| From word acquisition to reading comprehension, sentences play connecting roles in reading comprehension development. The children's reading is a high level of information processing, which requires not only phonological knowledge, vocabulary knowledge, also need syntactic knowledge to combine words in the sentence according to certain rules together to obtain the corresponding meaning. Thus, children's syntactic awareness plays a decisive role in development of reading ability. By searching for related literature at home and abroad, finding that research on syntactic awareness is very limited and lack timeliness, also the theory construction on syntactic awareness itself and reading comprehension is still insufficient. In China, studies on syntactic awareness is mainly in the primary stage, natural acquirement of children's early syntactic awareness have been got little attention. Therefore, study on relationship between syntactic awareness and reading comprehension can not only enrich metalanguage consciousness research theory, but also verify part of forefathers' research results, at the same time, provide a new research content and research paradigm for the following research and enrich the relationship between each factor of metalanguage consciousness and the early childhood reading comprehension.The study intends to explore the development characteristics of pre-school children's syntactic awareness, factors that affect syntactic awareness and the relationship between syntactic awareness and early childhood reading comprehension by three studies. Specific contents and research conclusions are presented as follows:Research one:by using grammatical judgment, grammatical correction, oral cloze, and sentence coherence task according to different grammatical mistakes and different sentence patterns, the research analyzed the development tendency and characteristics of early syntactic awareness of children aged 3 to 6 years old. The results found that: syntactic awareness of preschool children has developed and existed significant difference, but the main effect of gender was not significant. With the growth of age, children's syntactic awareness has developed, but the speed is not balanced.3-4.5 year-old children's syntactic awareness developed relatively flat and 4.5 to 6 year-old children's syntactic awareness is more quickly.5-5.5 year-old children developed fastest. To be specific, representative characteristics of each stage revealed that:children's syntactic awareness was unclear from 3 to 4 years old, the ability of grammatical judgment and grammatical correction is low.3.5 year-old children are able to correct incomplete sentence and fill out the oral subject-predicate subject and object in the sentence.3.5 years old has preliminary grasped the concept of the compound sentences in sentence coherence task. Children's syntactic awareness capabilities are sprout in 4 to 5 years old, the ability of grammatical judgment and grammatical have developed in 5 years old.4.5 years-old children can correct impropriate collocation sentences; 5 year-old children can correct improper word order sentences; from 4 years old, children begin to fill out keywords in negative structures sentences. From 5 years old, children can understand "shi"sentence structure, "bi"sentence structure, "you"sentence structure based on the relationship of the previous sentence.5 to 6 year-old children's syntactic awareness is relatively quickly, which is a critical period of grammatical judgment and sentence correction ability has fully equipped at this stage. At the age of 5.5, children have ability to modify wrong function words sentences; also, children can orally fill out "bei" sentence patterns at the age of 5.5; and until 6 years of age, children can orally fill out "ba" sentence patterns. Children can get progressive and turning sentences syntactic characteristics at the age of 6 in turn.Research two:by choosing children aged 5.5 to 6 in a kindergarten as participants, this study explored the relationship among syntactic awareness, acquisition of Chinese characters, receptive language ability, Chinese semantic level, and working memory. The results showed that 5 to 6 year-old children's children's receptive language ability, Chinese semantic level, working memory, and acquisition of Chinese characters have developed steadily. Acquisitions of Chinese characters, receptive language ability, and Chinese semantic level have significant correlation of syntactic awareness. Acquisitions of Chinese characters have significant and stable contribution rate to syntactic awareness.Research three:by choosing children aged 5.5 to 6 in a kindergarten as participants, this study discussed the influence of syntactic awareness of early childhood reading. The results showed that children's reading ability has developed rapidly at the age of 5 to 6 years old, which means 5 to 6 years old is a critical period of written language development.5 to 6 years old children's early reading ability has close correlation of syntactic awareness and acquisitions of Chinese characters, has correlation of receptive language ability and Chinese semantic level. Syntactic awareness has an independent forecasting role for children's early reading ability. |
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