阅读不良儿童注意力与阅读能力的发展轨迹——基于385名阅读不良儿童的交叉滞后分析  

The Developmental Trace of Attention and Reading Ability of Children with Poor Reading Capacity——Analysis on the Cross Lag of 385 Children with Poor Reading Capacity

作　　者：郭海辉 王莉[2] 韦小满 Guo Haihui;Wang Li;Wei Xiaoman

机构地区：[1]江西省教育评估监测研究院,江西南昌330038 [2]江西财经大学附属学校中小学,江西南昌330013 [3]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：《教育学术月刊》2023年第11期58-64,共7页Education Research Monthly

基　　金：江西教育科学“十四五”规划2022年度重点课题“阅读不良儿童阅读能力与注意力的追踪研究”(编号:22PTZD052)。

摘　　要：本研究试图探索阅读不良儿童注意力和阅读能力的发展轨迹,以期初步弄清两者之间的因果关系。以普通阅读不良儿童325名,阅读障碍儿童60名为研究对象。使用交叉滞后分析技术分析注意力与阅读能力的交叉滞后关系,从而推测两者因果关系。结果发现:在四年级期间,阅读障碍儿童的空间和警觉注意力显著提升,两组阅读不良儿童的执行、持续注意力显著提升,两组阅读不良儿童的阅读能力显著提升。普通阅读不良儿童的空间注意力、执行注意力、持续注意力的提升是导致阅读能力提升的原因,而阅读能力的提升又能导致空间注意力、警觉注意力、执行注意力、持续注意力的提升。基于研究结论,分层面提出了政策建议。This study attempts to explore the development trace of attention and reading ability of children with poor reading capacity,in order to preliminarily clarify the causal relationship between the two.A study was conducted on 325 children with ordinary poor reading capacity and 60 children with dyslexia.With cross-lag approach,this paper analyzed the relationship between attention and reading ability,and inferred the causal relationship between the two.The results showed that during fourth grade,what were significantly improved were the the spatial and alertness attention of children with dyslexia,the execution and continuous attention of two groups,and the reading ability of both groups.The improvement of spatial attention,executive attention,and continuous attention in ordinary children with dyslexia is the reason for the improvement of reading ability,and the improvement of reading ability can also lead to the improvement of spatial attention,alert attention,executive attention and continuous attention.Based on the research findings,this study proposed policy recommendations at a hierarchical level.

关 键 词：注意力 阅读能力 阅读不良 特征 交叉滞后 

分 类 号：G633.98[文化科学—教育学]