ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2019, Vol. 51 ›› Issue (8): 924-934.doi: 10.3724/SP.J.1041.2019.00924

• 研究报告 • 上一篇    下一篇

小学儿童词汇知识与阅读理解的关系:交叉滞后研究

陈红君, 赵英, 伍新春(), 孙鹏, 谢瑞波, 冯杰   

  1. 北京师范大学心理学部, 应用实验心理北京市重点实验室, 儿童阅读与学习研究中心, 北京 100875
  • 收稿日期:2018-11-16 出版日期:2019-08-25 发布日期:2019-06-24
  • 通讯作者: 伍新春 E-mail:xcwu@bnu.edu.cn
  • 基金资助:
    * 国家社会科学基金重大项目(13&ZD188)

The relation between vocabulary knowledge and reading comprehension in Chinese elementary children: A cross-lagged study

CHEN Hongjun, ZHAO Ying, WU Xinchun(), SUN Peng, XIE Ruibo, FENG Jie   

  1. Faculty of Psychology, Beijing Normal University, Beijing 100875, China
  • Received:2018-11-16 Online:2019-08-25 Published:2019-06-24
  • Contact: WU Xinchun E-mail:xcwu@bnu.edu.cn

摘要:

对小学1、3、5年级共399名学生进行为期1年的追踪测查, 使用交叉滞后模型检验小学低、中、高年级儿童词汇知识与阅读理解的关系。在控制了语音意识、语素意识、一般认知能力和自回归效应之后, 结果发现:在小学低年级, 词汇知识与阅读理解之间未发现显著的纵向预测关系; 在中年级, 词汇知识和阅读理解存在显著的双向预测关系; 在高年级, T1的阅读理解能够显著预测T2的词汇知识, 而T1的词汇知识对T2阅读理解的预测作用不显著。研究结果表明词汇知识与阅读理解的关系在小学不同年级段存在不同的模式, 这一发现支持了阅读发展阶段论, 并对阅读三角理论进行了一定的补充。

关键词: 小学儿童, 词汇知识, 阅读理解, 交叉滞后, 追踪研究

Abstract:

Vocabulary knowledge is one of the most important predictors of reading comprehension. According to the DVC (decoding, vocabulary, comprehension) reading skill triangle model, reading comprehension is dependent on knowing the meanings of words being read. At the same time, readers can infer the meanings of unfamiliar words encountered in reading. Therefore, a reciprocal relationship may exist between vocabulary knowledge and reading comprehension, which is not documented in previous research. The aim of the present study is to examine the relation between vocabulary knowledge and reading comprehension in different grades of elementary school.


A total of 399 students from first, third and fifth grades were tested on vocabulary knowledge and reading comprehension tasks at two time points over one year, along with phonological awareness, morphological awareness and nonverbal reasoning at Time 1 (the fall semester in grade 1, 3 and 5) as control variables. A cross-lagged model was used to investigate the relation between vocabulary and reading comprehension in each grade span.


The results showed that, after controlling for phonological awareness, morphological awareness, and nonverbal reasoning, the relation between vocabulary and comprehension varied in different developmental stages. Vocabulary knowledge did not significantly predict later reading comprehension in primary grades (grade 1 to grade 2). Bidirectional predictive relation was found between vocabulary knowledge and reading comprehension in middle grades (grade 3 to grade 4). Vocabulary knowledge in grade 5 did not predict later reading comprehension in grade 6, while reading comprehension in grade 5 significantly predicted later vocabulary knowledge in grade 6.


The results support reading stage theory and supplement the DVC reading skill triangle model. The relation between vocabulary knowledge and reading comprehension among Chinese elementary children changes over time. The primary grades are in the stage of “learning to read”, children’s vocabulary knowledge and reading comprehension are mainly affected by the basic cognitive and linguistic skills. The reciprocal relationship between vocabulary knowledge and reading comprehension is evident in middle grades. The enrichment of vocabulary knowledge enables children to read skilled, and the comprehension of texts can also help children learn new words from texts. Reading comprehension plays an increasingly important role in vocabulary development from middle to upper elementary grades. These findings have implications for reading instruction in Chinese at different developmental stages.

Key words: elementary school, vocabulary knowledge, reading comprehension, cross-lagged model, longitudinal study

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