Understanding Of The Relationship Between Phonological Processing Skills And Children's Reading

Generally speaking, reading is considered to be the foundation of learning and Reading ability is the main manifestation of learning achievement as is one of the basic requirements for future success. Reading is a process of information exchange between the author and readers, and this process is usually be influenced by the reader's reconstruction towards the Sound, form, meaning of the authentic words, as well as the context, varied life experiences of the author and readers, Metalinguistic awareness refers to the individual ability to think and reflect on it, including phonological awareness, morpheme awareness, syntactic awareness, pragmatic awareness of language features and operation, and it is an important factor that Affects readers' understanding of textual information. A large number of studies have confirmed that various components of the Metalinguistic awareness will have impact on reading, while some other believe that the Metalinguistic awareness in phonological awareness can only have impact on the understanding of the alphabetic writing system, and cannot affect the ideographs like Chinese class. Some researchers believe that the reading ability of Chinese beginners and non-skilled readers will be the influenced by phonological awareness, while the more proficient readers by the morpheme awareness, orthographic awareness. Some studies show that Phonological awareness only have impact on Chinese children's early reading ability, and will be weakened with the growth of the Chinese readers age. However, some other studies suggested that the understanding of Chinese language is affected not only by the impact of phonological awareness, but also by the rapid naming, voice of working memory and phonological processing skills. In order to find the law of development of Chinese children's (age3-6) early phonological processing skills, orthographic awareness, morphological awareness and intrinsic relationships among the Chinese children's early phonological processing skills, orthographic awareness, morphological awareness and their reading ability, this essay intend to conduct three researches on Pre-school children's Characteristics of the development of phonological processing skills, orthographic awareness, morphological awareness.Research one:examine the pre-school children (age3-6) the characteristics and laws of the phonological processing skills By phonological processing skills tests. The results show that children's phonological processing skills in the preschool period has already begun to develop, and there are significant age differences, which means the performance of phonological awareness, rapid naming, the voice working memory develop with age. Development path of phonological awareness rapid naming, the voice working memory develop is inconsistent. It expressed as the Phonological awareness of preschool children are relatively stable throughout the pre-school stage, while their Voice working memory is developing more rapidly during the stage of5.5-6years old. Pre-school children's phonological processing skills are affected not only by the age factor itself but also each component will affect each other. Under the same circumstances of age,the voice working memory and rapid naming contributed negatively to the phonological awareness, and the voice working memory contributed more than rapid naming.Research two:examine the pre-school children (age3-6) orthographic awareness, morphological awareness development characteristics and laws, and investigate the relationship between pre-school children orthographic awareness, morphological awareness and phonological processing skills by Orthographic awareness and Phonological Awareness tests. The results show that Children's orthographic awareness, morphological awareness in pre-school period has already begun to develop, and development varies significantly by age, they developed consistently by age. Developing path of orthographic awareness, morphological awareness develop is inconsistent, it expressed as the orthographic awareness of preschool children are relatively slow and stable throughout the pre-school stage. morphological awareness developed earlier than orthographic awareness and it developed relatively stable and rapidly only during the age of4.0-4.5. phonological processing, orthographic awareness, and morphological awareness interact with each other, under the same circumstances of age, the phonological processing contributed negatively to both orthographic awareness and Morphological Awareness, it expressed as The voice working memory contributed more to orthographic awareness than rapid naming, while The Phonological Awareness contributed more to Morphological Awareness than rapid naming and The voice working memory。Research three:examine the pre-school children's(age3-6) development of reading ability through Vocabulary comprehension and sentence comprehension test. Result shows, their ability of Vocabulary comprehension and sentence comprehension varied by age, more specifically, the older of the age the better; Development path of Vocabulary comprehension and sentence comprehension is inconsistent,, it expressed as their Vocabulary comprehension developed earlier than sentence comprehension, and Vocabulary comprehension of preschool children are relatively stable throughout the pre-school stage, while their sentence comprehension is developing more rapidly during the stage of5.5-6years old, Phonological processing skills, morphological awareness were able to direct positive effect on preschool children's reading comprehension ability, and the influence of Orthographic awareness is not obvious.