心理发展与教育 ›› 2018, Vol. 34 ›› Issue (1): 73-79.doi: 10.16187/j.cnki.issn1001-4918.2018.01.09

• 学习心理与促进 • 上一篇    下一篇

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

回懿1, 周雪莲1,2, 李宜逊1,3, 德秀齐4, 李虹1, 刘翔平1   

  1. 1. 北京师范大学心理学部, 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), 北京 100875;
    2. 广州市越秀区朝天小学, 广州 510180;
    3. 美国马里兰大学学院公园分校人类发展与定量方法学系, 美国 20742;
    4. 北京市西城区复兴门外第一小学, 北京 100045
  • 出版日期:2018-01-15 发布日期:2018-01-15
  • 通讯作者: 李虹,E-mail:psy.lihong@bnu.edu.cn E-mail:psy.lihong@bnu.edu.cn
  • 基金资助:

    北京市自然科学基金资助项目（5172020）；教育部人文社会科学研究规划基金项目（17YJA190009）；国家社会科学基金重大项目（14ZDB157）；北京市共建项目。

Developmental Trends of Literacy Skills of Chinese Lower Graders: The Predicting Effects of Reading-related Cognitive Skills

HUI Yi1, ZHOU Xuelian1,2, LI Yixun1,3, DE Xiuqi4, LI Hong1, LIU Xiangping1   

  1. 1. Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing 100875, China;
    2. Guangzhou Yuexiu District Chaotian primary school, Guangzhou 510180, China;
    3. Department of Human Development and Quantitative Methodology, University of Maryland, College Park 20742, USA;
    4. Beijing Xicheng District Fuxingmenwai First primary school 100045, China
  • Online:2018-01-15 Published:2018-01-15

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摘要： 对177名小学一年级学生进行了长达一年的三次追踪，通过多层线性模型探索了儿童汉字识别、口语词汇和限时阅读理解能力的发展轨迹及复合语素意识、正字法意识和快速命名能力对三者的预测作用，结果发现：（1）三种语言能力均随时间呈现显著的线性增长趋势，汉字识别的个体差异逐渐缩小，口语词汇的个体差异相对稳定，而限时阅读理解成绩的差异逐渐扩大；（2）三种认知能力对汉字识别和限时阅读理解的初始成绩均有显著的正向预测作用，复合语素意识不仅能预测口语词汇的初始成绩，还能正向预测限时阅读理解的发展速度。

关键词: 小学生, 语言能力, 发展轨迹, 认知能力

Abstract: Objective:The present study aimed to examine the developmental trends of literacy skills, including character recognition, vocabulary and time-limited reading comprehension, of Chinese lower grades students in primary school, and the predicting effects of reading-related cognitive skills (morpheme awareness, orthographic awareness and rapid naming skill). Method:177 first-grade students in Beijing were followed from the beginning of grade one to grade two. Reading-related cognitive skills were measured once at the beginning and literacy skills were assessed three times across one year. Hierarchical Linear Modeling was adopted to explore the trends of literacy skills. Results and conclusions:The results showed that (a) similar significant growing trends were observed in character recognition, vocabulary and time-limited reading comprehension task among students. But the change of individual difference within each literacy skill was different. The individual difference of character recognition showed a decreasing trend, vocabulary knowledge remained stable and individual difference increased in time-limited reading comprehension task; (b) More analysis indicated that the morpheme awareness, orthographic awareness and rapid naming skill positively predicted the initial performance on character recognition and time-limited reading comprehension, while morpheme awareness not only positively predicted the initial performance on vocabulary knowledge but also the developmental speed of time-limited reading comprehension.

Key words: primary school students, literacy skills, developmental trends, reading-related cognitive skills

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