Development, 69, 1524-1540.

Treiman, R., Tincoff, R., & Richmond-Weltry, E. D. (1997). Beyond zebra: Preschoolers’ knowledge about letters. Applied Psycholinguistics 18, 391-409.�

Ú�Ù\ [�D¡Æ\Kû¤� STTȹîC W 9e�.�Y0��¾'�A� V�A�´�Èñ

596Ú�Ù\�¤ J¤¥¦K¼�

��� Î� STTȹ`e�.� [�¹å�º [q£��u_îe�.� [ñvîSTEP� ��´ñdpp¼&C«&ȹ�

SE�ý� STTW¼� îe�.���%*_�7ëñ� ¡@TzF¼�