中国科学院心理研究所机构知识库

阅读理解能力是衡量幼儿语言能力发展的重要指标。乡村幼儿的阅读理解能力与幼儿所处的家庭社会经济地位、家庭读写环境密切相关。本研究随机选取196名幼儿及其家长作为研究对象，首先采用埃德蒙顿叙事评估工具（ENNI）评估幼儿的阅读理解能力，接着借助家长问卷调查幼儿的家庭社会经济地位和家庭读写环境，最后通过中介效应和结构方程模型探究家庭社会经济地位、家庭读写环境与乡村幼儿阅读理解能力的关系。结果显示：1）家庭社会经济地位、家庭读写环境都能正向预测乡村幼儿阅读理解能力；2）家庭读写环境在家庭社会经济地位与乡村幼儿阅读理解能力之间起中介作用；3）家庭社会经济地位通过家庭读写活动和家庭读写资源间接正向影响乡村幼儿阅读理解能力。根据研究结果提出相关教育建议：1）多渠道支持低社会经济地位乡村家庭幼儿的早期阅读教育；2）增加乡村幼儿家庭读写资源和活动，提升乡村家庭读写环境。

Reading comprehension is a critical indicator of children’s language development. The reading comprehension abilities of rural children are intimately linked to their families’ socioeconomic status and family literacy environment. This study randomly selected 196 children and their parents as participants, utilizing the Edmonton Narrative Assessment Instrument （ENNI） to evaluate their reading comprehension abilities, followed by a parent questionnaire to explore the children’s family socioeconomic status and family literacy environment, and ultimately examined the interplay among family socioeconomic status, literacy environment, and reading comprehension abilities of rural children by using mediation effects and structural equation modeling. The results showed that: 1）Family socioeconomic status and family literacy environment could positively predict the reading comprehension ability of rural children; 2）The literacy environment mediated the association between socioeconomic status and children’s reading comprehension abilities. 3）Family socioeconomic status indirectly and positively affected the reading comprehension ability of rural children through family literacy activities and family literacy resources. Based on the findings, several educational recommendations are proposed: 1） Supporting the early reading education of children from rural families with low socioeconomic status via various channels; 2）Increasing literacy resources and activities for rural young children’s families, thereby improving their overall literacy environment.

国家社会科学基金后期资助项目（23FJKB006）