单词朗读能力在儿童的语言发展中占有极为重要的地位。研究表明，语音加工技能作为一种重要的语言技能对单词朗读能力有巨大的预测作用。本研究旨在探讨语音加工技能对汉语儿童英文单词朗读能力的影响以及语音加工技能的结构。以期为丰富语言发展的理论提供一些实证依据，同时也为我国的英语教学实践提供理论指导。 本研究以121名小学五年级儿童为考察对象，探讨了语音加工技能的结构，分别考察了语音意识、快速命名能力和语音工作记忆对儿童单词朗读能力的影响，重点考察了语音加工技能对儿童单词朗读能力的整体作用，同时，比较了语音加工技能对真词朗读能力和假词朗读能力的不同作用机制。 研究结果表明： 1.汉语儿童的语音加工技能包括语音意识、快速命名能力和语音工作记忆三个组成部分，是一个三因素结构。 2.语音加工技能各组成成分，即语音意识、快速命名能力和语音工作记忆均能对单词朗读能力（包括真词朗读能力和假词朗读能力）产生影响。 3.语音加工技能能够对儿童的单词朗读能力发挥整体作用，但是，其各组成成分所发挥作用的大小存在差异，其中，语音意识解释了其中绝大部分的变异，快速命名能力和语音工作记忆只解释了其中很小的一部分变异； 4.语音加工技能对真词朗读能力和假词朗读能力的作用机制存在差异，语音意识均对二者产生极为重要的影响，但是，鉴于真词和假词单词性质的不同，快速命名能力对真词朗读能力产生影响，而不对假词朗读能力产生影响；语音工作记忆对假词朗读能力产生影响，而不对真词朗读能力产生影响。

Word-reading abilities are of great significance to children’s language development. Researches have demonstrated that, as crucial language skills, the phonological processing skills can well predict one’s word-reading abilities. This research aims to discuss the effects of phonological processing skills on Chinese children’s English word-reading abilities and the structure of phonological processing skills. The research can provide some empirical evidences to the theory of language development, and some theoretical guidance to the native English-teaching practices. This research administrated 121 primary school students in grade 5 to discuss the structure of phonological processing skills and respectively detect the unique effects of phonological awareness, rapid automatic naming and phonological memory on word-reading abilities. Specifically, the research focused on the joint effects of phonological processing skills on word-reading ability and pseudoword-reading ability respectively, and finally compare the difference between them. The results are as follows： 1.Phonological processing skills of Chinese children’s include three components: phonological awareness, rapid automatic naming, phonological memory , and they constitute a three–factor structure. 2. The components of phonological processing skills, including phonological awareness, rapid automatic naming, phonological memory, play unique roles on word-reading abilities (word-reading ability and pseudoword-reading ability included) respectively. 3. Phonological processing skills play a joint role on children’s word-reading abilities with its every component in function, but the effects are different: phonological awareness explains most of the variance, whereas rapid automatic naming and phonological memory explain only a few. 4. The mechanisms of phonological processing skills on word-reading ability and pseudoword-reading ability are different, though phonological awareness plays an essential role on both of them. Given the different characteristics of words and pseudowords, rapid automatic naming works on word-reading ability but not pseudoword-reading ability, whereas phonological memory works on pseudoword -reading ability, but not word -reading ability.