【国外视点】也来读读美国阅读专家组的报告之一

瑜珈

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在dawnch的爱优思英语版里，dawnch提供了一份美国阅读专家组的报告  The national reading panel report -------Practical advice for teachers

这份关于阅读的报告涉及了音素意识、自然拼读、朗读的流利性、词汇、阅读理解策略，内容很全面。有些人也读美国阅读专家报告了，可是歪曲的解读却让家长们更云里雾里。为了让家长们对一些概念、一些问题有更清楚的认识，我愿意不自量力地花些时间把报告的主要部分翻译一下，让头疼大段英文的家长们也能看看，同时也会谈谈自己的体会，可能也会整理一些相关的学习资源。欢迎大家讨论、补充。

说明一下，我不是英语科班的，没学过英语翻译技术，也不从事跟英语有关的工作，翻译错误或表达不当的地方，还恳请坛子里的大学英语老师、中小学英语老师、各路高手帮忙指正，以免误导他人，在此先谢谢了。

[ 本帖最后由 风云之间 于 2013-6-10 12:46 编辑 ]

瑜珈

第一部分是专家小组介绍：我们需要对报告所讲的内容在意吗？为什么研究？阅读专家小组是怎样工作的？自从专家组成立后发生了些什么？  这些内容以后觉得有必要翻译的话再说，我们还是先说主要内容。第二部分是phonemic awareness.


Phonemic Awareness 音素意识

Some Definitions and Distinctions
一些定义和区别

Phonemic awareness is the ability to hear and manipulate the individual sounds within words.(The sounds within words are called phonemes ,so awareness of these sounds is phonemic awareness.) Spoken words are composed of sounds .For instance,the word cat has three sounds or phonemes: /c/ /a/ /t/ (conventional linguistic notation separates individual sounds or phonemes with slash marks).The word bike also has three phonemes: /b/ /I/ /k/; phonemic awareness is of awareness of sounds ,not letters. The word bike has four letters, but we hear only three phonemes when the word is spoken. For most adults, dividing words like cat or bike into constituent sounds is easy, but for young children the task can be formidable: Words seem to “explode out” as one big sound---cat--rather than as collections of smaller sounds.

Phonemic awareness 音素意识是一种能听出和处理单词中每一单个音的能力（单词中的每一个音称作phoneme音素，所以，对这些音的意识就是音素意识）。口头语言是由音组成的，例如：单词cat 里有三个音或音素/c/ /a/ /t/ （约定的语言学记号法 用斜杠将单个音或音素分开。单词bike 也是有三个音素/b/ /I/ /k/。 音素意识是一种针对音的认知，而不是字母。Bike 这个词有四个字母，但是说出这个单词的时候我们只听到三个音素。对大多数成年人来说，把象cat 或bike这样的单词分解出音的构成是容易的，但对幼儿来讲，这样的任务可以是艰难的：单词好象是作为一个整音（big sound） 直接冲出-cat- 而不是由更小单位的音集合起来发出。


Young children vary greatly in the ability to hear the individual sounds within words, and this variation led some scientists to hypothesize that phonemic awareness might be an essential early reading skill (Stanovich, 1986).The question was whether children with a well-developed ability to hear the sounds within words would be better equipped to learn how these sounds match the letters. English is an “alphabetic language,” meaning that the letters in the written language refer to or correspond to the sounds in the spoken language. A child who cannot perceive the separable sounds within words is at a disadvantage when it is time to match these sounds with letters while learning to read.

幼儿的识听单词中单个音的能力（下面写为辨音能力）个体差异较大，而这些差异使一些科学家猜测，音素意识可能是关键的早期阅读技能。。问题是，是否是有着良好辨音能力的孩子有着更好的预备 去学习音和字母对应的知识。英语是字母语言，意味着书面语言中的字母指的是或相当于口头语言的音。不能感知识别单词中那些可以分割出的单音的孩子，在学习阅读过程中，将音和字母对应时，会处于一个不利的情况。 （红色为后修改）


Phonemic awareness is not the same as phonics. Phonics refers to instruction in how letters and sounds correspond to each other and how these sound-letter correspondences can be used to decode or pronounce words in text. Decoding means the analysis of the letters in a word to determine its pronunciation; to translate from one form of message to another,such as from printed text to pronunciation.Phonemic awareness is not about how sounds and letters match or how to sound out letters to form words; it is only about hearing and thinking about or manipulating the individual sounds within words.

Phonemic awareness和phonics是不一样的概念。Phonics是指在字母与音之间怎么相互对应、以及这些音-字母的对应关系怎样被用来对书面文字进行解码或发音方面的一种训练。  decoding是指通过分析单词中的字母来判断发音，把一种形式的信息翻译为另一种形式的信息，就象从印刷文本到读出发音这种的。Phonemic awareness音素意识不是关于音--字母对应关系或如何读出字母来组成单词的，只是关于听出、思考、处理单词中的每一个音。


Many parents and teachers know about the teaching of phonics, but phonemic awareness instruction is a newer idea. Without phonemic awareness, phonics is harder to learn. In other words, phonemic awareness is something that should be taught before phonics--- at least early in the phonics sequence---so children receive maximum benefit from their phonics instruction. Some phonics programs include phonemic awareness instruction and some do not, so it is important to understand the distinction.It also is useful to distinguish phonemic awareness from another related term, phonological awareness .Phonological awareness is actually a broader concept, and phonemic awareness is part of this larger idea. Phonological awareness refers to the sensitivity to the phonological or sound structure of words. It includes phonemic awareness, but also encompasses many earlier developing skills such as the awareness of syllables or rhyme.

许多父母和老师知道phonics教学，但是phonemic awareness音素意识的训练是一个更新的理念。没有音素意识，学习phonics会更难，换句话说，音素意识应该先于教phonics---至少在phonics教学次序的初期—那么孩子从phonics训练中得到最大化的益处，有些phonics课程包括了音素训练内容，有些没有，所以理解它们之间的区别是很重要的。 这对于区分音素意识和另一个相关的术语—phonological awareness（音韵觉识）也是有用的。Phonological awareness实际上是一个更广的概念，phonemic awareness音素意识是这个大概念的一个部分，Phonological awareness是指对单词的音韵或单词中音的结构的一种感知，它不仅包括音素意识，还包含了很多更早期发展的技能，比如音节意识、押韵意识。

Awareness of syllables within words is an important aspect of phonological awareness.A child who has mastered this aspect of phonology will be able to perform tasks such as dividing the pronunciation of names into syllables: Bob--by; Tom--my; Gwen-do-lyn; Shei-la; Ma-ri-o; or to blend these syllables back into proper pronunciations of the names. Rhyming ability is another aspect of phonological awareness ,and it includes the ability to recognize that words rhyme, to identify which words rhyme, and to provide rhymes.

对单词中的音节意识是phonological awareness的一个重要方面，有了这个意识的孩子可以完成将名字分音节的任务，如Bob--by; Tom--my; Gwen-do-lyn; Shei-la; Ma-ri-o;或是将音节拼回到名字的正常发音。 Rhyming ability 押韵能力是phonological awareness的又一个方面，它包括认出押韵词、辨别押韵词、给出押韵词的能力。

[ 本帖最后由 风云之间 于 2013-5-13 20:18 编辑 ]

瑜珈

Developmental Sequence 发育顺序


Scientists have not yet arrived at a clear description of the sequence of how phonological awareness---including phonemic awareness---develops in young children (Torgesen & Mathes,2000),though some things are known about this development. For example,it is evident that these phonological skills are part of normal oral language development and that these skills would unfold to a great extent for most children even in the context of nonalphabetic languages such as Chinese (Hu & Catts,1998) or even if written language and reading had never developed in human history.

关于孩子的音韵意识—包括音素意识—是怎样的一个发育顺序，   科学家还没有一个清晰的描述，然而有些东西是已知的。例如：显而易见地，这些语音技能是正常的口头语言发展的一部分，对大多数孩子来说，这些技能将能很大程度地显露出来，甚至在诸如中文这种非字母性语言的情况下，或即使书面语言或阅读从未在人类历史上发展形成的情况下。



It also is clear that the more global aspects of phonological awareness,such as syllable awareness,appear earlier in childhood than the more demanding skills of phonemic awareness (Lonigan,Burgess,Anthony,& Barker,1998).This means that kindergartners may profit from some early attention--prior to the teaching of phonemic awareness---to rhyming and syllable awareness if these abilities are not yet in place.

也很清楚的是，在童年期，更全方位的音韵意识，比如音节意识，比要求更高技能的音素意识要早出现。这意味幼儿园孩子可以得益于对押韵和音节的早期关注—先于教音素意识--如果他们的押韵和音节认知能力还没到位的话。



Another fact about development that is important to know is that very few 3- and 4-year-olds have much phonemic awareness, but most--though not all--8-year-olds do (Bryant,MacLean,Bradley,& Crossland,1990).This means this aspect of language develops during the same years when children are trying to learn to read.The importance of phonemic awareness in reading has been shown in studies that have revealed the close connection between phonemic awareness and reading achievement (Torgesen & Mathes, 2000): Young children with well-developed phonemic awareness skills tend to be successful readers, while children without these skills usually are not.

关于语言发育的另一个事实是，极少数3-4岁的孩子具有很强的音素意识，知道这个事实很重要，但是大多数—虽然不是全部—8岁的孩子有很强的音素意识。 这意味着在孩子们尝试学习阅读的这几年里，音素意识这个方面的能力得到了发展。研究中显示，在阅读中音素意识的重要性已经揭示了音素意识和阅读成绩之间的紧密联系。具有发育良好的音素意识技能的孩子趋于成为成功的阅读者，而没有这些技能的孩子通常不能。

This raises the question,can phonemic awareness be taught? Can instruction accelerate the pace of this part of language development so that children can learn to read more easily? That,in fact,was the question the National Reading Panel attempted to answer.

这提出了一个问题，音素意识能教吗？音素意识训练能加速这方面能力的发育，以使孩子可以更容易地学会阅读吗？ 事实上，那正是国家阅读专家组试图回答的问题。

[ 本帖最后由 瑜珈 于 2012-3-18 23:12 编辑 ]

瑜珈

根据以上专家的结论，音节、韵律意识比音素意识要早，其实也能理解，从单词发音的构成来看，音节、韵脚、音素在单词发音中所占的单元是从大到小排列的，越小的分割当然越难。在这个阶段，都只是听音阶段，不管是中文还英文，孩子都会对有音韵的东西比较敏感，这时候听儿歌唱儿歌，孩子能很容易地学会很多单词的发音，配合上动作，也能明白好多单词的意思。在中文，好多家长会教三四岁的孩子背唐诗，一两岁的孩子学的话也能很快学会说最后一个韵脚字。

比如儿歌：one two,buckle my shoe   竖一个手指，两个手指，系鞋带动作
               three four, open the door   竖三个手指，四个手指，做开门动作
              ......

唱会这一首歌，就学会了1-10，还有好多单词，效率很高呢。


坛子里有教三四岁孩子phonics的，不主张这样做，这阶段还是应该以听为主。

推荐资源：

1.英文经典歌谣一起唱    http://bbs.etjy.com/thread-191564-1-1.html   
   这套书碟现在已经绝版，坛子里歌词不齐，今天找到一个网站，也许这套碟中涉及到的歌曲，这里会有歌词，可打印。这个网站上还有音乐，孩子学会唱了后，可以卡拉OK哦。http://www.kididdles.com/

2. 洪恩巴迪歌谣。这是视频。

3.  紫色小恐龙Barney 系列中的 mother goose碟

4. wee sing   

5.听家长或CD朗读图画书。可以参考0-3岁，3-6岁的书单。这类的坛子里也有好多。有心有需求的可以组成小组，互相帮助，整理汇总，做成专门的汇总楼。

瑜珈

专家指出：极少数3-4岁的孩子具有很强的音素意识，但是大多数—虽然不是全部—8岁的孩子有很强的音素意识。

音素是单词发音中那个最小的单元（不管是哪种语言，都是一样的），中国孩子如果在一年级学过汉语拼音后再学phonics，对英文单词的音素分割能力是具备了的，因为学汉语拼音中拆拼过程就是音素意识训练的过程。 比如“中”，看拼音读，zh-ong --zhong  这是拼的过程，  考试中的给汉字写拼音 “中”， 孩子认识这个字，知道读音，写出拼音zh  ong , 就是拆的过程。这种能力会迁移到英文phonics的学习中。

幼儿园的孩子，平时可以口头上玩这种游戏，可以用汉字，也可以用英文单词。将汉字或英文单词拆音素、合音素。打下这种音素意识基础，不管以后是学汉语拼音，还是phonics，都是非常有帮助的。

记得我女儿一年级学汉语拼音的时候，（我们小时没有教过拼音之类的），会有拼不起来的现象。
我在这个帖子的8楼，http://bbs.etjy.com/thread-107659-1-1.html 写到过我女儿b+a=ba拼读有困难，但是后来在学phonics拆拼音时却毫不费力。从这一点上，也主张拼读不要过早学。小的孩子用phonics kid这种材料，拿来作音素训练就行，只需注意到那个教的目标音，而不要让孩子拼读整个单词，因为它并没有教拼读过程。

[ 本帖最后由 瑜珈 于 2012-3-19 13:33 编辑 ]

chen_4441

受教了，很好的学习建议

goubao1107

楼主辛苦了,感谢您

goubao1107

楼主辛苦了,感谢您

rose760129

谢谢楼主，家里小儿将升二年级，目前记单词有问题，想学自然拼读，刚买了机灵狗。希望楼主多指导指导。

seaskym

初来论坛，发现自己在做妈妈角色方面花得时间太少了啊