Relation between phonological development and writing initial learning in different socio-educational settings

Abstract:PURPOSE:to investigate the relation between phonological development and writing initial learning in different socio-educational settings.METHODS: survey was held in a nursery, a municipal school and a private school, totaling 100 children, between 2:0 and 6:11 years old. In order to perform phonological assessment, the Phonological Assessment Test was carried out. In order to assess reading, Rapid Serial Naming was applied. In order to assess writing, an activity roadmap was proposed, such as dictated words and phrases.RESULTS:it was observed that some phonological processes had a positive correlation with Rapid Serial Naming. This task also was positively correlated with writing and age. That is, the better the performance in Rapid Serial Naming, the more advanced they were in writing and age. It was also observed that private school children showed better performance in writing and Naming.CONCLUSION:from these data, it was observed that there is a relation between phonological development and initial reading and writing learning, as phonological processes overcoming was related to Naming and writing in children aged 2:0 to 6:11 years. It is believed that these findings may be related to socio-educational aspects.Keywords: Language; Reading; Language Development; Child; Preschool

摘要：
研究目的：探究不同社会教育环境下儿童语音发展与初始书写学习之间的关联。
研究方法：本研究在托儿所、公立学校及私立学校开展调查，共纳入100名年龄介于2岁0个月至6岁11个月的儿童。语音评估采用语音评估测试（Phonological Assessment Test）；阅读能力评估采用快速连续命名（Rapid Serial Naming）任务；书写能力评估则通过设计活动方案完成，包括听写单词与短语任务。
研究结果：结果显示，部分语音加工过程与快速连续命名任务呈正相关；该任务同时与书写能力及年龄呈正相关，即儿童在快速连续命名任务中的表现越好，其书写能力发展水平越高，年龄也越大。此外，本研究还发现，私立学校儿童在书写能力及快速连续命名任务中的表现更优。
研究结论：基于上述数据，本研究发现，在2岁0个月至6岁11个月的儿童群体中，语音发展与初始读写学习之间存在关联，语音加工技能的掌握与快速连续命名任务表现及书写能力相关。本研究认为，上述发现或与社会教育环境因素相关。
关键词：语言；阅读；语言发展；儿童；学前教育