小学低段汉字识别和听写的发展轨迹：语素意识的预测作用

doi:10.3724/SP.J.1041.2020.00623

摘要/Abstract

摘要：

汉字识别和听写是字词水平上两项重要的读写技能。对127名一年级儿童进行了两年4个时间点的追踪调查, 通过测查儿童的一般认知能力、语音意识、正字法意识和语素意识(包括同音语素意识、复合语素意识), 探讨影响儿童汉字识别和听写发展的因素。利用潜变量增长模型, 结果发现：(1)汉字识别呈线性发展趋势, 听写呈先快后慢的非线性发展趋势, 二者均存在补偿效应; (2)语素意识显著预测了汉字识别的起始水平和发展速度, 但语素意识对听写的起始水平和发展速度均不具有显著的预测作用。研究结果表明儿童入学初始的汉字识别和听写水平并不决定后期的发展速度; 语素意识对儿童汉字识别和听写发展的作用不同。

关键词: 语素意识, 汉字识别, 听写

Abstract:

Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time.
The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grade students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation.
The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level (β = 0.40, p < 0.001; β = 0.14, p < 0.05 respectively) and the growth rate of character recognition (β = 0.28, p < 0.001; β = 0.25, p < 0.001 respectively), but not the growth rate in dictation.
These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.

Key words: morphological awareness, character recognition, dictation

中图分类号:

李利平, 伍新春, 程亚华. (2020). 小学低段汉字识别和听写的发展轨迹：语素意识的预测作用. 心理学报, 52(5), 623-632.

LI Liping, WU Xinchun, CHENG Yahua. (2020). The effects of morphological awareness on character recognition and dictation in low-level grades. Acta Psychologica Sinica, 52(5), 623-632.

图/表 5

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变量	1	2	3	4	5	6	7	8	9	10	11	12	M ± SD
1一般认知能力T1													28.06 ± 9.18
2语音意识T1	0.17*												6.79 ± 3.81
3正字法意识T1	0.31**	0.11											25.80 ± 8.74
4同音语素意识T1	0.02	0.12	0.02										6.79 ± 3.81
5复合语素意识T1	0.23**	0.14	0.12	0.33**									9.57 ± 8.97
6汉字识别T1	0.26**	0.11	0.45***	0.12	0.30**								25.99 ± 22.45
7汉字识别T2	0.30**	0.18*	0.37***	0.20*	0.30**	0.88***							43.90 ± 23.87
8汉字识别T3	0.22*	0.20*	0.28**	0.24**	0.29**	0.79***	0.87***						60.63 ± 23.39
9汉字识别T4	0.28**	0.18*	0.29**	0.27**	0.31**	0.73***	0.82***	0.92***					78.16 ± 22.31
10听写T1	0.07	0.23**	0.02	0.04	0.06	0.32***	0.32***	0.25**	0.25**				6.10 ± 2.41
11听写T2	0.14	0.15	0.11	0.09	0.13	0.24**	0.29***	0.31***	0.36***	0.26**			14.31 ± 1.37
12听写T3	0.05	0.18*	0.15	0.22*	0.18*	0.36***	0.41***	0.47***	0.44***	0.32**	0.33**		17.00 ± 1.78
13听写T4	0.06	0.22*	0.06	0.05	0.02	0.23**	0.25**	0.30**	0.22*	0.25**	0.29**	0.24**	20.65 ± 1.88

变量	1	2	3	4	5	6	7	8	9	10	11	12	M ± SD
1一般认知能力T1													28.06 ± 9.18
2语音意识T1	0.17*												6.79 ± 3.81
3正字法意识T1	0.31**	0.11											25.80 ± 8.74
4同音语素意识T1	0.02	0.12	0.02										6.79 ± 3.81
5复合语素意识T1	0.23**	0.14	0.12	0.33**									9.57 ± 8.97
6汉字识别T1	0.26**	0.11	0.45***	0.12	0.30**								25.99 ± 22.45
7汉字识别T2	0.30**	0.18*	0.37***	0.20*	0.30**	0.88***							43.90 ± 23.87
8汉字识别T3	0.22*	0.20*	0.28**	0.24**	0.29**	0.79***	0.87***						60.63 ± 23.39
9汉字识别T4	0.28**	0.18*	0.29**	0.27**	0.31**	0.73***	0.82***	0.92***					78.16 ± 22.31
10听写T1	0.07	0.23**	0.02	0.04	0.06	0.32***	0.32***	0.25**	0.25**				6.10 ± 2.41
11听写T2	0.14	0.15	0.11	0.09	0.13	0.24**	0.29***	0.31***	0.36***	0.26**			14.31 ± 1.37
12听写T3	0.05	0.18*	0.15	0.22*	0.18*	0.36***	0.41***	0.47***	0.44***	0.32**	0.33**		17.00 ± 1.78
13听写T4	0.06	0.22*	0.06	0.05	0.02	0.23**	0.25**	0.30**	0.22*	0.25**	0.29**	0.24**	20.65 ± 1.88

变量	截距		斜率		水平和增长率的协方差
变量	平均数(标准误)	方差(标准误)	平均数(标准误)	方差(标准误)	标准化系数
汉字识别	26.02***(1.87)	488.91***(62.94)	17.51***(0.47)	26.76***(3.73)	-0.33***
听写	6.10***(0.20)	2.16(1.66)	8.21*** (0.20)	0.26(0.78)	-0.89**

变量	截距		斜率		水平和增长率的协方差
变量	平均数(标准误)	方差(标准误)	平均数(标准误)	方差(标准误)	标准化系数
汉字识别	26.02***(1.87)	488.91***(62.94)	17.51***(0.47)	26.76***(3.73)	-0.33***
听写	6.10***(0.20)	2.16(1.66)	8.21*** (0.20)	0.26(0.78)	-0.89**

预测变量	截距		斜率
预测变量	β	SE	β	SE
一般认知能力T1	0.14/0.11	0.08/0.13	0.14?/0.21	0.08/0.41
语音意识T1	0.10/0.03	0.09/0.14	0.17*/0.04	0.09/0.29
正字法意识T1	0.05/0.22		0.12/-0.13	0.09/0.32
同音语素意识T1	0.40***/0.01	0.07/0.12	0.28***/0.19	0.08/0.41
复合语素意识T1	0.14*/0.06	0.06/0.10	0.25***/0.06	0.07/0.26