小学低年级儿童语音意识和语素意识对阅读理解的影响:阅读流畅性的中介作用  

The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children:The mediating role of reading fluency

作　　者：周怡彤 谢瑞波[1] 伍新春 阮世芳[4] 夏月 喻艳玲 王振梁 ZHOU Yitong;XIE Ruibo;WU Xinchun;NGUYEN Thi Phuong;XIA Yue;YU Yanling;WANG Zhenliang(Department of Psychology,Parent Education Research Center,Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province,Zhejiang Normal University,Jinhua 321004,China;Faculty of Psychology,Beijing Key Laboratory of Applied Experimental Psychology,Research Center of Children’s Reading and Learning,Beijing Normal University,Beijing 100875,China;School of Applied Psychology,Beijing Normal University at Zhuhai,Zhuhai 519087,China;Collaborative Innovation Center of Assessment for Basic Education Quality,Beijing Normal University,Beijing 100875,China)

机构地区：[1]浙江师范大学心理学院,家长教育研究中心,浙江省儿童青少年心理健康与危机干预智能实验室,金华321004 [2]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中心,北京100875 [3]北京师范大学(珠海校区)应用心理学院,广东珠海519087 [4]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《心理学报》2023年第6期930-940,共11页Acta Psychologica Sinica

基　　金：国家社会科学基金教育学一般项目(BBA220198)。

摘　　要：本研究选取了149名一年级儿童进行了为期2年3次的追踪研究。采用结构方程模型,在控制了一般认知能力以及阅读理解的自回归效应后,探讨语音意识和语素意识对阅读理解的影响及机制。研究发现:(1)语音意识和语素意识均能够直接预测阅读理解。(2)字词阅读流畅性在语音意识和阅读理解中起中介作用,字词阅读流畅性在语素意识和阅读理解中起中介作用。(3)字词阅读流畅性和句子默读流畅性在语音意识与阅读理解之间起链式中介作用,字词阅读流畅性和句子默读流畅性在语素意识和阅读理解之间起链式中介作用。研究表明:低年级儿童的语素意识和语音意识不仅对阅读理解具有重要的作用,而且能通过字词阅读流畅性影响句子默读流畅性进而影响阅读理解。The ultimate goal of reading is to achieve the understanding of written text information means reading comprehension,which is closely related to children’s future learning.In recent years,the effects of phonological awareness and morphological awareness on reading comprehension have received extensive attention.Besides,reading comprehension may be influenced not only by factors at the meta-linguistic level but also by higher-level language skills,such as reading fluency.Children in the early elementary grades are in the stage of“learning to read”.In this stage,the younger children are transitioning from word-reading mode to sentence silent mode.Sentence reading fluency is a deep structure of reading fluency.Its cognitive processing is more complex than that of word reading fluency,which may be affected by word reading fluency.However,few studies have been conducted on the possible relationships among phonological awareness,morphological awareness,word reading fluency,sentence silent reading fluency and reading comprehension,especially the chain mediating roles of word reading fluency and sentence silent reading fluency.Therefore,this study aims to investigate the predictive effects of phonological awareness and morphological awareness on children’s reading comprehension in the“learning to read”stage,as well as the chain mediating effects of word reading fluency and sentence silent reading fluency.The study included 149 first-graders who were followed three times in two years,with their phonological awareness,morphological awareness measured at Time 1(the fall semester in grade 1),word reading fluency and sentence silent fluency at Time 2(the spring semester in grade 1),and reading comprehension at Time 3(the fall semester in grade 2).In addition,general cognitive ability and auto-regression in reading comprehension,which were served as control variables,were also tested at Time 1 and Time 2 respectively.Spearman correlation analysis was used to investigate the correlation between variables.And then,th

关 键 词：阅读理解 语素意识 语音意识 字词阅读流畅性 句子默读流畅性 

分 类 号：B849[哲学宗教—应用心理学] G44[哲学宗教—心理学]