Abstract
The present study that conducted both cross-sectional and short-term longitudinal studies was carried to investigate development of English phonological awareness in Chinese primary school children. The results showed: (1) in the beginning of the first grade, there were significant differences of accuracy among four tasks. Different units of English phonological awareness have different developmental levels, from high to low, of rhyming and end-phonemic, onset, and phonemic awareness. (2) Same different orders lasted from first grade to fifth grade.
| Keywords: | phonological awareness; primary schooler; short-term longitudinal study |
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