Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Aera Open Pub Date : 2024-08-24 DOI:10.1177/23328584241267929
Kathleen A. Paciga, Christina M. Cassano
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Abstract

Early literacy assessment has become commonplace in the preschool years, with phonological awareness constituting one component of emergent literacy targeted by such practices. This within-subjects experimental study examines the role of word familiarity on 93 dual language preschoolers’ performance on phoneme-level awareness tasks in three-phoneme words. A researcher-designed digital tool created individualized test items (foils and target responses) for each child. Half of the items presented target responses that contained familiar words, and half contained unfamiliar words. Results suggest unknown/unfamiliar target words yield lower phonological awareness performance scores.
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认识单词对学前 DLLS 重要吗?个性化词汇对语音意识表现的影响
早期读写能力评估在学龄前阶段已变得司空见惯,而语音意识则是此类评估所针对的萌芽读写能力的一个组成部分。本主题内实验研究探讨了单词熟悉程度对 93 名双语学龄前儿童在三音素单词的音素级认知任务中的表现所起的作用。研究人员设计的数字工具为每个儿童创建了个性化的测试项目(衬垫和目标回答)。其中一半的测试项目包含熟悉单词,另一半包含不熟悉单词。结果表明,未知/不熟悉的目标单词会降低语音意识的得分。
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来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
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