Correlation Between Children's Word Awareness And Early Reading Abilit

The development of early reading ability is critical to the development of young children,and text awareness is an important measure of early reading ability.However,many kindergarten teachers do not realize the importance of children’s literal awareness training,which leads them to not understand and know enough about children’s literal awareness training.Chinese characters are used as ideographic characters,but existing research in China ignores the importance of literal functional awareness.In addition,many studies abroad have proved that there is a significant correlation between literal consciousness and early reading ability,while there are relatively few studies on the relationship between literal consciousness and early reading ability in Chinese children.Therefore,the purpose of this study is to explore the relationship between text awareness,including functional awareness,and early reading ability in small,middle and large groups of children.In this study,216 children from a kindergarten in Binzhou city were selected as the study subjects,and the children’s literal consciousness and early reading ability were tested by means of measurement to explore the level of development of the children’s literal consciousness and early reading ability and the relationship between them.Among them,the text consciousness test is divided into three parts: the text function consciousness test,the text form test and the text rules test.The early reading ability test includes three parts: syntactic consciousness,speech memory and sentence comprehension.The results show that:(1)the overall level of children’s literacy awareness development is high.The development level of small class children’s literal form of consciousness is low and in the budding stage.The development of children’s literal consciousness in middle school is at the general level.The development of characters consciousness and its components in large classes of children is at a high level.With the increase of age,the level of children’s literal consciousness development is increasing.(2)Early childhood reading development is weak.The early reading ability of small and middle class children is at a low level,and the early reading ability of large class children is at a general level.Early childhood reading improves with age.(3)On the whole,there is a significant positive correlation between children’s literal awareness and early reading ability,and between the dimensions of literal awareness and early reading ability.(4)There is no correlation between small class children’s literal awareness and early reading ability,middle class children only have no correlation between literal function awareness and syntactic awareness and speech memory,and large class children’s literal awareness has significant correlation with early reading ability and its components.(5)The early reading ability of small class children can be predicted by the awareness of the form of writing,and the functional awareness of the form of writing can be predicted by the awareness of large class children.According to the above research results,some corresponding educational suggestions are put forward:(1)Kindergarten teachers should correctly understand the relationship between literal awareness and early reading ability.(2)Promoting the development of young children’s literal awareness in their daily lives.(3)Developing young children’s awareness of the written word in specialized "pre-literacy" activities.(4)Develop young children’s awareness of words in reading activities.(5)Parents should focus on sharing reading activities between parents and children to stimulate children’s interest in writing.Finally,it points out the problems that need to be further explored.