心理发展与教育 ›› 2024, Vol. 40 ›› Issue (6): 816-823.doi: 10.16187/j.cnki.issn1001-4918.2024.06.06

• 教与学心理 • 上一篇    

小学低年级儿童部件知识对三年级汉字识别和阅读理解的预测

冯瑶1, 王佳雯1, 沈岚岚1, 李宜逊2, 宋学玲3, 伍新春4,5, 李虹4, 陈文1, 程亚华6   

  1. 1. 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;
    2. 香港教育大学幼儿教育学系, 香港 999077;
    3. 教育部教育考试院, 北京 100084;
    4. 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;
    5. 北京师范大学文理学院心理系, 珠海 519087;
    6. 上海政法学院政府管理学院, 上海 201701
  • 发布日期:2024-11-13
  • 通讯作者: 宋学玲,E-mail:songlx@neea.edu.cn;程亚华,E-mail:chengyahua608@163.com E-mail:songlx@neea.edu.cn;chengyahua608@163.com
  • 基金资助:
    国家社会科学基金一般项目(18BYY077);国家教育考试科研规划课题(GJK2021049);浙江省医药卫生科技(2021KY330);宁波市自然科学基金(202003N4262)。

Knowledge of Chinese Character Component of Lower-graders Predicted Character Recognition and Reading Comprehension of Third-graders

FENG Yao1, WANG Jiawen1, SHEN Lanlan1, LI Yixun2, SONG Xueling3, WU Xinchun4,5, LI Hong4, CHEN Wen1, CHENG Yahua6   

  1. 1. Center of Group Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211;
    2. Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong 999077;
    3. National Education Examinations Authority, Ministry of Education of the People's Republic of China, Beijing 100084;
    4. Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875;
    5. Department of Psychology, Faculty of Arts and Sciences, Beijing Normal University, Zhuhai 519087;
    6. School of Government, Shanghai University of Political Science and Law, Shanghai 201701
  • Published:2024-11-13

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摘要： 对123名小学一年级儿童进行为期三年的追踪测试,通过分层回归,考察了小学低年级儿童的部件知识对其三年级汉字识别和阅读理解的预测作用。结果发现:(1)控制瑞文推理测验、词汇知识和语音意识后,儿童一、二、三年级时的部件知识对其三年级汉字识别均有独特贡献,且二、三年级的贡献高于一年级;(2)控制瑞文推理测验、词汇知识和语音意识后,一年级时的部件知识对三年级阅读理解没有独特贡献,但二、三年级时的部件知识均有独特贡献,且三年级的贡献高于二年级;(3)控制瑞文推理测验、词汇知识和语音意识及汉字识别的作用后,二年级时的部件知识对三年级阅读理解没有独特贡献,但三年级时的部件知识对阅读理解仍有独特贡献。结果表明,小学低年级儿童的部件知识对其三年级汉字识别和阅读理解具有预测作用,且随着儿童年级的增加,预测作用增大,表现出发展性变化。

关键词: 部件知识, 汉字识别, 阅读理解, 汉语儿童

Abstract: The present study aimed to investigate the effects of knowledge of Chinese character component on character recognition and reading comprehension in 123 children from Grades 1 to 3. Hierarchical regression analysis indicated that: (1) Knowledge of Chinese character component in Grades 1 to 3 was a significant predictor of character recognition in Grade 3 after controlling the effects of IQ, vocabulary, and phonological awareness, and the contribution of Grades 2 and 3 is higher than that of Grade 1; (2) Knowledge of Chinese character component in Grade 1 has no unique contribution to reading comprehension in Grade 3, but knowledge of Chinese character component in Grades 2 and 3 has a unique contribution after controlling the effects of IQ, vocabulary, and phonological awareness, and the contribution of Grade 3 is higher than that of Grade 2; (3) Knowledge of Chinese character component still explained variance in reading comprehension after further controlling character recognition. These results underscore the importance of knowledge of Chinese character component for the development of children’s character recognition and reading comprehension, and the contribution of knowledge of Chinese character component to character recognition and reading comprehension changes with development. Specifically, the contribution of knowledge of Chinese character component to reading ability increases across children’s grade.

Key words: knowledge of Chinese character component, character recognition, reading comprehension, Chinese children

中图分类号: 

  • G442
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