影响小学生汉语阅读的认知因素*

心理与行为研究 ›› 2015, Vol. 13 ›› Issue (3): 367-374.

影响小学生汉语阅读的认知因素^*

赵微,陈泊蓉

陕西师范大学教育学院，西安 710062

收稿日期:2014-05-05 出版日期:2015-05-20 发布日期:2015-07-03
通讯作者: 赵微，E-mai：zhaowei@snnu.edu.cn。
基金资助:
中央高校基本科研业务费专项资金项目（09SZZD09）和教育部人文社会科学研究一般项目（10XJA880006）。

A Study of Reading-Related Cognitive Skills in Chinese

Zhao Wei,Chen Borong

College of Education, Shaanxi Normal University, Xi’an 710062

Received:2014-05-05 Online:2015-05-20 Published:2015-07-03

摘要/Abstract

摘要： 以287名3-6年级小学生为被试，分析影响汉语阅读理解的语言学认知因素。结果表明：（1）语素意识、语音意识和正字法意识与汉语阅读理解均有显著相关，语素意识是汉语阅读理解最显著的预测变量；（2）阅读困难组和阅读水平匹配组的语音意识、语素意识和正字法意识的差异不显著；阅读困难组的语素意识和正字法意识显著低于年龄匹配组，语音意识差异不显著。研究结果提示了汉语阅读困难是一种发展迟滞，该研究结果对汉语学习困难的评估与教育干预有重要意义。

关键词: 语素意识, 汉语学习困难, 发展性迟滞。

Abstract: This study examined the relations between the reading-related cognitive skills and Chinese reading comprehension. A total of 287 students from grade 3-6（age8-12）participated and were administered measures of morphological awareness, phonological awareness, orthographic awareness, vocabulary and reading comprehension. In addition, 20 Chinese dyslexia, 20 chronological age(CA)controls and 20 reading-level(RL)controls were also examined in those tests. The results showed that morphological awareness and orthographic awareness were correlated significantly with vocabulary and reading comprehension when controlling age. Morphological awareness is the most significant predictor of Chinese reading comprehension. The morphological awareness and orthographic awareness of reading disability children were significantly lower than that of their CA controls, but similar to that of their RL controls. These findings suggest that Chinese reading disability children have morphological awareness deficit and orthographic awareness deficit, which is a result of developmental delays.

Key words: morphological awareness, Chinese reading disability, developmental delay.

中图分类号:

B842.5：G760

赵微,陈泊蓉. 影响小学生汉语阅读的认知因素^*[J]. 心理与行为研究, 2015, 13(3): 367-374.

Zhao Wei,Chen Borong. A Study of Reading-Related Cognitive Skills in Chinese[J]. Studies of Psychology and Behavior, 2015, 13(3): 367-374.

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