A Study On The Development Of Phonological Awareness And Family Reading Environment In Primary,Middle And Small Classes

As part of meta-language awareness,phonological awareness plays an important role in helping young children perceive and understand the speech they hear and emit.The family is the first place for children to get in touch,and the family reading environment provides the necessary support for the language development of young children.This study mainly proposes reasonable suggestions for the parents and educators of children by studying the correlation between the development of phonological awareness of children in large,medium and small classes and family reading.In this study,150 children from large,medium and small classes in a kindergarten in Tianjin were selected as subjects.The self-made questionnaire was used to test the family reading environment of children,and the oral language question and answer method was used to test the development of children’s phonological awareness.After sorting and analysis,the conclusions are as follows:(1)There are significant age differences in the phonological awareness of children in large,medium and small classes.It shows that with the increase of age,the level of phonological awareness is increasing and showing a steady growth trend.In the children’s phonological awareness,the first to develop is the tone consciousness,the vowel consciousness is second,and finally the initials consciousness.(2)There is a significant positive correlation between the initial consonant consciousness of the children in the middle,the middle and the small class and the reading interest and motivation of the children in the family reading environment.There is a significant positive correlation between the consonant consciousness and the reading interest and motivation of the children in the family reading environment.There is no significant correlation between consciousness and the dimensions of the family reading environment.(3)The development level of phonological awareness of children in large,medium and small classes is affected by the length of each reading of children in the family reading environment,but it is not affected by the age at which children start reading,the number of children reading and the amount of books owned by young children.The longer it takes for children to read,the higher the level of phonological awareness.