小学低年级儿童元语言意识与阅读流畅性的关系:汉字识别和词汇知识的中介效应  

The relationship between metalinguistic awareness and reading fluency in elementary school children:The mediating role of character recognition and vocabulary knowledge

作　　者：喻艳玲 谢瑞波[1] 伍新春 夏月[1] 王振梁 阮世芳 YU Yanling;XIE Ruibo;WU Xinchun;XIA Yue;WANG Zhenliang;NGUYEN Thi Phuong(School 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941-953,共13页Acta Psychologica Sinica

基　　金：国家社会科学基金教育学一般项目(BBA220198)。

摘　　要：对149名小学一年级汉语儿童进行一年三次追踪,探讨其一年级的元语言意识对二年级阅读流畅性的预测作用,并考察汉字识别、词汇知识在其中的中介效应。在控制快速命名和一般认知能力后,研究发现:(1)一年级儿童的语音意识会直接预测二年级时的字词阅读流畅性。(2)一年级儿童的正字法意识不仅对后期的字词阅读流畅性及句子默读流畅性有直接促进作用,而且会通过汉字识别预测字词阅读流畅性及句子默读流畅性。(3)一年级儿童的语素意识不仅会直接预测二年级时的句子默读流畅性,还会通过汉字识别促进字词阅读流畅性,也会通过汉字识别、词汇知识的中介作用间接预测句子默读流畅性。研究表明,元语言意识不仅对阅读流畅性有直接预测作用,而且会通过汉字识别和词汇知识间接预测阅读流畅性。该研究结果为系统考察小学低年级汉语儿童元语言意识与阅读流畅性的关系提供了参考依据,为提升儿童阅读流畅性技能提供了理论指导。Reading is an important skill and an effective way for individuals to obtain information.In the field of reading development,reading fluency,as an essential indicator of children’s reading ability development,has gradually attracted researchers’attention.According to the Multidimensional View of Reading Fluency,reading fluency involves integrating cognitive skills related to reading,such as phonological awareness,orthographic awareness,and morphological awareness.The processing of low–level cognitive skills is an integral part of reading fluency.In addition,Chinese character recognition and vocabulary knowledge at the word level also play a vital role in children’s reading fluency development.However,few studies have explored the possible relationship between metalinguistic awareness,Chinese character recognition,vocabulary knowledge,and reading fluency.Therefore,to comprehensively investigate the predictive factors and mechanism of the low–grade primary school children’s reading fluency,the study intended to incorporate phonological awareness,orthographic awareness,and morphological awareness into a systematic model to explore the relationship between three metalinguistic awareness and reading fluency,and the mediating role of Chinese character recognition and vocabulary knowledge.149 primary school children were followed up three times a year,with their phonological awareness,orthographic awareness,and morphological awareness measured at Time 1(fall semester of Grade 1),Chinese character recognition and vocabulary knowledge at Time 2(spring semester of Grade 1),and word reading fluency and silent reading fluency at Time 3(fall semester of Grade 2).In addition,rapid naming and general cognitive ability were all measured as control variables at Time1(fall semester of Grade 1).Spearman correlation analysis was established to investigate the correlation between variables.The structural equation model(SEM)was established to investigate the predictive effect of metalinguistic awareness on reading fluency

关 键 词：元语言意识 汉字识别 词汇知识 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]