小学生家庭读写环境量表的编制及信效度检验

doi:10.12139/j.1672-0628.2026.01.013

摘要/Abstract

摘要：

本研究旨在编制一份适合中国小学生的家庭读写环境量表。使用自编量表对1654名小学生家长进行问卷调查，进行项目分析与信效度检验。结果显示，家庭读写环境量表共7个维度30个项目。量表的内部一致性信度、结构效度、效标效度均符合心理测量学要求，且在男孩、女孩中具有跨性别测量等值性，与阅读行为显著相关。本研究编制的小学生家庭读写环境量表具有良好的信效度，可作为评估我国小学生家庭读写环境的有效工具。

关键词: 家庭读写环境, 小学生, 量表编制, 信度, 效度

Abstract:

The aim of the present study was to develop and validate a home literacy environment scale suitable for Chinese primary school students. A questionnaire survey was conducted among 1,654 parents of primary school students using the self-developed scale, followed by item analysis and reliability and validity testing. The results indicated that the scale consists of 7 dimensions with 30 items. The internal consistency reliability, structural validity, and criterion-related validity of the scale met psychometric requirements. The scale demonstrated measurement invariance across boys and girls and was significantly correlated with reading behaviors. The Home Literacy Environment Scale developed in this study exhibits good reliability and validity, making it an effective tool for assessing the home literacy environment of primary school students in China.

Key words: home literacy environment, primary school students, scale development, reliability, validity

刘泽琪, 李玉华, 高艳, 刘佳欣, 苏萌萌. 小学生家庭读写环境量表的编制及信效度检验[J]. 心理与行为研究, 2026, 24(1): 113-121.

Zeqi LIU, Yuhua LI, Yan GAO, Jiaxin LIU, Mengmeng SU. Development and Validation of the Home Literacy Environment Scale for Chinese Children[J]. Studies of Psychology and Behavior, 2026, 24(1): 113-121.

图/表 6

参考文献 0

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维度	项目	出处
正式读写活动	A1教授孩子阅读拼音或汉字	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	A2教授孩子书写拼音或汉字	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	A3训练孩子在学校所学的阅读知识	根据家庭读写实践清单(Taylor, 1996)修订
	A4教授以及听写孩子新词语或成语	结合《义务教育语文课程标准(2022年版)》创编
	A5检查孩子背诵古诗、古文	结合《义务教育语文课程标准(2022年版)》创编
	A6为孩子大声读出日常生活用品的名称	根据家庭读写实践清单(Taylor, 1996)修订
非正式读写活动	B1共同阅读绘本	根据斯帝佩克家庭学习活动调查表(Stipek, 1992)修订
	B2共同阅读寓言或故事、童话故事	结合《义务教育语文课程标准(2022年版)》创编
	B3共同朗诵、吟诗或玩押韵游戏	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	B4共同玩成语或者词语接龙	结合《义务教育语文课程标准(2022年版)》创编
	B5共同玩拼写或汉字字形的游戏	根据家庭读写模型量表(Sénéchal et al., 1998)修订
自发性阅读活动	C1孩子自主阅读绘本	根据研究(Silinskas et al., 2020)修订
	C2孩子独立接受课外阅读课程	结合《义务教育语文课程标准(2022年版)》创编
	C3孩子主动讲故事	结合《义务教育语文课程标准(2022年版)》创编
	C4孩子用自己的话讨论	结合《义务教育语文课程标准(2022年版)》创编
阅读理解活动	D1提问孩子故事书的主要内容	根据研究(Georgiou et al., 2021)修订
	D2提问孩子故事书的主要活动或人物	根据研究(Georgiou et al., 2021)修订
	D3让孩子用自己的语言概括故事书	根据研究(Georgiou et al., 2021)修订
	D4提问孩子对于故事书的启发和感受	结合《义务教育语文课程标准(2022年版)》创编
	D5给孩子布置写作任务(日记等)	结合《义务教育语文课程标准(2022年版)》创编
教育外出活动	E1参观科学馆/太空馆及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E2参观美术馆/美术展及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E3去海洋公园/游乐场及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E4参观博物馆及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E5到外地探亲旅游及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
读写资源	F1成人书籍数量(纸质与电子总和)	根据家庭读写环境量表(Griffin & Morrison, 1997)修订
读写资源	F2儿童书籍数量(纸质与电子总和)	根据家庭读写环境量表(Griffin & Morrison, 1997)修订
读写兴趣	G1孩子在家里将阅读当作娱乐	根据研究(Georgiou et al., 2021)修订
	G2孩子享受空闲时光用来阅读	根据研究(Georgiou et al., 2021)修订
	G3孩子在整个周末都进行阅读	根据研究(Georgiou et al., 2021)修订
	G4孩子喜欢用阅读代替玩耍	根据研究(Georgiou et al., 2021)修订
	G5孩子喜欢阅读不同类型的书籍	根据研究(Georgiou et al., 2021)修订

维度	项目	出处
正式读写活动	A1教授孩子阅读拼音或汉字	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	A2教授孩子书写拼音或汉字	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	A3训练孩子在学校所学的阅读知识	根据家庭读写实践清单(Taylor, 1996)修订
	A4教授以及听写孩子新词语或成语	结合《义务教育语文课程标准(2022年版)》创编
	A5检查孩子背诵古诗、古文	结合《义务教育语文课程标准(2022年版)》创编
	A6为孩子大声读出日常生活用品的名称	根据家庭读写实践清单(Taylor, 1996)修订
非正式读写活动	B1共同阅读绘本	根据斯帝佩克家庭学习活动调查表(Stipek, 1992)修订
	B2共同阅读寓言或故事、童话故事	结合《义务教育语文课程标准(2022年版)》创编
	B3共同朗诵、吟诗或玩押韵游戏	根据家庭读写模型量表(Sénéchal et al., 1998)修订
	B4共同玩成语或者词语接龙	结合《义务教育语文课程标准(2022年版)》创编
	B5共同玩拼写或汉字字形的游戏	根据家庭读写模型量表(Sénéchal et al., 1998)修订
自发性阅读活动	C1孩子自主阅读绘本	根据研究(Silinskas et al., 2020)修订
	C2孩子独立接受课外阅读课程	结合《义务教育语文课程标准(2022年版)》创编
	C3孩子主动讲故事	结合《义务教育语文课程标准(2022年版)》创编
	C4孩子用自己的话讨论	结合《义务教育语文课程标准(2022年版)》创编
阅读理解活动	D1提问孩子故事书的主要内容	根据研究(Georgiou et al., 2021)修订
	D2提问孩子故事书的主要活动或人物	根据研究(Georgiou et al., 2021)修订
	D3让孩子用自己的语言概括故事书	根据研究(Georgiou et al., 2021)修订
	D4提问孩子对于故事书的启发和感受	结合《义务教育语文课程标准(2022年版)》创编
	D5给孩子布置写作任务(日记等)	结合《义务教育语文课程标准(2022年版)》创编
教育外出活动	E1参观科学馆/太空馆及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E2参观美术馆/美术展及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E3去海洋公园/游乐场及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E4参观博物馆及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
	E5到外地探亲旅游及讨论读写话题	根据研究(Coley et al., 2020; Su et al., 2022)修订
读写资源	F1成人书籍数量(纸质与电子总和)	根据家庭读写环境量表(Griffin & Morrison, 1997)修订
读写资源	F2儿童书籍数量(纸质与电子总和)	根据家庭读写环境量表(Griffin & Morrison, 1997)修订
读写兴趣	G1孩子在家里将阅读当作娱乐	根据研究(Georgiou et al., 2021)修订
	G2孩子享受空闲时光用来阅读	根据研究(Georgiou et al., 2021)修订
	G3孩子在整个周末都进行阅读	根据研究(Georgiou et al., 2021)修订
	G4孩子喜欢用阅读代替玩耍	根据研究(Georgiou et al., 2021)修订
	G5孩子喜欢阅读不同类型的书籍	根据研究(Georgiou et al., 2021)修订

Model	WLSMV χ²	df	χ²/df	RMSEA	CFI	TLI	SRMR
六因子CFA	3423.36	390.00	8.78	0.09	0.88	0.86	0.07
七因子CFA	2445.02	384.00	6.36	0.07	0.92	0.91	0.05

Model	WLSMV χ²	df	χ²/df	RMSEA	CFI	TLI	SRMR
六因子CFA	3423.36	390.00	8.78	0.09	0.88	0.86	0.07
七因子CFA	2445.02	384.00	6.36	0.07	0.92	0.91	0.05

	1	2	3	4	5	6	7
1.正式读写活动
2.非正式读写活动	0.62***
3.自发性阅读活动	0.57***	0.62***
4.阅读理解活动	0.68***	0.70***	0.66***
5.教育外出活动	0.30***	0.45***	0.35***	0.43***
6.读写资源	0.15***	0.32***	0.26***	0.26***	0.40***
7.读写兴趣	0.35***	0.45***	0.56***	0.43***	0.32***	0.26***
8.总量表	0.60***	0.74***	0.66***	0.73***	0.87***	0.52***	0.56***