Phonological Awareness and Reading Ability: A Review of Research in English-speaking Children

これまで英語圏を中心として，音韻意識が読み能力の獲得の前提となることが繰り返し指摘されてきた。本論文では，最近10年間に英語圏で行われた研究の整理を行った。最初に音韻意識の定義，および測定方法の整理を行った。次に，音韻意識と単語の読みの関係を分析した。単語の読みが可能になるためには，オンセットライム単位での音韻処理の能力が必要であること，読みの能力の習熟にともない音素レベルでの処理が可能になることが示された。次に音韻意識の訓練効果が検討され，音素の分解・混成の訓練が有効であることが示された。最後に音韻意識と読みの障害の関係について検討され，英語圏においては，音韻的障害が失読症の大半を占めていることが示された。Research on the acquisition of reading in English-speaking peoples has repeatedly pointed out that phonological awareness is the precursor of the reading ability. In this paper, recent research about them was reviewed. There are a wide variety of tasks to measure phonological awareness, and phonological units in these tasks are different in different research; syllable, onsetrime, and phoneme. The ability of phonological processing at the onsetrime level is needed to begin to read words, and children can process phonemes as they can read more words. Next, the research on training phonological awareness was reviewed. The training of phoneme segmentation and blending was effective to enhance children's phonological awareness and reading words. And last, the relationship between phonological awareness and disorder was discussed. Most of poor reader in English-speaking world have some difficulty in phonological processing