A Study Of The Relationship Between Phonological Awareness, Cognitive Flexibility And Reading Comprehension During Primary School Students

Reading refers to the process of recognizing textual information and obtaining meaning from written language.It is one of the main ways for individuals to acquire knowledge in life,study and work.Speech awareness and cognitive flexibility are important factors in reading comprehension.Phonological awareness is a component of meta-language awareness and refers to the ability to perceive and manipulate sound structures.Cognitive flexibility refers to the ability of an individual to adjust his or her thoughts and actions in order to adapt to the situation when the situation changes.The key period of the development of phonological awareness and cognitive flexibility is in the primary school stage.Therefore,the students in the 3rd to 5th grades were enrolled in the study.There were 50 students in each grade,a total of 150 students,and 121 valid subjects.Investigate the relationship between phonological awareness,cognitive flexibility and reading comprehension.In this study,the phonological awareness was measured by the onset awareness,the rime awareness,the tone awareness and the phonetic deletion.The classic Wisconsin Card Sorting Test was used to measure the cognitive flexibility in the general field.The self-editing Chinese Sorting Task was used to measure the cognitive flexibility of the reading field.Reading Competency Assessment measured reading comprehension.The results showed that:(1)In primary school students,the phonological awareness and the cognitive flexibility of the general field both developed with the growth of grades.The grades of the onset awareness the highest in the three grades,and the level of the development of rime awareness was the lowest;(2)The correlation between phonological awareness,general cognitive flexibility and reading comprehension was different in different grades.Only the correlation between the rime awareness and reading comprehension were significant in the third grade.In fourth-grade and fifth-grade,phonological awareness and cognitive flexibility were significantly positively correlated with reading comprehension;(3)Phonological awareness and cognitive flexibility had predictive effects on reading comprehension.Phonological awareness had a positive predictive effect on reading comprehension in the third-grade.Phonological awareness and general cognitive flexibility had predictive effects on reading comprehension in the fourth-grade.The predictive effect of onset awareness on reading comprehension was positive,and the predictive effect of total number of errors was negative.Nonperseverative errors had a negative predictive effect on reading comprehension.