| Acknowledgements | 第3-4页 |
| Abstract | 第4-5页 |
| 中文摘要 | 第6-11页 |
| List of Abbreviations | 第11-13页 |
| Chapter One Introduction | 第13-17页 |
| 1.1 Overview of the Study | 第13页 |
| 1.2 Background of the Study | 第13-15页 |
| 1.3 Significance of the Study | 第15-16页 |
| 1.4 Structure of the Thesis | 第16-17页 |
| Chapter Two Literature Review | 第17-29页 |
| 2.1 Key Terms and Basic Concepts | 第17-23页 |
| 2.1.1 The Definition of Phonological Awareness | 第17-19页 |
| 2.1.2 The Measurement of Phonological Awareness | 第19-22页 |
| 2.1.3 The Definition of Word Spelling | 第22-23页 |
| 2.2 Theoretical Bases | 第23-25页 |
| 2.2.1 The Theory of Information Process | 第23-24页 |
| 2.2.2 The Models of Word Recognition | 第24-25页 |
| 2.3 Related Studies on Phonological Awareness and Spelling Ability | 第25-29页 |
| 2.3.1 Related Studies on Phonological Awareness and Spelling Ability Abroad | 第25-26页 |
| 2.3.2 Related Studies on Phonological Awareness and Spelling Ability at Home | 第26-27页 |
| 2.3.3 Summary on Previous Studies | 第27-29页 |
| Chapter Three Methodology | 第29-38页 |
| 3.1 Research Questions | 第29页 |
| 3.2 Quantitative Research Design | 第29-36页 |
| 3.2.1 Participants | 第29-30页 |
| 3.2.2 Instruments | 第30-35页 |
| 3.2.2.1 Phonological Awareness Test | 第30-34页 |
| 3.2.2.2 Spelling Test | 第34-35页 |
| 3.2.3 Data Collection | 第35页 |
| 3.2.4 Data Analysis | 第35-36页 |
| 3.3 Qualitative Research Design | 第36-38页 |
| 3.3.1 Participants | 第36页 |
| 3.3.2 Instruments | 第36页 |
| 3.3.3 Data Collection | 第36-37页 |
| 3.3.4 Data Analysis | 第37-38页 |
| Chapter Four Results and Discussion | 第38-59页 |
| 4.1 The Effects of Grades and Genders on Phonological Awareness tasks | 第38-45页 |
| 4.1.1 Results of the descriptive analyses | 第38-40页 |
| 4.1.2 Results of the variance analyses | 第40-44页 |
| 4.1.3 Summary | 第44-45页 |
| 4.2 The Effects of Grades and Genders on Word Spelling tasks | 第45-48页 |
| 4.2.1 Results of the descriptive analyses | 第45-46页 |
| 4.2.2 Results of the variance analyses | 第46-47页 |
| 4.2.3 Summary | 第47-48页 |
| 4.3 The Effects of Participants' Phonological Awareness on Their Word Spelling Ability | 第48-59页 |
| 4.3.1 The General Pattern of the relationship between Participants' PhonologicalAwareness and Spelling Ability | 第48-51页 |
| 4.3.2 Correlations between Spelling Tasks and Three Phonological Tasks | 第51-53页 |
| 4.3.3 Correlations between Spelling Tasks and Thirteen Phonological Sub-tasks | 第53-56页 |
| 4.3.4 Correlations between Ten Word Features and Three Phonological Tasks | 第56-58页 |
| 4.3.5 Summary | 第58-59页 |
| Chapter Five Conclusion | 第59-63页 |
| 5.1 Major Findings | 第59-60页 |
| 5.2 Pedagogical Implications | 第60-61页 |
| 5.3 Limitations and Suggestions | 第61-63页 |
| References | 第63-66页 |
| Appendix | 第66-82页 |
| Appendix Ⅰ Phonological Awareness Tasks | 第66-79页 |
| Appendix Ⅱ Spelling Tasks | 第79-80页 |
| Appendix Ⅲ Words Their Way Elementary Spelling Inventory Feature Guide | 第80-81页 |
| Appendix Ⅳ 中学生英语学习调查问卷 | 第81-82页 |
