心理发展与教育 ›› 2020, Vol. 36 ›› Issue (3): 311-317.doi: 10.16187/j.cnki.issn1001-4918.2020.03.08

• 教与学心理 • 上一篇    下一篇

识字量和词汇知识在儿童阅读发展中的相对重要性

闫梦格1, 李虹1, 李宜逊2, 周雪莲3, 回懿1, 程亚华4, 伍新春1   

  1. 1. 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;
    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, 美国 20742;
    3. 广州越秀区朝天小学, 广州 510180;
    4. 宁波大学心理学系暨研究所, 宁波 315211
  • 发布日期:2020-06-02
  • 通讯作者: 李虹,Email: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项目（5172020）；教育部人文社会科学研究规划基金项目（17YJA190009）。

The Importance of Decoding Skills and Vocabulary to Reading Comprehension in Chinese Reading Development

YAN Mengge1, LI Hong1, LI Yixun2, ZHOU Xuelian3, HUI Yi1, CHENG Yahua4, WU Xinchun1   

  1. 1. 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 Universityy, Beijing 100875, China;
    2. Department of Human Development and Quantitative Methodology, University of Maryland, College Park 20742, USA;
    3. Guangzhou Yuexiu District Chaotian Primary School, Guangzhou 5101802, China;
    4. Department of Psychology, Ningbo University, Ningbo 315211, China
  • Published:2020-06-02

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摘要： 本研究基于简单阅读观理论，以两个样本共计666名大班至四年级的汉语儿童为研究对象，探索了识字量和词汇知识在儿童阅读能力发展中的作用及相对重要性的变化。结果显示，在阅读学习早期，识字量对阅读理解的重要性高于词汇知识。随着年级的升高，识字量的重要性降低，而词汇知识的重要性增加。这一发现证实简单阅读观理论也适用于解释汉语阅读能力的发展，并对今后的语文教学具有重要的启示意义。

关键词: 识字量, 词汇知识, 简单阅读观, 阅读理解, 阅读发展

Abstract: According to the Simple View of Reading (e.g., Gough & Tunmer, 1986), linguistic comprehension and decoding are fundamental to reading comprehension. Many relevant studies have focused on alphabetical writing systems, yet few studies have analyzed non-alphabetical languages, such as Chinese. The present study used two samples to explore the developing roles of decoding and vocabulary (two factors of SVR) with Chinese language. The decoding, vocabulary, and reading comprehension abilities of 666 Chinese children were measured in kindergarten, grade 1, grade 2, grade 3 and grade 5 (aged from 5.6 to 9.3 years). The results of the regression showed that decoding and vocabulary accounted for 32% to 76% of the variance for reading comprehension across grades, and the unique contribution of decoding decreased over the grades while that of vocabulary increased. Implications and future research directions relating to the influence of decoding and vocabulary on reading development are discussed. According to that decoding is of great importance for reading comprehension at the beginning of school. Therefore, in the early grades, decoding instructions are of great importance. However, since vocabulary plays a more important role in later grades, our teaching shouldn't always emphasize on character learning and ignore vocabulary. Thus, it is essential to teach children how to increase their vocabulary (e.g., selecting reading materials with new words from different levels of difficulties).

Key words: decoding, vocabulary, simple view of reading, reading comprehension, reading development

中图分类号: 

  • G442
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