【摘要】 运用元分析的方法对中国学生英语语音意识与英语阅读成绩之间的关系进行探讨。经筛选,共有53项英语语音意识与英语阅读成绩的相关研究符合本研究元分析标准(n=4576)。结果表明:(1)中国学生英语语音意识与英语阅读成绩呈正向中等相关r=0.36, 95%CI [0.33, 0.39];(2)被试年级对于语音意识与阅读成绩关系的调节作用显著,并且随着年级的变化而变化;(3)语音意识各成分对阅读成绩具有显著的调节作用,其中音位意识的调节作用最为显著,音节意识的调节作用最小;(4)阅读材料类型对语音意识与阅读成绩相关性具有显著的调节作用,阅读材料类型中单词阅读对语音意识与阅读成绩相关性的调节作用最大,而短语/短句阅读的调节作用最小。更多还原

【Abstract】 A meta-analysis was conducted to investigate the relationship between English phonological awareness and English reading achievements in Chinese subjects learning English as a foreign language. This paper including 53 independent samples(n=4576)meet the criteria for inclusion in the meta-analysis. The result for the meta-analysis showed that: 1) There is a medium positive correlation between English phonological awareness and English reading achievements, r=0.36, 95% CI [0.33, 0.39]; 2) The grade has a significant regulating effect on the relationship between phonological awareness and reading achievements, coupled with the changes of the grades; 3) Among the components of phonological awareness, the regulating effects of phonemic awareness is significant, the syllable awareness is the least; and 4) The type of reading materials have a significant role in regulating the correlation between phonological awareness and reading achievements. Word reading materials have the greatest effect on the regulation of phonological awareness and reading achievements, while phrase/short reading materials have the least regulating effects.更多还原