PSYCH OpenIR  > 中国科学院心理研究所回溯数据库(1956-2010)
Alternative TitleThe Changing Role of Different Reading-related Factors in Chinese Reading Acquisition from Preschool through Third Grade
Thesis Advisor毕鸿燕
Degree Grantor中国科学院心理研究所
Place of Conferral心理研究所
Keyword汉语阅读获得 语音意识 构词法意识 正字法加工技能
Abstract本研究对391名学前班到小学三年级儿童汉语阅读能力的发展进行了大样本多变量的横断调查研究,探查了影响汉语阅读发展的多种认知因素的作用及其随年龄发展变化的趋势。调查涉及包括语音意识、构词法意识、正字法加工技能、语音记忆、快速命名、视觉加工技能等诸多阅读相关技能,在控制了儿童的年龄、非言语智力和拼音知识以后,考察以上因素对两种阅读能力——汉字识读和阅读理解的作用以及相对发展趋势。 主要结果如下: 一、汉语儿童阅读能力的发展受多种因素的影响。正字法加工技能、构词法意识、语音意识、快速命名等对汉字识读和阅读理解发展起着重要的作用,除此之外,视觉加工技能和语音记忆对汉语阅读理解发展的作用也显著。正字法加工技能、构词法意识和快速命名的影响最大。 二、正字法加工技能对汉语阅读获得非常重要,特别是在阅读获得的初期。随着年龄的增长,正字法加工技能在阅读获得中所发挥的作用逐年下降,并在小学二年级后不在重要。 三、构词法意识无论在字词水平上还是在篇章阅读水平上均具有不可忽视的影响。其发展的趋势与正字法加工技能完全相反,从学前班就表现出显著解释力的构词法意识只有到了小学三年级才成为影响汉语阅读最重要的因素。 四、语音意识是与汉语阅读获得相关的重要认知技能,但它在其中扮演次要角色。但是在小学二年级时,语音意识的作用非常突出。另外,语音意识对阅读理解的影响力始终小于构词法意识。 五、无论对汉字识读还是阅读理解,命名的重要作用均不可忽视,尤其在低年级。语音记忆对汉字识读作用不明显,但是与阅读理解关系密切。随着年龄的增长,语音记忆在阅读理解发展中的角色越来越重要。
Other AbstractThe present cross-sectional study paid attention to Chinese reading acquisition of 391 children from preschool to grade 3 in two elementary schools, and investigated the relationship between orthographic processing skills, morphological awareness, phonological awareness, naming, phonological memory, visual processing skill and reading skills, after controlling the variance of age, nonverbal intelligence and pinyin knowledge. The main results are as follows: Firstly, there are many different language skills as the predictors of Chinese reading success. Orthographic processing skills, morphological awareness, phonological awareness and naming are important in single-character recognition and comprehension. Beside them, the effect of visual processing skill and phonological memory for comprehension are also significant. Among them, the role of orthographic processing skills is the most important, whatever in single-character recognition or in comprehension. Secondly, orthographic processing skills are the most important factors in reading acquisition at low grade and its effect drops obviously after grade 2. Thirdly, morphological awareness is also the factor that cannot be ignored whatever for single-character recognition or for comprehension. Its influence appears in preschool and becomes the only significant predictor of character recognition in grade 3. Furthermore, morphological awareness is more relevant with the development of comprehension. Fourthly, phonological awareness plays the secondary role in Chinese reading acquisition except in grade 2 when its contribution is most of all. And compare with morphological awareness, the effect of phonological awareness is relative low. Fifthly, naming is important through preschool to grade 2. The contribution of phonological memory increases from preschool to grade 3 in comprehension.
Document Type学位论文
Recommended Citation
GB/T 7714
卫垌圻. 影响汉语阅读能力发展的相关认知因素及其作用的发展变化[D]. 心理研究所. 中国科学院心理研究所,2008.
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