学前和小学低段不同识字量儿童的认知能力比较  

Difference of Cognitive Skills between Good and Poor Readers of Preschool and Primary School

作　　者：李虹[1,2] 舒华[2,1] 

机构地区：[1]北京师范大学心理学院,应用实验心理北京市重点实验室,北京100875 [2]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《心理发展与教育》2009年第3期1-8,共8页Psychological Development and Education

基　　金：国家自然科学基金项目(30870758);教育部人文社会科学研究项目(06JDXLX006);北京师范大学青年教师社会科学研究基金

摘　　要：以193名学前儿童和291名一到三年级小学生为研究对象,比较了不同年级、不同识字量儿童在语音意识、语素意识、快速命名、视觉技能和正字法意识方面的差异。结果显示,不同年级、不同识字量儿童分别在语音意识和语素意识的不同层面存在差异,学前主要表现在音节删除和语素建构任务中,小学阶段表现在韵母识别、音位删除以及语素判断和语素产生方面;快速命名能力是区分各阶段儿童汉字识别能力的有效指标,学前儿童的视觉能力与识字量密切相关,而小学儿童的正字法意识与识字量密切相关。Tasks tapping phonological awareness, morphological awareness, rapid automatized naming, visual skills, orthographic knowledge, and Chinese character recognition were administered to 193 kindergartners and 291 primary school students. Results underscore the importance of some dimensions of meta-linguistic awareness for both very early and intermediate Chinese reading acquisition. Only syllable deletion, and morphological construction, were unique correlates of Chinese character recognition in kindergartners. Among primary school children, the independent correlates of word recognition were rime detection, homophone judgment, and morpheme production. Speeded number-naming task was a good predictor for all children across grades. The orthographic awareness instead of visual skills played an important role in Chinese children＇s reading development when they entered primary school.

关 键 词：阅读发展 语音意识 语素意识 认知能力 儿童 

分 类 号：B844.1[哲学宗教—发展与教育心理学]