语素意识与听写的双向预测关系:来自追踪研究的证据

听写是个体书面语言发展的重要任务之一，语素意识作为阅读认知技能，与听写关系密切。为探究语素意识和听写的双向预测关系，对小学一、五年级共294名儿童的语素意识（同音语素意识、同形语素意识）和听写进行了为期一年的追踪研究。在控制了智力、年龄、语音意识和自回归效应后，结果发现：（1）一年级儿童的同音语素意识和同形语素意识对听写具有跨时间点的正向预测作用（解释率分别为7%、8%），而五年级儿童的语素意识对听写的跨时间点预测作用不显著；（2）五年级儿童的听写对同音语素意识和同形语素意识具有跨时间点的正向预测作用（解释率分别为5%、6%），而一年级儿童的听写对语素意识跨时间点的预测作用不显著。研究结果表明汉语儿童的语素意识和听写是单向的预测关系，二者关系随年级的变化而变化。

Reciprocal Relationship between Morphological Awareness and Character Dictation——A Longitudinal Study

Character dictation is an important ability in the process of individual literacy development, and morphological awareness is a vital cognitive factor that affects the ability of dictation. In order to explore whether the reciprocal prediction relationship between morphological awareness and character dictation changes over time, students in grade 1 and grade 5 were tested by morphological awareness (including homophone awareness and homograph awareness) and dictation in a two-wave study. Controlling for IQ, age, and phonological awareness, the results showed that:(1) T1 homophone awareness and T1 homograph awareness predicted significantly T2 character dictation in grade 1 (explaining 7% and 8% variance respectively), but T1 morphological awareness did not predict significantly T2 character dictation in grade 5; (2) T1 character dictation predicted significantly T2 homophone awareness and T2 homograph awareness in grade 5 (explaining 5% and 6% variance respectively), but T1 character dictation did not predict significantly T2 morphological awareness in grade 1. The results investigated that the bi-directional prediction relationship between morphological awareness and character dictation did not exist in grade 1 and grade 5 for Chinese children, and the relationship would change over time.