小学低年级儿童汉语语素意识、口语词汇知识对阅读能力的影响:一项追踪研究

以149名小学一年级儿童为被试，进行为期三年的追踪，采用交叉滞后的分析方法考察了儿童汉语语素意识、口语词汇知识与阅读能力的关系。结果发现：（1）儿童汉语语素意识、口语词汇知识、阅读准确性和阅读流畅性在小学1~3年级间有显著增长；（2）控制一般认知能力、语音意识、快速命名后，口语词汇知识在儿童早期的语素意识与后期的阅读能力之间起跨时间点的中介作用。结果表明，儿童早期的语素意识水平能够提高词汇知识获得的效率，进而促进阅读能力的发展。     

Second Language Vocabulary Gains from Listening Versus Reading Comprehension Input: A Comparative Study

Journal of Psycholinguistic Research - This study aims to investigate the acquisition of vocabulary recognition and vocabulary production in the short—and- long-term via listening and reading...     

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

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。     

Intercultural Rhetoric and Reading Comprehension in a Second Language

Intercultural rhetoric has been studied in the context of second language writing for many decades. This article looks at the topic from a new perspective and offers an experimental study of the effects of intercultural rhetoric on reading comprehension. The experiment was set in Hong Kong, China, and assessed the reading comprehension (using a rational cloze design and quantitative and qualitative recall protocols) of 490 school students who were presented with four rhetorically different texts. Results suggest that the rhetoric of the students’ first language (Chinese) had clear effects on reading comprehension.     

识字量和词汇知识在儿童阅读发展中的相对重要性

本研究基于简单阅读观理论,以两个样本共计666名大班至四年级的汉语儿童为研究对象,探索了识字量和词汇知识在儿童阅读能力发展中的作用及相对重要性的变化。结果显示,在阅读学习早期,识字量对阅读理解的重要性高于词汇知识。随着年级的升高,识字量的重要性降低,而词汇知识的重要性增加。这一发现证实简单阅读观理论也适用于解释汉语阅读能力的发展,并对今后的语文教学具有重要的启示意义。     

Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1

Journal of Psycholinguistic Research - The current study attempted to investigate the contribution of an intervention program to fostering Arabic academic vocabulary knowledge and reading...     

Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading.     

The Contribution of Executive Skills to Reading Comprehension

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD.     

Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment

This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in fourth-grade English-language learners (ELLs). In the contextualized vocabulary instruction (CVI) framework, four reading comprehension strategies were integrated with two autonomy-supportive (motivation) practices and implicit instruction of academic science vocabulary. In the intensified vocabulary instruction (IVI) framework, students experienced explicit instruction of academic science vocabulary in relation to reading, without explicit strategy instruction or attention to autonomy supports. Results indicated that the IVI framework increased students’ academic vocabulary even 3 weeks after the intervention was over, whereas CVI benefited students’ reading comprehension as well as their perceptions of autonomous learning in the classroom. Both quantitative and qualitative results are interpreted under the lens of formative experiments.     

汉语儿童词语结构意识在阅读理解中的预测作用

以382名小学一、三、五年级学生为被试,进行为期一年的追踪研究,通过分层回归,探索了词语结构意识在儿童阅读理解中作用的发展性变化。结果发现：（1）在控制了性别、瑞文推理、汉字识别、口语词汇以及快速命名和语音意识之后,在三年级T2、五年级和五年级T2发现了词语结构意识对同期阅读理解有独特解释作用,而在一年级、一年级T2和三年级均未发现词语结构意识对同期阅读理解的独特贡献;（2）在控制了性别、瑞文推理、自回归效应以及其他相关变量的作用后,三年级和五年级时的词语结构意识分别对一年后的阅读理解具有独特的预测作用。结果表明,在小学低年级阶段,词语结构意识在阅读理解中的作用还未显现,在小学中高年级阶段,词语结构意识对儿童阅读理解有显著的预测作用。     

语音意识、命名速度和语素意识在汉语阅读发展中的作用

以123名小学四、五年级汉语儿童为研究对象,采用回归分析、结构方程模型探讨语音意识、命名速度和语素意识在阅读能力不同方面（准确性、流畅性和理解）的作用。结果显示,语音意识、命名速度和语素意识都是影响阅读能力的重要认知因素,但对不同方面阅读能力的作用存在差异：（1）语音意识、命名速度和语素意识均直接影响阅读准确性,且语素意识的贡献相对较大;（2）命名速度除直接影响阅读流畅性外,还通过阅读准确性的部分中介作用影响阅读流畅性,而语音意识和语素意识则通过阅读准确性的完全中介作用影响阅读流畅性;（3）语音意识、命名速度和语素意识对阅读理解均无直接影响,分别通过阅读准确性和阅读流畅性间接影响阅读理解。     

Reading Comprehension: Effects of Individualized,Integrated Language Arts as a Reading Approach with Struggling Readers

This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers.     

Metalinguistic Awareness and Reading Performance: A Cross Language Comparison

The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first graders: monolingual Hebrew speakers, bilingual Russian–Hebrew speakers, and Arabic-speaking children. We found that language experience affects phonological awareness, as both Russian–Hebrew bilinguals and the Arabic speakers achieved higher scores on metalinguistic tests than Hebrew speakers. Orthography affected reading measures and their correlation with phonological abilitites. Children reading Hebrew showed better text reading ability and significant correlations between phonological awareness and reading scores. Children reading Arabic showed a slight advantage in single word and nonword reading over the two Hebrew reading groups, and very weak relationships between phonological abilities and reading performance. We conclude that native Arabic speakers have more difficulty in processing Arabic orthography than Hebrew monolinguals and bilinguals have in processing Hebrew orthography, and suggest that this is due to the additional visual complexity of Arabic orthography.     

汉语作为第二语言的越南大学生汉字部件意识的发展*

以226名将汉语作为第二语言的越南大学一到四年级学生为研究对象,以低频独体字、部件熟悉假字和部件不熟悉假字为材料,采用延迟书写任务,考察了不同年级的越南大学生汉字部件意识的发展及其影响因素。结果发现：（1）学习3个月汉语的大一学生能以部件作为汉字加工单元,其延迟书写部件熟悉假字显著好于低频独体字,并与高年级学生没有差异,说明越南大学生很早就发展出了汉字部件意识;（2）不同年级大学生书写部件不熟悉假字的成绩都显著低于部件熟悉假字,也低于低频独体字,表明部件构字能力是越南大学生汉字书写的重要影响因素。（3）越南大一学生的汉字书写成绩受到汉字结构的影响,左右结构优于上下结构,但其他年级的成绩不受汉字结构的影响。     

小学儿童双字词意识的发展与阅读理解

对双字词的意识主要指对词的特定性及词中成分字的位置的有意识的认识。例如．能意识到“美好”、“车辆”是词,而“你是”、“辆车”不是词。大量的英文研究表明,儿童对词的构成的意识(Morphologicalawareness)。对儿童的阅读能力有一定的预测力。英文词与中文词有很大不同。     

小学儿童句法意识、语音意识与阅读理解成绩的关系

本文考察了小学二年级和四年级儿童句法意识、语音意识与阅读理解成绩之间的关系.结果发现,对于二年级学生,句法意识预测了词汇理解和句子理解的成绩;语音意识预测了课文理解的成绩.对于四年级学生,句法意识预测了词汇理解、篇章理解的成绩;句法意识和语音意识预测了句子理解的成绩.结果表明,句法意识和语音意识是影响小学儿童阅读理解能力发展的重要因素,语音意识对阅读理解成绩的预测作用不如句法意识的预测作用稳定.     

The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers

Reading-specific and general color-shape cognitive flexibility were assessed in 68 first and second graders to examine: 1) the development of graphophonological-semantic cognitive flexibility (the ability to process concurrently phonological and semantic aspects of print) in comparison to color-shape cognitive flexibility, 2) the contribution of reading experience to graphophonological-semantic flexibility, and 3) the unique contribution of graphophonological-semantic flexibility to reading comprehension. Second graders scored significantly higher than first graders on both cognitive flexibility tasks; the general flexibility task was easier for all children than the graphophonological-semantic flexibility task; reading experience contributed uniquely to children's graphophonological-semantic flexibility; and graphophonological-semantic flexibility contributed significant, unique variance to children's reading comprehension, consistent with Cartwright's (2002 Cartwright , K. B. ( 2002 ). Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children . Journal of Educational Psychology , 94 , 56 – 63 .[Crossref], [Web of Science ®] , [Google Scholar]) work with second- to fourth-grade students and adults (2007 Cartwright , K. B. ( 2007 ). The contribution of graphophonological-semantic flexibility to reading comprehension in college students: Implications for a less simple view of reading . Journal of Literacy Research , 39 , 173 – 193 .[Crossref], [Web of Science ®] , [Google Scholar]).     

Development of Counseling Trainees' Multicultural Awareness Through Mentoring English as a Second Language Students

This study reports the development of trainee multicultural awareness through a content analysis of reflections on mentoring English as a second language students. Identified themes show relationships with the Multicultural Counseling Inventory (G. R. Sodowsky, 1996) and White Racial Identity Attitudes Scale (J. E. Helms, 1990). Results suggest that guided experiential components of multicultural training can be effective. Este estudio informa el desarrollo de conocimiento multicultural por reflejos de aprendizes quién son mentores de estudiante de segunda lengua por un análisis del contenido. Los temas identificados muestran las relaciones con el Multicultural Counseling Inventory (G. R. Sodowsky, 1996) y el White Racial Identity Scale (J. E. Helms, 1996). Los resultados surguiren que los componentes de experiencia de los aprendizes multiculturales pueden ser efectivos.