学前和小学低段不同识字量儿童的认知能力比较

摘要/Abstract

摘要： 以193名学前儿童和291名一到三年级小学生为研究对象, 比较了不同年级、不同识字量儿童在语音意识、语素意识、快速命名、视觉技能和正字法意识方面的差异。结果显示, 不同年级、不同识字量儿童分别在语音意识和语素意识的不同层面存在差异, 学前主要表现在音节删除和语素建构任务中, 小学阶段表现在韵母识别、音位删除以及语素判断和语素产生方面;快速命名能力是区分各阶段儿童汉字识别能力的有效指标, 学前儿童的视觉能力与识字量密切相关, 而小学儿童的正字法意识与识字量密切相关。

关键词: 阅读发展, 语音意识, 语素意识, 认知能力, 儿童

Abstract: Tasks tapping phonological awareness, morphological awareness, rapid automatized naming, visual skills, orthographic knowledge, and Chinese character recognition were administered to 193 kindergartners and 291 primary school students.Results underscore the importance of some dimensions of meta-linguistic awareness for both very early and intermediate Chinese reading acquisition.Only syllable deletion, and morphological construction, were unique correlates of Chinese character recognition in kindergartners.Among primary school children, the independent correlates of word recognition were rime detection, homophone judgment, and morpheme production.Speeded number-naming task was a good predictor for all children across grades.The orthographic awareness instead of visual skills played an important role in Chinese children's reading development when they entered primary school.

Key words: reading development, phonological awareness, morphological awareness, cognitive skills

中图分类号:

B844.1

李虹, 舒华. 学前和小学低段不同识字量儿童的认知能力比较[J]. 心理发展与教育, 2009, 25(3): 1-8.

LI Hong, SHU Hua. Difference of Cognitive Skills between Good and Poor Readers of Preschool and Primary School[J]. Psychological Development and Education, 2009, 25(3): 1-8.

参考文献

[1] Ehri L C.Recondeptual izing t he development of sight word reading and its relationship of recoding.In Gough P G, Ehri L C, Treiman R, Reading acquisition, Hillsdale, NJ:Erlbaum, 1992.
[2] Goswami U.How to beat dyslexia?The Psychologist, 2003, 16: 462-465.
[3] 刘文理, 刘翔平.阅读发展相关的认知技能:汉语和英语的比较.心理科学进展, 2006, 14(5):665-674.
[4] 隋雪, 王彦, 马立波.汉语发展性阅读障碍儿童的认知缺陷研究.中国特殊教育, 2008, (3), 42-47.
[5] Lundberg I, Olofsson A, Wall S.Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergart en. Scandinavian Journal of Psychology, 1980, 21:159-173.
[6] Wagner R K, Torgesen J.The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bull et in, 1987, 101:192-212.
[7] Ziegler J C, Goswami U.Reading acquisition, developmental dyslexia, and skilled reading across languages:A psycholinguistic grain size theory.Psychological Bulletin, 2005, 131:3-29.
[8] Hatcher P J, Hulme C.Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction Evidence from a Longitudinal Intervention Study.Journal of Experimental Child Psychology, 1999, 72:130-153.
[9] Frith U, Wimmer H, Landerl K.Differences in phonological recoding in German-and English-speaking children.Scientific Studies of Reading, 1998, 2(1):31-54.
[10] 孟祥芝, 沙淑颖, 周晓林.语音意识、快速命名与中文阅读. 心理科学, 2004, 27(6):1326-1329.
[11] Shu H, Meng X, Chen X, et al.The subtypes of developmental dyslexia in Chinese:evidence from three cases.Dyslexia, 2005, 11:311-329.
[12] Ho C S-H, Chan D W-O, Lee S-H, et al.Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia.Cognition, 2004, 91:43-75.
[13] Shu H, McBride-Chang C, Wu S, et al.Understand Chinese Developmental Dyslexia:Morphological awareness as a core cognitive construct.Journal of Educational Psychology, 2006, 98(1):122-133.
[14] Liao C-H, Georgiou G K, Parrila R.Rapid naming speed and Chinese character recognition.Reading and Writing, 2008, 21(3):231-253.
[15] McBride-Chang C, Shu H, Zhou A, et al.Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 2003, 95(4):743-751.
[16] 吴思娜, 舒华, 刘艳茹.语素意识在儿童汉语阅读中的作用.心理与行为研究, 2005, 3(1):35-38.
[17] Huang H S, Hanley J R.Phonological awareness and visual skills in learning to read Chinese and English.Cognition, 1995, 54:73-98.
[18] McBride-Chang C, Chow B W-Y, Zhong Y, et al.Chinese character acquisition and visual skills in two Chinese scripts.Reading and Writing, 2005, 18:99-128.
[19] Woo E Y, Hoosain R C.Visual and auditory functions of Chinese dyslexics.Psychologia, 1984, 27:164-170.
[20] Ehri L C.Development of the ability to read words.In Barr R, Kamil M L, Mosenthal P B, et al, Handbook of reading research.New York:Longman, 1991.
[21] Shu H, Anderson R C.Learning to reading Chinese:The development of metalinguistical awareness.In Wang J, Inhoff A, Chen H C, Reading Chinese Script:A Cognitive Analysis.Mahwah, NJ:Lawrence Erlbaum Associate Inc, 1998.
[22] 李娟, 傅小兰, 林仲贤.学龄儿童汉语正字法意识发展的研究.心理学报, 2000, 32(2):121-126.
[23] 李虹, 彭虹, 舒华.汉语儿童正字法意识的萌芽与发展. 心理发展与教育, 2006, 1:35-39.
[24] Shu H, Peng H, McBride-Chang C.Phonological awareness in young Chinese children.Developmental Science, 2008, 11(1):171-181.
[25] Shu H, Chen X, Anderson R C.et al.Properties of school Chinese:Implications for learning to read.Child Development, 2003, 74(1): 27-47.
[26] Kirby J R, Parrila R K, Pfeiffer S L.Naming speed and phonological awareness as predictors of reading development.Journal of Educational Psychology, 2003, 95(3):453-464.
[27] Gardner M F.Test of visual-perceptual skills(non-motor)- revised.Hydesville, CA:Psychological and Educational Publications, 1996.

相关文章 15

[1]	储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[2]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[3]	梁丹丹, 闫晓民, 葛志林. 4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究[J]. 心理发展与教育, 2024, 40(2): 169-175.
[4]	史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[5]	冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
[6]	赵京伟, 陈晓旭, 任立文, 耿喆, 徐夫真. 父母心理控制与小学儿童焦虑：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 93-102.
[7]	朱娜平, 刘雁伶, 熊红梅, 赵攀. “公无远近”有早晚:不同资源分配情境中儿童公平规范执行行为发展特点[J]. 心理发展与教育, 2023, 39(6): 772-780.
[8]	颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[9]	任立文, 马原驰, 张清瑶, 张玲玲, 徐夫真. 父母心理控制与儿童学校适应的关系:基于交叉滞后的分析[J]. 心理发展与教育, 2023, 39(5): 635-644.
[10]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[11]	银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.
[12]	赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[13]	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.
[14]	李君, 王悦, 陈夏妮, 李莹. 二语学习对汉语学龄儿童认知控制与词汇通达的作用——年龄和二语熟练程度的影响[J]. 心理发展与教育, 2023, 39(2): 219-227.
[15]	鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed