语素意识对学前儿童言语技能发展的预测作用：追踪研究的证据

心理发展与教育 ›› 2013, Vol. 29 ›› Issue (2): 147-151.

语素意识对学前儿童言语技能发展的预测作用：追踪研究的证据

董琼, 李虹, 伍新春, 饶夏溦, 朱瑾

北京师范大学心理学院, 儿童阅读与学习研究中心, 应用实验心理北京市重点实验室, 北京 100875

出版日期:2013-03-15 发布日期:2013-03-15
通讯作者: 李虹,E-mail: psy.lihong@bnu.edu.cn E-mail:psy.lihong@bnu.edu.cn
基金资助:
教育部新世纪优秀人才支持计划(NCET-10-0246);教育部人文社科项目(10YJCXLX020);中央高校基本科研业务专项基金和北京市教委共建项目(SYS100270661);国家基础科学人才培养基金(J1103601,J1210048).

The Role of Morphological Awareness in Linguistic Skills Development of Chinese Kindergartener：Evidence from A Longitudinal Study

DONG Qiong, LI Hong, WU Xin-chun, RAO Xiao-wei, ZHU Jin

School of psychology, Beijing Normal University, Beijing 100875

Online:2013-03-15 Published:2013-03-15

摘要/Abstract

摘要： 为探讨词素意识、同形语素意识和形旁意识等不同层面语素意识对汉语儿童口语词汇、汉字识别和阅读理解能力发展的预测作用,本研究对75名学前儿童进行了一年半的追踪,结果发现:(1)学前儿童的语素意识和言语技能随时间均有显著增长。(2)在控制了因变量的自回归效应后,同形语素意识对一年半后的口语词汇成绩仍有显著的预测作用;词素意识能显著预测一年半后的汉字识别成绩;词素意识和形旁意识是儿童一年半后阅读理解成绩变异的重要解释变量。这表明语素意识对于学前儿童语言技能的发展具有重要的预测作用。

关键词: 语素意识, 言语技能发展, 学前儿童, 追踪研究

Abstract: To explore the roles of compounding awareness, homograph awareness and radical awareness in the development of oral vocabulary, character recognition and reading comprehension, 75 kindergarteners were tested twice over one and half years interval. The results show that (1) all aspects of morphological awareness and linguistic skills of kindergarten were improved with time, (2) with autoregression effects of linguistic skills controlled, homograph awareness uniquely predicted the later vocabulary, and compounding awareness uniquely predicted the later character recognition, and both compounding awareness and radical awareness explained unique variance in later reading comprehension.

Key words: Morphological awareness, Linguistic skills development, Kindergartener, Longitudinal study

中图分类号:

B844.1

董琼, 李虹, 伍新春, 饶夏溦, 朱瑾. 语素意识对学前儿童言语技能发展的预测作用：追踪研究的证据[J]. 心理发展与教育, 2013, 29(2): 147-151.

DONG Qiong, LI Hong, WU Xin-chun, RAO Xiao-wei, ZHU Jin. The Role of Morphological Awareness in Linguistic Skills Development of Chinese Kindergartener：Evidence from A Longitudinal Study[J]. Psychological Development and Education, 2013, 29(2): 147-151.

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