A Study Of The Relation Between Children's Phonological Awareness And Early Reading Ability

Phonological awareness is one of the most important research areas in meta-linguistic awareness. Since 1980s, it has been widely investigated just because acquisition and development of phonological awareness has direct impact on the development of Children's reading skill and teaching of reading. Two important research issues include: 1) Phonological awareness and its components development; 2) the relationship between Phonological awareness and reading development.This paper mainly studies the development characteristics of the phonological awareness and early reading ability, and the interrelation between them of the 3-5 year-old children, hoping that it can offer more targeted advice and suggestions for the development of children's phonological awareness and early reading education. Data analysis from two Beijing kindergartens large, medium and small class of 90 children in the language of the field test data, including phonological awareness, text awareness and story-reading picture books. The results are as follows:1. Before studying, the stage 3-year baby already to start to have the pronunciation consciousness .With age, the level of development of phonological awareness raises. The children's consonant awareness, vowel awareness and tone awareness have reached a plateau of development, with the level of tone awareness being the highest in it. The boy and girl's pronunciation consciousness level of development difference is not obvious.2. The baby has the writing consciousness, its early time reading knowledge enhances along with the age growth. The boy and girl's early time reading knowledge level of development difference is not obvious.3. There is a relationship between phonological awareness and early reading ability in general. Its correlation depends on children's age and the components of phonological awareness. This shows that the awareness of children's speech only to some extent predict their reading ability, it is only one of the factors that affect the development of early childhood reading ability.4. The correlation is different between different age stages and different ingredients of phonological awareness. It shows that effects forecasting early childhood reading ability are different for different factors of phonological awareness. Based on the above studies, we have discussed development of young children phonological awareness and early reading skills. Meanwhile, we also have done a proper analysis of enlightenment for the Voice of education and early reading education between preschool teachers and parents. And I has pointed out the shortcomings of this study and worthy of further in-depth exploration.