The Cognitive Characteristics Of Form-phonetic Connection In Early Written Word Recognition In Children Aged 5-6 Years

The acquisition of words is the main means for early childhood literacy development.Being an important part of transition from spoken language to written language,word acquisition has long-term effect on the development of children's future language skills.However,apart from phonological ability,which plays a crucial role in early literacy emergent,multiple cognitive abilities also bridge the gap between oral and written language.As a closely-structured figure,the Chinese character's spatial relationship often requires visual processing to process the information.On the level of Phonology,Chinese is basically a morpheme corresponding to a syllable,and a syllable only has four phonemes.This can be inferred that the requirements of Chinese character learning for phonology are not as complicated as English,but due to the uncertainty between the grapheme.phoneme correspondence of Chinese characters,the ability of children's-grapheme-phoneme connection may affect their ability to master new vocabulary,which accounts for a big part of children's early literacy ability.In order to explore the characteristics of the grapheme-phoneme connection of early Chinese written word identification in Chinese children,and the way in which written words are learned,research by three test to discusses the development characteristics,phonological awareness,semantic visual processing skills,cognitive characteristics of written word identification of 5-6 years old children and their relationship with word identification through three studies.This paper attempts to explore the 'grapheme-phoneme'connection characteristic of early-child children's writing-word identification and the effective teaching method that goes along with the development characteristics of pre-school children and promotes the acquisition of Chinese characters.This dissertation is consisted of three studies:Study ?:"Preschool and Early Childhood Children's Chinese Literacy Scale" is used to examine the characteristics and patterns of 5-6 children's literacy development.The results showed that the total score of children's literacy had a significant age difference;except that the written word identification test-listening finger subtest has no significant difference among three age groups.Word mapping,word identification showed significance with age differences,the development of written word identification for children aged 5-6 years changed with age.In the three tests of word acquisition,the correlation between graphic-phoneme connection and finger literacy is more closely related..Study ?:By giving the task of phonological awareness and visual processing skills,we investigated the cognitive characteristics and development patterns of phonetic recognition of 5-6 years old children in written words.The results showed that children aged 5-6 years have developed syllables awareness and visual processing ability.The processing skills changed with age,and the phonological awareness and visual processing ability were significantly related to early childhood word identification.In phonological awareness,children's conscious development of syllables was significantly higher than that of phonemic awareness,and in the later period,phonemic awareness seemed to have a declining trend;children aged 5-6 showed that a significant age difference in visual processing skills and it increases with age.After controlling the influence of age,syllable awareness and visual processing skills contribute to the word identification.In the word identification test,Children who develop well-grapheme-phoneme connections have stronger word identification capabilities.It shows that the ability of children aged 5-6 to associate with 'grapheme-phoneme' is an important indicator for measuring early written word identification.Study ?:Based on the results of studies ? and ?,the study set up two experimental groups for further intervention.Two groups were taught separately using Children's word identification.materials based on the combination of the Chinese character 'grapheme-phoneme' and the 'grapheme-phoneme-meaning'.Two experimental groups were statistically analyzed to examine the word identification.effects of the two experimental methods based on literacy test scores.The results showed that the scores of the 'grapheme-phoneme connection' group were significantly higher than the'phonetic-shaped-meaning' group,indicating that the 'grapheme-phoneme 'connection style of Chinese character learning was more effective in improving early word identification.Further analysis found that because preschool children's oral vocabulary is more well-developed than written language,performance on 'grapheme-phoneme'correspondence group is overall better than 'grapheme-phoneme-meaning'correspondence group.The study concluded that:In various activities of the kindergarten,Teachers should pay conscious attention to training children's speaking ability,to lay a good oral foundation for the former;In the process of children's word acquisition,teachers should focus on instructing children to notice and distinguish sounds,including environmental sounds and talking sounds.Early phonological awareness guidance also included the use of songs,nursery rhymes,and games to help students improve their sensitivity to speech and rhythm;At the visual level,teachers can use color picture books with richer color graphics to guide their children's reading and improve children's literacy awareness.