心理与行为研究 ›› 2024, Vol. 22 ›› Issue (4): 529-537.DOI: 10.12139/j.1672-0628.2024.04.014
熊建萍*,1(), 居萍*,2(), 陈慧慧1, 张玉杰3, 王青春1
收稿日期:
2022-01-23
出版日期:
2024-07-20
发布日期:
2024-07-20
通讯作者:
熊建萍, 居萍
基金资助:
Jianping XIONG*,1(), Ping JU*,2(), Huihui CHEN1, Yujie ZHANG3, Qingchun WANG1
Received:
2022-01-23
Online:
2024-07-20
Published:
2024-07-20
Contact:
Jianping XIONG, Ping JU
摘要:
为研发信效度良好的汉语熟练阅读者阅读能力差异的测验工具,编制了汉语熟练阅读者拼写测验、词汇知识测验和阅读理解测验。系列分析的结果显示,拼写测验能够评估潜在的拼写能力,词汇知识测验能够衡量词汇知识水平的差异,保留三篇短文的阅读理解测验具有较好的信效度。结果表明,本研究编制的拼写、词汇知识和阅读理解测验能有效评估汉语熟练阅读者的阅读能力差异,可以为以后相关研究提供工具。
熊建萍, 居萍, 陈慧慧, 张玉杰, 王青春. 汉语熟练阅读者阅读能力差异测验的编制[J]. 心理与行为研究, 2024, 22(4): 529-537.
Jianping XIONG, Ping JU, Huihui CHEN, Yujie ZHANG, Qingchun WANG. Development of an Assessment for Measuring Reading Ability Differences Among Proficient Chinese Readers[J]. Studies of Psychology and Behavior, 2024, 22(4): 529-537.
项目 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
仰赖 | 0.87 | 0.34 | 0.10 | 0.31 | 0.36 | −2.12 | 0.38 | 0.87 |
侏儒 | 0.79 | 0.41 | 0.06 | 0.25 | 0.32 | −1.46 | 0.36 | 0.79 |
体恤 | 0.87 | 0.34 | 0.15 | 0.38 | 0.42 | −2.16 | 0.42 | 0.87 |
叨扰 | 0.75 | 0.43 | 0.16 | 0.41 | 0.45 | −1.20 | 0.45 | 0.75 |
兆头 | 0.79 | 0.41 | 0.24 | 0.49 | 0.52 | −1.44 | 0.50 | 0.79 |
卸载 | 0.69 | 0.46 | 0.16 | 0.40 | 0.44 | −0.80 | 0.45 | 0.69 |
叵测 | 0.60 | 0.49 | 0.17 | 0.41 | 0.46 | −0.28 | 0.46 | 0.60 |
化斋 | 0.70 | 0.46 | 0.32 | 0.57 | 0.61 | −0.84 | 0.55 | 0.70 |
作揖 | 0.64 | 0.48 | 0.25 | 0.50 | 0.55 | −0.53 | 0.51 | 0.64 |
囫囵 | 0.63 | 0.48 | 0.08 | 0.29 | 0.36 | −0.44 | 0.39 | 0.63 |
坎肩 | 0.68 | 0.47 | 0.18 | 0.43 | 0.48 | −0.73 | 0.47 | 0.68 |
下榻 | 0.51 | 0.50 | 0.41 | 0.64 | 0.64 | 0.25 | 0.59 | 0.51 |
力挫 | 0.61 | 0.49 | 0.23 | 0.48 | 0.52 | −0.35 | 0.50 | 0.61 |
仵作 | 0.46 | 0.50 | 0.21 | 0.45 | 0.49 | 0.51 | 0.47 | 0.46 |
半酣 | 0.55 | 0.50 | 0.41 | 0.64 | 0.64 | 0.03 | 0.59 | 0.55 |
嗟叹 | 0.49 | 0.50 | 0.40 | 0.63 | 0.63 | 0.34 | 0.58 | 0.49 |
贬黜 | 0.39 | 0.49 | 0.17 | 0.41 | 0.46 | 0.90 | 0.44 | 0.39 |
铿然 | 0.36 | 0.48 | 0.52 | 0.72 | 0.70 | 1.13 | 0.61 | 0.36 |
宽宥 | 0.42 | 0.49 | 0.45 | 0.67 | 0.64 | 0.72 | 0.59 | 0.42 |
告罄 | 0.38 | 0.49 | 0.51 | 0.71 | 0.67 | 0.98 | 0.61 | 0.38 |
云翳 | 0.40 | 0.49 | 0.54 | 0.74 | 0.70 | 0.87 | 0.63 | 0.40 |
叱咤 | 0.54 | 0.50 | 0.05 | 0.23 | 0.30 | 0.04 | 0.35 | 0.54 |
墩布 | 0.42 | 0.49 | 0.47 | 0.69 | 0.67 | 0.74 | 0.60 | 0.42 |
挈领 | 0.30 | 0.46 | 0.37 | 0.61 | 0.61 | 1.47 | 0.53 | 0.30 |
业障 | 0.36 | 0.48 | 0.17 | 0.41 | 0.45 | 1.13 | 0.43 | 0.36 |
倜傥 | 0.37 | 0.48 | 0.17 | 0.41 | 0.46 | 1.04 | 0.43 | 0.37 |
俸禄 | 0.41 | 0.49 | 0.34 | 0.59 | 0.59 | 0.79 | 0.54 | 0.41 |
醍醐 | 0.21 | 0.41 | 0.12 | 0.34 | 0.40 | 2.19 | 0.35 | 0.21 |
剃度 | 0.57 | 0.50 | 0.25 | 0.50 | 0.55 | −0.09 | 0.51 | 0.57 |
匡正 | 0.77 | 0.42 | 0.19 | 0.44 | 0.48 | −1.35 | 0.47 | 0.77 |
兜风 | 0.66 | 0.47 | 0.26 | 0.51 | 0.55 | −0.62 | 0.52 | 0.66 |
出殡 | 0.57 | 0.50 | 0.34 | 0.58 | 0.59 | −0.11 | 0.56 | 0.57 |
井灌 | 0.32 | 0.47 | 0.19 | 0.44 | 0.46 | 1.37 | 0.44 | 0.32 |
表1 拼写测验的描述性统计结果(n=326)
项目 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
仰赖 | 0.87 | 0.34 | 0.10 | 0.31 | 0.36 | −2.12 | 0.38 | 0.87 |
侏儒 | 0.79 | 0.41 | 0.06 | 0.25 | 0.32 | −1.46 | 0.36 | 0.79 |
体恤 | 0.87 | 0.34 | 0.15 | 0.38 | 0.42 | −2.16 | 0.42 | 0.87 |
叨扰 | 0.75 | 0.43 | 0.16 | 0.41 | 0.45 | −1.20 | 0.45 | 0.75 |
兆头 | 0.79 | 0.41 | 0.24 | 0.49 | 0.52 | −1.44 | 0.50 | 0.79 |
卸载 | 0.69 | 0.46 | 0.16 | 0.40 | 0.44 | −0.80 | 0.45 | 0.69 |
叵测 | 0.60 | 0.49 | 0.17 | 0.41 | 0.46 | −0.28 | 0.46 | 0.60 |
化斋 | 0.70 | 0.46 | 0.32 | 0.57 | 0.61 | −0.84 | 0.55 | 0.70 |
作揖 | 0.64 | 0.48 | 0.25 | 0.50 | 0.55 | −0.53 | 0.51 | 0.64 |
囫囵 | 0.63 | 0.48 | 0.08 | 0.29 | 0.36 | −0.44 | 0.39 | 0.63 |
坎肩 | 0.68 | 0.47 | 0.18 | 0.43 | 0.48 | −0.73 | 0.47 | 0.68 |
下榻 | 0.51 | 0.50 | 0.41 | 0.64 | 0.64 | 0.25 | 0.59 | 0.51 |
力挫 | 0.61 | 0.49 | 0.23 | 0.48 | 0.52 | −0.35 | 0.50 | 0.61 |
仵作 | 0.46 | 0.50 | 0.21 | 0.45 | 0.49 | 0.51 | 0.47 | 0.46 |
半酣 | 0.55 | 0.50 | 0.41 | 0.64 | 0.64 | 0.03 | 0.59 | 0.55 |
嗟叹 | 0.49 | 0.50 | 0.40 | 0.63 | 0.63 | 0.34 | 0.58 | 0.49 |
贬黜 | 0.39 | 0.49 | 0.17 | 0.41 | 0.46 | 0.90 | 0.44 | 0.39 |
铿然 | 0.36 | 0.48 | 0.52 | 0.72 | 0.70 | 1.13 | 0.61 | 0.36 |
宽宥 | 0.42 | 0.49 | 0.45 | 0.67 | 0.64 | 0.72 | 0.59 | 0.42 |
告罄 | 0.38 | 0.49 | 0.51 | 0.71 | 0.67 | 0.98 | 0.61 | 0.38 |
云翳 | 0.40 | 0.49 | 0.54 | 0.74 | 0.70 | 0.87 | 0.63 | 0.40 |
叱咤 | 0.54 | 0.50 | 0.05 | 0.23 | 0.30 | 0.04 | 0.35 | 0.54 |
墩布 | 0.42 | 0.49 | 0.47 | 0.69 | 0.67 | 0.74 | 0.60 | 0.42 |
挈领 | 0.30 | 0.46 | 0.37 | 0.61 | 0.61 | 1.47 | 0.53 | 0.30 |
业障 | 0.36 | 0.48 | 0.17 | 0.41 | 0.45 | 1.13 | 0.43 | 0.36 |
倜傥 | 0.37 | 0.48 | 0.17 | 0.41 | 0.46 | 1.04 | 0.43 | 0.37 |
俸禄 | 0.41 | 0.49 | 0.34 | 0.59 | 0.59 | 0.79 | 0.54 | 0.41 |
醍醐 | 0.21 | 0.41 | 0.12 | 0.34 | 0.40 | 2.19 | 0.35 | 0.21 |
剃度 | 0.57 | 0.50 | 0.25 | 0.50 | 0.55 | −0.09 | 0.51 | 0.57 |
匡正 | 0.77 | 0.42 | 0.19 | 0.44 | 0.48 | −1.35 | 0.47 | 0.77 |
兜风 | 0.66 | 0.47 | 0.26 | 0.51 | 0.55 | −0.62 | 0.52 | 0.66 |
出殡 | 0.57 | 0.50 | 0.34 | 0.58 | 0.59 | −0.11 | 0.56 | 0.57 |
井灌 | 0.32 | 0.47 | 0.19 | 0.44 | 0.46 | 1.37 | 0.44 | 0.32 |
项目 | 题型 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
1 | 词义理解 | 0.76 | 0.43 | 0.06 | 0.25 | 0.33 | −0.66 | 0.36 | 0.76 |
3 | 词义理解 | 0.52 | 0.50 | 0.06 | 0.24 | 0.36 | 0.47 | 0.36 | 0.52 |
8 | 词义理解 | 0.34 | 0.48 | 0.04 | 0.19 | 0.31 | 1.29 | 0.30 | 0.34 |
10 | 词义理解 | 0.67 | 0.47 | 0.02 | 0.13 | 0.24 | −0.18 | 0.30 | 0.67 |
11 | 词义理解 | 0.42 | 0.49 | 0.11 | 0.33 | 0.40 | 0.93 | 0.40 | 0.42 |
12 | 词义理解 | 0.62 | 0.49 | 0.12 | 0.34 | 0.39 | 0.05 | 0.42 | 0.62 |
13 | 词义理解 | 0.64 | 0.48 | 0.13 | 0.36 | 0.44 | −0.04 | 0.43 | 0.64 |
14 | 词义理解 | 0.67 | 0.47 | 0.04 | 0.19 | 0.30 | −0.18 | 0.34 | 0.67 |
15 | 词义理解 | 0.59 | 0.49 | 0.10 | 0.32 | 0.40 | 0.16 | 0.41 | 0.59 |
16 | 词义理解 | 0.65 | 0.48 | 0.04 | 0.19 | 0.29 | −0.09 | 0.33 | 0.65 |
17 | 词义理解 | 0.70 | 0.46 | 0.14 | 0.38 | 0.42 | −0.33 | 0.44 | 0.70 |
2 | 错别字辨析 | 0.61 | 0.49 | 0.03 | 0.19 | 0.31 | 0.07 | 0.33 | 0.61 |
4 | 错别字辨析 | 0.69 | 0.46 | 0.14 | 0.37 | 0.45 | −0.28 | 0.44 | 0.69 |
7 | 错别字辨析 | 0.60 | 0.49 | 0.15 | 0.39 | 0.45 | 0.14 | 0.45 | 0.60 |
9 | 错别字辨析 | 0.78 | 0.42 | 0.17 | 0.41 | 0.46 | −0.78 | 0.45 | 0.78 |
5 | 字音辨析 | 0.87 | 0.34 | 0.03 | 0.18 | 0.25 | −1.44 | 0.31 | 0.87 |
6 | 字音辨析 | 0.43 | 0.50 | 0.06 | 0.25 | 0.35 | 0.88 | 0.35 | 0.43 |
表2 词汇知识测验的描述性统计结果(n=202)
项目 | 题型 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
1 | 词义理解 | 0.76 | 0.43 | 0.06 | 0.25 | 0.33 | −0.66 | 0.36 | 0.76 |
3 | 词义理解 | 0.52 | 0.50 | 0.06 | 0.24 | 0.36 | 0.47 | 0.36 | 0.52 |
8 | 词义理解 | 0.34 | 0.48 | 0.04 | 0.19 | 0.31 | 1.29 | 0.30 | 0.34 |
10 | 词义理解 | 0.67 | 0.47 | 0.02 | 0.13 | 0.24 | −0.18 | 0.30 | 0.67 |
11 | 词义理解 | 0.42 | 0.49 | 0.11 | 0.33 | 0.40 | 0.93 | 0.40 | 0.42 |
12 | 词义理解 | 0.62 | 0.49 | 0.12 | 0.34 | 0.39 | 0.05 | 0.42 | 0.62 |
13 | 词义理解 | 0.64 | 0.48 | 0.13 | 0.36 | 0.44 | −0.04 | 0.43 | 0.64 |
14 | 词义理解 | 0.67 | 0.47 | 0.04 | 0.19 | 0.30 | −0.18 | 0.34 | 0.67 |
15 | 词义理解 | 0.59 | 0.49 | 0.10 | 0.32 | 0.40 | 0.16 | 0.41 | 0.59 |
16 | 词义理解 | 0.65 | 0.48 | 0.04 | 0.19 | 0.29 | −0.09 | 0.33 | 0.65 |
17 | 词义理解 | 0.70 | 0.46 | 0.14 | 0.38 | 0.42 | −0.33 | 0.44 | 0.70 |
2 | 错别字辨析 | 0.61 | 0.49 | 0.03 | 0.19 | 0.31 | 0.07 | 0.33 | 0.61 |
4 | 错别字辨析 | 0.69 | 0.46 | 0.14 | 0.37 | 0.45 | −0.28 | 0.44 | 0.69 |
7 | 错别字辨析 | 0.60 | 0.49 | 0.15 | 0.39 | 0.45 | 0.14 | 0.45 | 0.60 |
9 | 错别字辨析 | 0.78 | 0.42 | 0.17 | 0.41 | 0.46 | −0.78 | 0.45 | 0.78 |
5 | 字音辨析 | 0.87 | 0.34 | 0.03 | 0.18 | 0.25 | −1.44 | 0.31 | 0.87 |
6 | 字音辨析 | 0.43 | 0.50 | 0.06 | 0.25 | 0.35 | 0.88 | 0.35 | 0.43 |
项目 | 篇章 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
1 | 第一篇 | 0.62 | 0.49 | 0.04 | 0.21 | 0.33 | −0.97 | 0.35 | 0.62 |
2 | 0.72 | 0.45 | 0.06 | 0.25 | 0.37 | −1.60 | 0.37 | 0.72 | |
3 | 0.64 | 0.48 | 0.08 | 0.28 | 0.42 | −1.09 | 0.39 | 0.64 | |
4 | 0.66 | 0.47 | 0.23 | 0.48 | 0.58 | −1.21 | 0.51 | 0.66 | |
5 | 第二篇 | 0.40 | 0.49 | 0.03 | 0.18 | 0.32 | 0.14 | 0.31 | 0.40 |
6 | 0.55 | 0.50 | 0.19 | 0.44 | 0.57 | −0.60 | 0.48 | 0.55 | |
7 | 0.42 | 0.49 | 0.13 | 0.37 | 0.49 | 0.03 | 0.42 | 0.42 | |
8 | 0.31 | 0.46 | 0.08 | 0.28 | 0.41 | 0.62 | 0.35 | 0.31 | |
9 | 0.50 | 0.50 | 0.22 | 0.47 | 0.58 | −0.37 | 0.49 | 0.50 | |
10 | 第三篇 | 0.47 | 0.50 | 0.45 | 0.67 | 0.65 | −0.19 | 0.60 | 0.47 |
11 | 0.26 | 0.44 | 0.30 | 0.55 | 0.53 | 0.92 | 0.49 | 0.26 | |
12 | 0.29 | 0.45 | 0.34 | 0.59 | 0.55 | 0.74 | 0.51 | 0.29 | |
13 | 0.23 | 0.42 | 0.24 | 0.49 | 0.46 | 1.10 | 0.44 | 0.23 | |
14 | 0.21 | 0.41 | 0.23 | 0.48 | 0.45 | 1.26 | 0.43 | 0.21 | |
15 | 0.21 | 0.41 | 0.30 | 0.55 | 0.53 | 1.22 | 0.47 | 0.21 |
表3 阅读理解正式测验的描述性统计结果(n=329)
项目 | 篇章 | 平均值 | 标准差 | h2 | λ | rpb | 难度系数 | 加权值 | 正确率 |
1 | 第一篇 | 0.62 | 0.49 | 0.04 | 0.21 | 0.33 | −0.97 | 0.35 | 0.62 |
2 | 0.72 | 0.45 | 0.06 | 0.25 | 0.37 | −1.60 | 0.37 | 0.72 | |
3 | 0.64 | 0.48 | 0.08 | 0.28 | 0.42 | −1.09 | 0.39 | 0.64 | |
4 | 0.66 | 0.47 | 0.23 | 0.48 | 0.58 | −1.21 | 0.51 | 0.66 | |
5 | 第二篇 | 0.40 | 0.49 | 0.03 | 0.18 | 0.32 | 0.14 | 0.31 | 0.40 |
6 | 0.55 | 0.50 | 0.19 | 0.44 | 0.57 | −0.60 | 0.48 | 0.55 | |
7 | 0.42 | 0.49 | 0.13 | 0.37 | 0.49 | 0.03 | 0.42 | 0.42 | |
8 | 0.31 | 0.46 | 0.08 | 0.28 | 0.41 | 0.62 | 0.35 | 0.31 | |
9 | 0.50 | 0.50 | 0.22 | 0.47 | 0.58 | −0.37 | 0.49 | 0.50 | |
10 | 第三篇 | 0.47 | 0.50 | 0.45 | 0.67 | 0.65 | −0.19 | 0.60 | 0.47 |
11 | 0.26 | 0.44 | 0.30 | 0.55 | 0.53 | 0.92 | 0.49 | 0.26 | |
12 | 0.29 | 0.45 | 0.34 | 0.59 | 0.55 | 0.74 | 0.51 | 0.29 | |
13 | 0.23 | 0.42 | 0.24 | 0.49 | 0.46 | 1.10 | 0.44 | 0.23 | |
14 | 0.21 | 0.41 | 0.23 | 0.48 | 0.45 | 1.26 | 0.43 | 0.21 | |
15 | 0.21 | 0.41 | 0.30 | 0.55 | 0.53 | 1.22 | 0.47 | 0.21 |
陈红君, 赵英, 伍新春, 孙鹏, 谢瑞波, 冯杰. 小学儿童词汇知识与阅读理解的关系: 交叉滞后研究. 心理学报, 2019, 51 (8): 924- 934.
|
|
程亚华, 沈岚岚, 李宜逊, 伍新春, 李虹, 王铁群, 程芳. 家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响: 一个发展级联模型. 心理学报, 2024, 56 (1): 83- 92.
|
|
丁杨, 张傲雪, 杨双, 宁宁. 空间信息加工对听写困难儿童字形记忆的影响. 中国临床心理学杂志, 2021, 29 (1): 14- 18.
|
|
方铖豪, 程亚华, 伍新春. 小学低年级儿童汉语语素意识、口语词汇知识对阅读能力的影响: 一项追踪研究. 心理发展与教育, 2019, 35 (1): 57- 67.
|
|
李虹, 董琼, 朱瑾, 刘俊娉, 伍新春. 语素意识在学前儿童言语技能发展中的作用. 心理科学, 2009, 32 (6): 1291- 1294.
|
|
李利平, 伍新春. 小学低年级儿童词汇对其阅读能力的影响. 南京师大学报(社会科学版), 2020, (5): 80- 90.
|
|
李利平, 伍新春, 程亚华, 阮氏芳. 语素意识对小学生阅读流畅性的影响: 汉字识别的中介作用. 心理科学, 2016, 39 (6): 1398- 1405.
|
|
王孝玲, 陶保平. (1996). 小学生识字量测试题库及评价量表. 上海: 上海教育出版社.
|
|
闫梦格, 李虹, 李宜逊, 周雪莲, 回懿, 程亚华, 伍新春. 识字量和词汇知识在儿童阅读发展中的相对重要性. 心理发展与教育, 2020, 36 (3): 311- 317.
|
|
喻艳玲, 谢瑞波, 伍新春, 夏月, 王振梁, 阮世芳. 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. 心理学报, 2023, 55 (6): 941- 953.
|
|
张玉平, 董琼, 舒华, 吴燕. 语音意识、命名速度和语素意识在汉语阅读发展中的作用. 心理发展与教育, 2017, 33 (4): 401- 409.
|
|
赵英, 伍新春, 陈红君. 汉语儿童语素意识对阅读理解的影响: 默读流畅性的中介效应. 心理发展与教育, 2019, 35 (4): 430- 438.
|
|
赵英, 伍新春, 陈红君, 孙鹏, 王淏蘭. 语素意识与快速命名对汉语儿童阅读能力的影响: 跨学段的中介效应分析. 心理学报, 2024, 56 (1): 70- 82.
|
|
中文语言资源联盟. (2003). 现代汉语通用词表 (CLDC-LAC-2003-001). 北京: 清华大学智能技术与系统国家重点实验室, 中国科学院自动化所.
|
|
Adelman, J. S., Sabatos-Devito, M. G., Marquis, S. J., & Estes, Z. Individual differences in reading aloud: A mega-study, item effects, and some models. Cognitive Psychology, 2014, 68, 113- 160.
DOI |
|
Andrews, S. (2012). Individual differences in skilled visual word recognition and reading: The role of lexical quality. In J. S. Adelman (Ed.), Visual word recognition: Meaning and context, individuals and development (pp. 151–172). London: Psychology Press.
|
|
Andrews, S., & Hersch, J. Lexical precision in skilled readers: Individual differences in masked neighbor priming. Journal of Experimental Psychology: General, 2010, 139 (2): 299- 318.
DOI |
|
Andrews, S., Veldre, A., & Clarke, I. E. Measuring lexical quality: The role of spelling ability. Behavior Research Methods, 2020, 52 (6): 2257- 2282.
DOI |
|
Binder, J. R., Conant, L. L., Humphries, C. J., Fernandino, L., Simons, S. B., Aguilar, M., & Desai, R. H. Toward a brain-based componential semantic representation. Cognitive Neuropsychology, 2016, 33 (3–4): 130- 174.
DOI |
|
Brown, J. I., Nelson, M. J., & Denny, E. C. (1973). The Nelson-Denny reading test, Forms C and D Examiner’s Manual. Boston: Houghton Mifflin.
|
|
Collins, A. A., Lindström, E. R., & Sandbank, M. The influence of language knowledge and test components on reading comprehension scores. Annals of Dyslexia, 2021, 71 (2): 238- 259.
DOI |
|
Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., … Cohen, L. How learning to read changes the cortical networks for vision and language. Science, 2010, 330 (6009): 1359- 1364.
DOI |
|
Drieghe, D., Veldre, A., Fitzsimmons, G., Ashby, J., & Andrews, S. The influence of number of syllables on word skipping during reading revisited. Psychonomic Bulletin & Review, 2019, 26 (2): 616- 621.
|
|
Fitzgerald, J., & Shanahan, T. Reading and writing relations and their development. Educational Psychologist, 2000, 35 (1): 39- 50.
DOI |
|
Gough, P. B., & Tunmer, W. E. Decoding, reading, and reading disability. Remedial and Special Education, 1986, 7 (1): 6- 10.
DOI |
|
Hersch, J., & Andrews, S. Lexical quality and reading skill: Bottom-up and top-down contributions to sentence processing. Scientific Studies of Reading, 2012, 16 (3): 240- 262.
DOI |
|
Ho, C. S. H., Chan, D. W., Tsang, S., & Lee, S. (2000). The Hong Kong test of specific learning difficulties in reading and writing (HKT-SpLD) manual. Hongkong: Hong Kong Specific Learning Difficulties Research Team.
|
|
Jones, A. C., & Rawson, K. A. Do reading and spelling share a lexicon. Cognitive Psychology, 2016, 86, 152- 184.
DOI |
|
Kang, E. Y., & Shin, M. The contributions of reading fluency and decoding to reading comprehension for struggling readers in fourth grade. Reading & Writing Quarterly, 2019, 35 (3): 179- 192.
|
|
Kuperman, V., & van Dyke, J. A. Effects of individual differences in verbal skills on eye-movement patterns during sentence reading. Journal of Memory and Language, 2011, 65 (1): 42- 73.
DOI |
|
Liu, Y. Y., Georgiou, G. K., Zhang, Y. P., Li, H., Liu, H. Y., Song, S., … Shu, H. Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 2017, 82, 75- 90.
DOI |
|
Meade, G., Grainger, J., Midgley, K. J., Emmorey, K., & Holcomb, P. J. From sublexical facilitation to lexical competition: ERP effects of masked neighbor priming. Brain Research, 2018, 1685, 29- 41.
DOI |
|
Nation, P. Principles guiding vocabulary learning through extensive reading. Reading in A Foreign Language, 2015, 27 (1): 136- 145.
|
|
Nunes, T., Bryant, P., Barros, R., & Sylva, K. The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 2012, 82 (1): 136- 156.
DOI |
|
Ouellette, G. P. What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 2006, 98 (3): 554- 566.
DOI |
|
Perfetti, C. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 2007, 11 (4): 357- 383.
DOI |
|
Qian, D. Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 1999, 56 (2): 282- 308.
DOI |
|
Radach, R., & Kennedy, A. Eye movements in reading: Some theoretical context. Quarterly Journal of Experimental Psychology, 2013, 66 (3): 429- 452.
DOI |
|
Schwartz, M., & Katzir, T. Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 2012, 25 (8): 1947- 1971.
DOI |
|
Slattery, T. J., & Yates, M. Word skipping: Effects of word length, predictability, spelling and reading skill. Quarterly Journal of Experimental Psychology, 2018, 71 (1): 250- 259.
DOI |
|
Wright, T. S., & Cervetti, G. N. A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 2017, 52 (2): 203- 226.
DOI |
|
Zahwa, A. A. (2023). Analysis of reading ability in class II elementary school students. Lingustic, Literature and English Education, 3(2), 9–11.
|
|
DOI |
|
Zhao, A. P., Guo, Y., & Dinnesen, M. S. The direct and indirect effects of language and cognitive skills on Chinese reading comprehension. Reading and Writing, 2022, 35 (3): 539- 564.
DOI |
[1] | 仝文, 余雪, 刘志方, 朱星宇, 齐琦. 快慢读者利用语境信息的差异:加工深度的作用[J]. 心理与行为研究, 2022, 20(4): 450-456. |
[2] | 张笛, 赵微, 李莉, 高桂丽. 早期词意识测量及其对阅读的预测作用[J]. 心理与行为研究, 2021, 19(6): 771-778. |
[3] | 孔海燕, 孙雨, 宋广文. 心智游移、工作记忆对初中生阅读理解的影响[J]. 心理与行为研究, 2018, 16(3): 362-370,377. |
[4] | 吴国来, 周曼, 阴晓娟, 李海英, 李娇花. 走神对中文阅读绩效的影响[J]. 心理与行为研究, 2017, 15(3): 329-334. |
[5] | 屈晓兰,陈向阳,钟毅平. 文本阅读理解中精加工推理及错误记忆探讨[J]. 心理与行为研究, 2010, 8(4): 307-311. |
[6] | 刘新颜,关善玲,冯本才,范晓红,郭洁. 语文学困生与学优生阅读理解监控的发展研究[J]. 心理与行为研究, 2006, 4(3): 225-229. |
[7] | 李宁宁,李洪玉. 背景音乐对中学生阅读理解的影响[J]. 心理与行为研究, 2006, 4(2): 149-153. |
[8] | 鲁忠义,陈伟娜. 语篇阅读中高级目标推理的机制[J]. 心理与行为研究, 2005, 3(1): 5-10. |
[9] | 宋广文,刘兆敏. 阅读理解水平对文章信息保持迁移影响的研究[J]. 心理与行为研究, 2004, 2(4): 610-613. |
[10] | 王穗苹,杨锦绵. 精细阐述与先行信息激活水平的动态变化[J]. 心理与行为研究, 2004, 2(2): 425-429. |
[11] | 李伟健. 学习困难学生阅读理解监视的实验研究[J]. 心理与行为研究, 2004, 2(1): 346-350. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||