心理发展与教育 ›› 2022, Vol. 38 ›› Issue (2): 236-243.doi: 10.16187/j.cnki.issn1001-4918.2022.02.10

• 教与学心理 • 上一篇    下一篇

汉语儿童词语结构意识在阅读理解中的预测作用

张潮1, 程亚华2,3, 李利平1,3, 范雨婷4, 伍新春3   

  1. 1. 山西师范大学教育科学学院, 山西省心理与认知行为实验教学中心, 临汾 041000;
    2. 宁波大学心理学系暨研究所, 群体行为与社会心理服务中心, 宁波 315211;
    3. 北京师范大学心理学部, 应用实验心理北京市重点实验室, 儿童阅读与学习研究院, 北京 100875;
    4. 东北师范大学教育学部, 长春 130022
  • 发布日期:2022-03-24
  • 通讯作者: 伍新春 E-mail:xcwu@bnu.edu.cn
  • 基金资助:
    国家社科基金一般项目（18BYY077）；国家社科基金重大项目（13&ZD188）；中国国家留学基金项目（201808330577）。

The Role of Awareness of Compound Word Structures in Chinese Children's Reading Comprehension

ZHANG Chao1, CHENG Yahua2,3, LI Liping1,3, FAN Yuting4, WU Xinchun3   

  1. 1. Experimental Teaching Center of Psychology and Cognitive Behavior, School of Education Science, Shanxi Normal University, Linfen 041004;
    2. Center of Group Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211;
    3. Institute of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875;
    4. Faculty of Education, Northeast Norrnal University, Changchun 130022
  • Published:2022-03-24

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摘要： 以382名小学一、三、五年级学生为被试，进行为期一年的追踪研究，通过分层回归，探索了词语结构意识在儿童阅读理解中作用的发展性变化。结果发现：（1）在控制了性别、瑞文推理、汉字识别、口语词汇以及快速命名和语音意识之后，在三年级T2、五年级和五年级T2发现了词语结构意识对同期阅读理解有独特解释作用，而在一年级、一年级T2和三年级均未发现词语结构意识对同期阅读理解的独特贡献；（2）在控制了性别、瑞文推理、自回归效应以及其他相关变量的作用后，三年级和五年级时的词语结构意识分别对一年后的阅读理解具有独特的预测作用。结果表明，在小学低年级阶段，词语结构意识在阅读理解中的作用还未显现，在小学中高年级阶段，词语结构意识对儿童阅读理解有显著的预测作用。

关键词: 词语结构意识, 阅读理解, 汉语儿童, 追踪研究

Abstract: The role of awareness of compound word structures in Chinese children's reading comprehension was examined in a one-year across-grade longitudinal study. In total, 382 children (first, third and fifth graders) participated at two-time points. The interval was one year. Results showed that:(1) After controlling for gender, IQ, character recognition, vocabulary, RAN, phonological awareness, and morphological awareness, awareness of compound word structures was a unique predictor of concurrent reading comprehension of Grade 3 at T2, Grade 5, and Grade 5 at T2, but not uniquely related with the concurrent reading comprehension of Grade 1, Grade 1 at T2, and 3; (2)After controlling for autoregressive effects and other related variables, awareness of compound word structures in Grade 3 and 5 was a unique significant predictor of children's reading comprehension performance one year later. These results indicated that awareness of compound word structures played a developmental role in Chinese students' reading comprehension.

Key words: awareness of compound word structures, reading comprehension, Chinese children, longitudinal study

中图分类号: 

  • G442
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