Phonics Training Affects The Phonological Awareness And Phonological Memory Of Chinese Preprimary Children

Two experiments are carried out in this research. The first experiment is adopted variance analysis to discuss the relation among letter names, letter sounds, phonological awareness and phonological memory. In second experiment, the author trained the preprimary children for six weeks in phonological awareness and phonological memory by the self-made materials according to the rules of letters and corresponding phoneme.Subjects are four and half years old children who are from a normal kindergarten in Xinxiang city, Henan province,120children in total.Results of experiment1tell that the scores of children who study the symbols that contain the letter sounds are better than the children who learn the symbols that don’t contain the letter sounds. The scores of the letter sounds of consonant-vowel (CV) names are better than the vowel-consonant (VC) names, and the scores of the letters sounds of vowel-consonant (VC) names are better than irregular names. Results of experiment1tell that the scores of the onset awareness, phoneme awareness and phonological memory of the training group are better than the controlling group. The scores of the onset awareness, phoneme awareness and phonological memory of the children who are familiar with the letters are better than the children who aren’t familiar with the letters.In general, we can draw the following conclusions in this research. First, Chinese preprimary children can extract the sounds from the letter names by the phonological awareness and phonological memory. Second, the phonics training can improve the preprimary children’s the onset awareness, phonemic awareness and phonological memory efficiently, and the familiarity of letters from the pre-school children influences the effect of phonics training on phonemic awareness and onset awareness.