| 汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究 |
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| 引用本文： | 周婷娜,李宜逊,李虹,徐钟庚,张锋,程亚华.汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究[J].心理发展与教育,2021,37(5):691-700. |
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| 作者姓名： | 周婷娜 李宜逊 李虹 徐钟庚 张锋 程亚华 |
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| 作者单位： | 1. 宁波大学心理学系暨研究所, 宁波 315211;2. 美国马里兰大学学院公园分校人类发展与定量方法学系, 学院公园 20742, 美国;3. 应用实验心理北京市重点实验室, 心理学国家级实验教学示范中心(北京师范大学), 未来教育高精尖创新中心, 北京师范大学心理学部, 北京 100875 |
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| 基金项目： | 国家社会科学基金一般项目（18BYY077）。 |
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| 摘 要： | 对196名小学二年级儿童进行为期三年的追踪测查，使用交叉滞后模型检验了儿童字词阅读流畅性和篇章朗读流畅性等不同层面口语流畅性与阅读理解的关系。在控制了一般认知能力、汉字识别、口语词汇知识、快速命名和自回归效应之后发现：（1）模型比较的结果支持字词阅读流畅性对阅读理解作用的单向预测模型，儿童二年级时字词阅读流畅性对三年级的阅读理解，以及三年级时字词阅读流畅性对四年级的阅读理解均有显著预测作用；（2）模型比较的结果支持篇章朗读流畅性与阅读理解的双向预测模型，前一个测量时间点的篇章朗读流畅性可以稳定地预测后一个测量时间点的阅读理解，同时，前一个测量时间点的阅读理解也可以稳定地预测后一个测量时间点的篇章朗读流畅性。结果表明在排除了自回归效应和其他变量的作用后，只存在字词阅读流畅性对阅读理解的单向预测关系，而篇章朗读流畅性与阅读理解之间存在双向预测关系，这一发现支持了认知资源和自动化理论，并对阅读的交互-补偿模型进行了一定的补充。
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| 关 键 词： | 口语流畅性 阅读理解 追踪研究 汉语儿童 |
The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study |
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| ZHOU Tingna,LI Yixun,LI Hong,XU Zhonggeng,ZHANG Feng,CHENG Yahua.The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study[J].Psychological Development and Education,2021,37(5):691-700. |
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| Authors: | ZHOU Tingna LI Yixun LI Hong XU Zhonggeng ZHANG Feng CHENG Yahua |
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| Institution: | 1. Department of Psychology, Ningbo University, Ningbo 315211;2. Department of Human Development and Quantitative Methodology, University of Maryland, College Park 20742, USA;3. Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875 |
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| Abstract: | The present study followed a sample of Chinese second-grade (n=196) through fourth-grade students to evaluate the dynamic developmental relations between oral reading fluency (including word reading fluency and text reading fluency) and reading comprehension. Cross-lagged panel model was conducted to test for the presence of leading and lagging influences after controlling for nonverbal reasoning, character recognition, vocabulary knowledge, rapid automatized naming (RAN) and the auto-regression effects. The results showed that:(1) previous levels of word reading fluency acted as leading indicators of reading comprehension growth, but the reverse relation was not found; (2) Bidirectional predictive relation was found between text reading fluency and reading comprehension. The results support cognitive resources and automaticity theory and supplement the interactive-compensatory model of reading. |
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| Keywords: | oral reading fluency reading comprehension longitudinal study Chinese children |
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