学乐英语下载：双语阅读：音素意识在阅读教学中的重要作用

音素意识是学生流利阅读能力的最佳预测因素之一。这种听清楚声音并将其区分的能力，使我们能够轻松地习得语言，而且这种语言知识是我们理解所读内容的关键。正如认知神经学家Paula Tallal博士解释的那样:“要破解阅读的密码，孩子必须具备‘音素意识’学乐英语下载：双语阅读：音素意识在阅读教学中的重要作用，即单词可以被分解成更小的声音单元(音素)学乐英语下载，而字母代表的正是这些声音。”

Phonemic awareness is one of the best predictors of a student’s ability to read fluently. This ability to hear speech sounds clearly, and to differentiate them, is what allows us to acquire language easily, and this knowledge of language is key to our understanding of what we read. As cognitive neuroscientist Dr. Paula Tallal explains, “To break the code for reading, a child must become ‘phonologically aware’ that words can be broken down into smaller units of sounds (phonemes) and that it is these sounds that the letters represent.”

一个全国阅读小组对52篇关于音素意识的文章进行了深入的研究学乐英语下载，发现明确地教授音素意识对儿童阅读有着直接且显著的影响，明显大于不重视音素意识的教学。然而，这种基本技能很少被系统地教授。

A National Reading Panel in-depth review of 52 phonemic awareness articles found that explicitly teaching phonemic awareness has a direct and significant impact on children’s reading, significantly more than instruction that lacks any attention to phonemic awareness. However, this foundational skill is rarely taught systematically.

直到得知儿子天生失聪，我才转向言语和语言领域，然后我发现阅读困难与无法辨别声音直接相关。通过我多年的研究和听障学生阅读教学，我不仅了解到孩子需要英语语言中44个发音直接的、基于听觉的教学，而且这些发音呈现给孩子的顺序，直接影响到他们如何多快多好地保护自己的声音系统。

It wasn’t until after I learned my son was born profoundly deaf, and I made the shift to the field of speech and language, that I saw the evidence for myself that reading difficulties were directly correlated to the inability to differentiate sounds. Through my years of research and teaching hearing-impaired students to read, I learned not only that children need direct, strongly auditory-based instruction in each of the 44 sounds of the English language, but that the order in which sounds are presented to children directly affects how well and quickly they are able to secure their sound system.

我发现从最容易听到和混合的声音(/m/， /s/， /oo/， /sh/， /ee/， /aw/)开始音素意识教学，是非常重要的。这些声音可以延长或保持，没有其它任何声音附加在它们身上，而这允许学生在混音前很好地掌握声音。当学生熟练地掌握这些简单的发音时，他们就为学习剩下的44个发音做好了准备。这些发音更加难学，如/d/， /i/， /k/等。这些发音很难在音节中听到，当单独发音时，它们不能被拉长或附加另一个发音。这是我编写“Ooka Island”数字化基础阅读项目时，为学龄前到2年级学生提供的路径。

I discovered it was critical to begin phonemic awareness instruction with the sounds which are easiest to hear and blend (/m/, /s/, /oo/, /sh/, /ee/, /aw/). These sounds can be lengthened or held, and don’t have any other sound attached to them which allows a student to get a good grasp of the sound before blending it with another. As students gain proficiency with these easier sounds, they’re ready to learn the rest of the 44 sounds, those that are more difficult, such as /d/, /i/, /k/ etc. These sounds are harder to hear in syllables, and they can’t be lengthened or have another sound attached to them when spoken in isolation. This is the path provided to students in grades PreK–2 in the digital foundational reading program I authored, Ooka Island.

音位意识教学生听音和操作发音，并理解口语单词是由语音序列组成的。通过研究，我了解到能够快速识别音素的学生，由于这种快速的处理，阅读也会更加流利。而那些花更长时间处理音素的学生，理解起来很困难。因为他们似乎需要太多的注意力来解码单词，而留给解读所读内容的注意力就变少了。

Phonemic awareness teaches students to both hear and manipulate sounds, and to understand that spoken words are made up of sequences of speech sounds. Through my research, I learned that students who were able to identify phonemes rapidly were able to read more fluently because of this rapid processing. Those students who took longer to process phonemes struggled with comprehension. It appeared that too much attention was required to decode the words, leaving less for interpreting what was read.

流利的阅读，依赖于学生发展音素意识到自动化的程度，释放他们的大脑能量，轻松理解他们正在阅读的内容。不通过学习自动记起英语语言中的44种发音来保护声音系统，学生们就会依靠低效的解码方法和应对策略比如记忆等。这些技能可能使他们能够开始阅读，但随着文本的复杂性增加，学生的理解能力开始崩溃，因为当他们专注于解码每个单词时学乐英语下载，理解他们正在阅读的内容就会变得非常具有挑战性。如果我们想让学生掌握这44种发音，他们需要对每一种单独的发音进行重复的听觉接触，并学习如何快速地在其他发音中识别每一种发音。

Fluent reading relies on students developing their phonemic awareness to the point of automaticity, freeing up their brain energy to easily comprehend what they’re reading. Without securing their sound system by learning to automatically recall the 44 sounds of the English language, students rely on inefficient decoding methods and coping strategies like memorization. These skills may enable them to begin to read but as texts increase in complexity, students’ comprehension begins to break down, as it becomes too challenging to understand what they are reading when they are focused on laboriously decoding every word. If we want students to gain mastery of the 44 sounds, they need to have repeated auditory exposure to each of the individual sounds and learn how to rapidly recognize each sound amongst other sounds.