小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用

doi:10.16187/j.cnki.issn1001-4918.2023.02.07

摘要/Abstract

摘要： 以264名汉语儿童为研究对象,追踪其从学前到学龄低段的语言认知技能和阅读能力的发展,通过多层线性模型探索儿童小学1~3年级阅读准确性和阅读流畅性的发展轨迹,以及4岁时的语音意识、命名速度和语素意识对上述两项阅读能力的预测作用。结果发现:(1)阅读准确性在小学1~3年级呈线性增长模式,起始水平存在显著的个体差异,且个体差异逐渐扩大; 4岁时的语音意识和命名速度均能预测儿童阅读准确性的起始水平,仅语素意识能预测阅读准确性的发展速度;(2)阅读流畅性在小学1~3年级呈线性增长模式,起始水平和增长速度均存在显著的个体差异,且个体差异逐渐扩大;4岁时的语音意识和命名速度均能预测儿童阅读流畅性的起始水平,仅命名速度能预测阅读流畅性的发展速度。

关键词: 阅读能力, 早期语言认知技能, 汉语儿童, 追踪研究

Abstract: The present study followed a group of 264 typical developing children to explore their developmental trajectories on both reading accuracy and reading fluency from grade 1 to grade 3 and the predicting effects of kindergarten reading-related cognitive skills (phonological awareness, rapid naming, and morphological awareness). Results from Hierarchical Linear Modeling showed: (1) reading accuracy showed a linear growth trend and individual differences among children significantly increases from grade 1 to grade 3. Phonological awareness and naming speed at age 4 significantly predicted initial performance of reading accuracy, and only morphological awareness positively predicted its developmental speed; (2) Reading fluency also showed a linear growth trend, with individual differences significantly increases from grade 1 to grade 3. Phonological awareness and rapid naming at age 4 both significantly predicted initial performance of reading fluency, but only rapid naming significantly predict its developmental speed.

Key words: reading ability, early reading-related cognitive skills, Chinese children, longitudinal study

中图分类号:

G442

张玉平, 董琼, 宋爽, 舒华. 小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J]. 心理发展与教育, 2023, 39(2): 210-218.

ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua. The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills[J]. Psychological Development and Education, 2023, 39(2): 210-218.

参考文献

Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., … Sun, P.(2017). Growth of compounding awareness predicts reading comprehension in young chinese students:A longitudinal study from grade 1 to grade 2. Reading Research Quarterly, 52(1), 91-104.
Deacon, S. H.,&Kirby, J. R.(2004). Morphological awareness:Just "more phonological"?The roles of morphological and phonological awareness in reading development. Applied Psycholingus, 25(2), 223-238.
Fuchs, L. S., Fuchs, D., Hosp, M. K.,&Jenkins, J. R.(2001). Oral reading fluency as an indicator of reading competence:A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Goswami, U.(2002). Phonology, reading development, and dyslexia:A cross-linguistic perspective.Annals of Dyslexia, 52(1), 139-163.
Kempe, C., Eriksson-Gustavsson, A.-L.,&Samuelsson, S.(2011). Are there any matthew effects in literacy and cognitive development?Scandinavian Journal of Educational Research, 55(2), 181-196.
Kim, Y. S., Petscher, Y., Schatschneider, C.,&Foorman, B.(2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?Journal of Educational Psychology, 102(3), 652-667.
Kuo,L.-J.,&Anderson, R. C.(2006). Morphological awareness and learning to read:A cross-language perspective. Educational Psychologist, 41(3), 161-180.
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, P. H., Lohvansuu, K., … Schulte-KÖrne, G.(2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54(6), 686-694.
Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y.,… Shu, H.(2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology&Psychiatry, 52(2), 212-220.
Leppänen, U., Niemi, P., Aunola, K.,&Nurmi, J.-E.(2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39(1), 72-93.
Lervåg, A,&Hulme, C.(2009). Rapid naming (ran) taps a basic constraint on the development of reading fluency.Psychological Science, 20(8), 1040-1048.
Lyytinen, H., Erskine, J., Hamalainen, J., Torppa, M.,&Ronimus, M.(2015). Dyslexia-early identification and prevention:Highlights from the Jyvaskyla longitudinal study of dyslexia.Current Developmental Disorders Reports, 2(4), 330-338.
Mcmaster, K. L., Fuchs, D., Fuchs, L. S.,&Compton, D. L.(2005). Responding to nonresponders:An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445-463.
Pan, J., Song, S., Su, M., McBride, C.,&Liu, H.(2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills:Evidence from an 8-year longitudinal study. Developmental Science, 19(6), 982-991.
Paris, S. G.(2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202.
Parrila, R., Aunola, K., Leskinen, E., Nurmi, J.-E.,&Kirby, J. R.(2005). Development of individual differences in reading:Results from longitudinal studies in english and Finnish. Journal of Educational Psychology, 97(3), 299-319.
Perfetti, C. A., Landi, N.,&Oakhill, J.(2005). The acquisition of reading comprehension skill. In M.J. Snowling,&C. Hume (Eds.), The Science of Reading:A Handbook(p. 227-247). Oxford, England:Blackwell Publishing Ltd.
Pfost, M., DöRfler, T.,&Artelt, C.(2012). Reading competence development of poor readers in a German elementary school sample:An empirical examination of the Matthew effect model. Journal of Research in Reading, 35(4), 411-426.
Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L.,&Deacon, S.H.(2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96-113.
Shaywitz, S. E., Morris, R.,&Shaywitz, B.A.(2008). The education of dyslexic children from childhood to young adulthood.Annual Review of Psychology, 59(1), 451-475.
Shu, H., Chen, X., Anderson R.C., Wu, N.,&Xuan, Y.(2003). Properties of school Chinese:Implications for learning to read.Child Development, 74(1), 27-47.
Shu, H., McBride-Chang, C., Wu, S.,&Liu, H.(2006). Understanding Chinese developmental dyslexia:Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122-133.
Silberglitt, B.,&Hintze, J.M.(2007). How much growth can we expect?A conditional analysis of R-CBM growth rates by level of performance. Exceptional Children, 74(1), 71-84.
Singson, M., Mahony, D.,&Mann, V.(2000). The relation between reading ability and morphological skills:Evidence from derivational suffixes. Reading and Writing, 12, 219-252.
Skibbe,L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L.,&Bowles, R. P.(2008). Reading trajectories of children with language difficulties from preschool through fifth grade. Language, Speech, and Hearing Services in Schools, 39(4), 475-486.
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., … Shu, H.(2015). Tracing children's vocabulary development from preschool through the school-age years:An 8-year longitudinal study. Developmental Science, 18(1), 119-131.
Song, S., Zhang, Y., Shu, H., Su, M.,&Mcbride, C.(2020). Universal and specific predictors of Chinese children with dyslexia-exploring the cognitive deficits and subtypes. Frontiers in Psychology, 10, 2904.https://doi.org/10.3389/fpsyg.2019.02904
Stanovich, K. E.(1986). Matthew effects in reading:Some consequences of individual differences in the acquisition of literacy.Reading Research Quarterly, 21(4), 360-407.
Su, M., Peyre, H., Song, S., Mcbride, C., Tardif, T., Li, H., … Shu, H.(2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children:Follow-up from age 3 to age 11. Learning&Instruction, 49, 54-63.
Wang, C., Algozzine, B., Ma, W.,&Porfeli, E.(2011). Oral Reading rates of second-grade students. Journal of Educational Psychology, 103(2), 442-454.
Xue, J., Shu, H., Li, H., Li, W.,&Tian, X.(2013). The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency.Journal of Psycholinguist Research, 42(5), 433-450.
Yeung, P.-S., Ho, C.S.H., Chan, D. W.,&Chung, K.K.H.(2014). What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?Dyslexia, 20(2), 119-145.
程亚华,伍新春,刘红云,李虹.(2018).小学低年级儿童口语词汇知识的发展轨迹及其影响因素. 心理学报, 50(2), 206-215.
程亚华,周婷娜,赵英,李虹,伍新春.(2019).小学低年级儿童阅读流畅性的发展轨迹及其对阅读理解的预测作用. 心理发展与教育, 35(6), 686-696.
回懿,周雪莲,李宜逊,德秀齐,李虹,刘翔平.(2018).小学低年级汉语儿童语言能力的发展轨迹:认知能力的预测作用. 心理发展与教育, 34(1), 73-79.
刘红云.(编著).(2019). 高级心理统计(pp. 351-366).北京:中国人民大学出版社.
魏威,邓赐平,李其维.(2018).学龄早期词语阅读习得对阅读理解能力的预测作用:初始水平和发展速率的贡献. 心理科学, 41(3), 559-564.

相关文章 15

[1]	郑显亮, 陈慧萍, 王雪, 鲍振宙. 青少年网络利他行为的发展趋势及社会阶层的影响:一项追踪研究[J]. 心理发展与教育, 2023, 39(3): 333-341.
[2]	张潮, 程亚华, 李利平, 范雨婷, 伍新春. 汉语儿童词语结构意识在阅读理解中的预测作用[J]. 心理发展与教育, 2022, 38(2): 236-243.
[3]	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.
[4]	吴鹏, 张琪, 王杨春子. 父母教养方式与初中生网络受欺负行为的关系:一项追踪研究[J]. 心理发展与教育, 2021, 37(5): 719-726.
[5]	陈子循, 冯映雪, 宋文莉, 刘霞. 亲子分离与青少年同伴侵害和抑郁的关系:一项追踪研究[J]. 心理发展与教育, 2021, 37(3): 429-438.
[6]	韩瑽瑽, 陈英和, 于晓, 邓之君, 刘静, 侯江文, 林燕燕. 表面相似性对数量关系和相对大小关系理解的影响[J]. 心理发展与教育, 2020, 36(3): 257-264.
[7]	郑巧, 耿丽娜, 骆方, 李凌艳. 初中生学生投入的发展特点及其与同伴欺负的关系:一项三年追踪研究[J]. 心理发展与教育, 2020, 36(2): 157-167.
[8]	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.
[9]	刘伟方, 张佳佳, 胡冬梅, 张明亮, 司继伟. 元认知监测与算术知识制约小学儿童心算策略运用能力的发展:一年纵向考察[J]. 心理发展与教育, 2019, 35(4): 439-446.
[10]	田媛, 宋友志, 周宗奎, 黄淳, 赵一倩. 青少年公正世界信念的发展轨迹及其影响因素:一项多水平分析[J]. 心理发展与教育, 2019, 35(2): 146-156.
[11]	方铖豪, 程亚华, 伍新春. 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[J]. 心理发展与教育, 2019, 35(1): 57-67.
[12]	程亚华, 伍新春. 小学一年级阅读流畅性对二、三年级阅读理解的预测[J]. 心理发展与教育, 2018, 34(3): 314-321.
[13]	苏志强, 王钢, 刘传星, 张大均. 童年中晚期抑郁的发展及其与问题行为的并发:一项两年追踪研究[J]. 心理发展与教育, 2018, 34(2): 200-209.
[14]	钟萍, 邓慧华, 张光珍, 梁宗保, 陆祖宏. 青少年友谊关系质量与社交焦虑的相互影响:一项交叉滞后分析[J]. 心理发展与教育, 2017, 33(6): 727-733.
[15]	叶枝, 柴晓运, 郭海英, 翁欢欢, 林丹华. 流动性、教育安置方式和心理弹性对流动儿童孤独感的影响:一项追踪研究[J]. 心理发展与教育, 2017, 33(5): 595-604.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed