阅读材料类型和难度对五年级儿童阅读策略的影响  

Strategies Used by 5th-Graders in Reading Narrative and Expository Text of Different Levels

作　　者：王治国[1] 陈英和[2] 

机构地区：[1]中国科学院心理研究所脑与认知科学国家重点实验室 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学》2007年第6期1367-1371,共5页Journal of Psychological Science

基　　金：全国教育科学规划国家重点项目(ABA050001);教育部人文社会科学重点学科基地项目(02JAZJDXLX002);北京市哲学社会科学规划项目(06BAJY010)

摘　　要：以34名五年级儿童为被试,采用出声思维法考查了阅读材料类型和难度对儿童阅读策略使用情况的影响。结果发现,被试在记叙文阅读过程中使用的阅读策略种类数和总次数均多于说明文。阅读材料难度对于阅读策略种类数和使用次数没有影响。阅读材料类型和难度都对多个阅读策略的使用次数有影响,但是阅读材料类型和难度对于各阅读策略使用次数的影响并不一致。In this study, 34 fifth-graders were asked to think-aloud while reading two expository and two narrative passages of different levels. All subjects＇ protocols were recorded and analyzed to identify their reading strategies. The results revealed that readers used more kinds of reading strategies for narrative than for expository text and the total number of strategies employed for the narrative passages was larger. In addition, 7 strategies were used more frequently by readers for narrative than for expository text while 4 strategies were used more frequently for narrative than for expository text. The total number of strategies used by readers for different passage levels was the same. But 5 reading strategies were used more often for passages with great difficulty than for passages with little difficulty while 3 reading strategies were used more frequently for passages with little difficulty than for passages with great difficulty. The implications for teaching children to read were discussed.

关 键 词：阅读策略 出声思维 学龄儿童 阅读材料 

分 类 号：B842.3[哲学宗教—基础心理学]