小学儿童句法意识、语音意识与阅读理解成绩的关系  

The Relationships of Primary School Students' Syntactic Awareness and Phonological Awareness with Their Performance of Reading Comprehension

作　　者：陈宝国[1] 陈雅丽[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《心理科学》2008年第4期892-895,共4页Journal of Psychological Science

基　　金：北京市教育科学"十五"规划课题(CBA03025)的资助

摘　　要：本文考察了小学二年级和四年级儿童句法意识、语音意识与阅读理解成绩之间的关系。结果发现,对于二年级学生,句法意识预测了词汇理解和句子理解的成绩;语音意识预测了课文理解的成绩。对于四年级学生,句法意识预测了词汇理解、篇章理解的成绩;句法意识和语音意识预测了句子理解的成绩。结果表明,句法意识和语音意识是影响小学儿童阅读理解能力发展的重要因素,语音意识对阅读理解成绩的预测作用不如句法意识的预测作用稳定。The study was designed to examine the relationships of phonological awareness and syntactic awareness with the reading comprehension performance of primary school students of second and,fourth grades. The results indicated that syntactic awareness was an important predictor of reading comprehension performance. Syntactic awareness was found to be more reliable than phonological awareness in predicting reading comprehension performance.

关 键 词：句法意识 语音意识 阅读理解 

分 类 号：B842.5[哲学宗教—基础心理学]