We concentrate on the different pronunciations of stop and affricative initials in MC and in today`s Min dialect and conclude that the differences result from the overlapping of many phonetics levels during the evolution of Min dialect.
2. 结果显示实验组的学童在WRAT3 的阅读分测验、英文认字测验的读音分测验和字义分测验、句子理解分测验和MRQ 阅读动机问卷等方面显著高於控制组，说明平衡阅读教学实验课程有效提升学童之阅读能力和阅读动机，但是在WRAT3 拼字分测验中，两组未达显著差异；而这些五年级学童的认字能力差异很大，从低於国小三年级的程度到高达国中三年级的程度都有。
It was found that the experimental group scored significantly higher than the control group on the reading subtest of The Wide Range Achievement Test 3 （WRAT 3）, the sound and meaning subtests of The English Word Recognition Test, the sentence comprehension subtest of The English Reading Diagnostic Test, and the Motivation for Reading Questionnaire. This meant that the balanced reading program had a generally positive impact on students` reading ability and reading motivation. However, there was no significant difference between the groups on the spelling subtest of the WRAT 3. Furthermore, the variation in these fifth graders` word recognition ability was very great, ranging from an ability level below that of third graders to the ninth-grade level.
The results showed: (1) Orthographic depth has important effects on reading time of Chinese words.
We concentrate on the different pronunciations of stop and affricative initials nowadays in Min dialects and think it the result of the overlap of many phonetics levels during the involvement of min dialects.
The occurrence of the new meanings is not merely the result of arbitrary combination of sounds and meanings but is based on the pertinences of meanings or the similarities of pronunciations.