| 汉语儿童语素意识对阅读理解的影响:默读流畅性的中介效应 |
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| 引用本文： | 赵英,伍新春,陈红君. 汉语儿童语素意识对阅读理解的影响:默读流畅性的中介效应[J]. 心理发展与教育, 2019, 35(4): 430-438. DOI: 10.16187/j.cnki.issn1001-4918.2019.04.06 |
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| 作者姓名： | 赵英 伍新春 陈红君 |
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| 作者单位： | 北京师范大学心理学部, 应用实验心理北京市重点实验室, 儿童阅读与学习研究中心, 北京 100875 |
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| 基金项目： | 国家社会科学基金重大项目（13&ZD188）；教育部哲学社会科学研究重大课题攻关项目（11JZD041）。 |
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| 摘 要： | 通过对149名小学一年级学生两年的追踪研究，在控制了一般认知能力、语音意识以及所关注变量自回归效应的情况下，探讨默读流畅性在语素意识与阅读理解关系中的作用。结果发现：（1）儿童语素意识、默读流畅性及阅读理解随时间均有显著发展；（2）一年级下学期儿童的默读流畅性在一年级上学期语素意识影响二年级上学期阅读理解过程中的中介作用显著，而二年级上学期的默读流畅性在一年级下学期语素意识影响二年级下学期阅读理解过程中的中介作用不显著。结果表明，在小学低年级阶段，默读流畅性在早期语素意识与之后的阅读理解中发挥跨时间点的中介作用，且该中介效应随儿童认知技能的发展会发生一定的变化。
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| 关 键 词： | 汉语儿童 语素意识 阅读理解 默读流畅性 |
The Impact of Morphological Awareness on Reading Comprehension among Chinese Children: The Mediating Role of Silent Reading Fluency |
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| ZHAO Ying,WU Xinchun,CHEN Hongjun. The Impact of Morphological Awareness on Reading Comprehension among Chinese Children: The Mediating Role of Silent Reading Fluency[J]. Psychological Development and Education, 2019, 35(4): 430-438. DOI: 10.16187/j.cnki.issn1001-4918.2019.04.06 |
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| Authors: | ZHAO Ying WU Xinchun CHEN Hongjun |
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| Affiliation: | Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875 |
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| Abstract: | In order to investigate the mechanisms that underlie the impact of morphological awareness on reading comprehension, 124 Chinese children were tested on a battery of tests at four time points from the grades 1 to 2. General cognitive ability, phonological awareness, morphological awareness, silent reading fluency and reading comprehension were administered. Controlling for general cognitive ability, phonological awareness and autoregressive effects, the results showed that (1) Children's morphological awareness, silent reading fluency and reading comprehension improved significantly from the grades 1 to 2. (2) Morphological awareness of the first semester of grade 1 could significantly predict reading comprehension of the first semester of grade 2 via silent reading fluency of the second semester of grade 1, while the mediating effect of silent reading fluency of the first semester of grade 2 was not significant. These findings suggest that morphological awareness can influence reading comprehension via subsequent silent reading fluency during early stage of elementary school years, and the mediating effect of silent reading fluency may change regularly with the development of children. |
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| Keywords: | Chinese children morphological awareness reading comprehension silent reading fluency |
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