一年级小学生汉语默读和朗读差异的眼动研究  

Eye Movements in Silent and Oral Sentence Reading Among Chinese First Graders

作　　者：贾宇晴 高彤琪 闫国利[1] JIA Yuqing;GAO Tongqi;YAN Guoli(Key Research Base of Humanities and Social Sciences of the Ministry of Education,Academy of Psychology and Behavior,Faculty of Psychology,Tianjin Key Laboratory of Student Mental Health and Intelligence Assessment,Tianjin Normal University,Tianjin 300387;The Middle School Affiliated to Qingdao University,Qingdao 266071)

机构地区：[1]教育部人文社会科学重点研究基地天津师范大学心理与行为研究院,天津师范大学心理学部,天津市学生心理健康与智能评估重点实验室,天津300387 [2]青岛大学附属中学,青岛266071

出　　处：《心理与行为研究》2024年第5期633-641,共9页Studies of Psychology and Behavior

基　　金：教育部人文社会科学重点研究基地重大项目(22JJD190012)。

摘　　要：默读和朗读是两种重要的阅读方式。汉语儿童在小学一年级开始系统地学习默读和朗读技能,然而很少有研究探讨一年级汉语儿童在这两种阅读方式之间的差异。本研究使用EyeLink 1000眼动仪记录一年级学生默读和朗读含有高频或低频词的句子,考察两种阅读方式对一年级学生句子阅读和词频效应的影响。结果发现,无论是在句子加工还是词汇加工的早期和晚期阶段,默读显著比朗读的注视时间更少、眼跳距离更长、加工效率更快。阅读方式影响词频效应,表现在回视概率上,朗读的词频效应更大。个体差异影响默读和朗读的表现,快速读者在两种阅读方式之间的差异显著大于慢速读者。结果表明,一年级小学生在默读和朗读时的认知加工特点不同。Silent reading and oral reading are two important reading modes.Individual starts to systematically learn silent and oral reading skills normally from the first grade.Yet,few studies have compared these two reading modes for first graders.Therefore,the present study used EyeLink 1000 eye tracker to record the first graders' eye movements while they were reading Chinese sentences containing high or low frequency words.The results showed that,the first graders made shorter fixations,longer saccades,and thus were more efficient at lexical and sentences processing during silent reading compared to oral reading.The reading mode modulated word frequency effect at the proportion of regressions,with larger frequency effect during oral reading than that during silent reading.Additionally,fast readers showed greater difference in reading modes effect compared to slow readers.These findings suggest that Chinese first graders show different characteristics of cognitive processing during silent and oral reading.

关 键 词：默读 朗读 汉语 一年级小学生 眼动 

分 类 号：B844[哲学宗教—发展与教育心理学]