小学低年级儿童语音意识和语素意识对阅读理解的影响：阅读流畅性的中介作用

doi:10.3724/SP.J.1041.2023.00930

心理学报 ›› 2023, Vol. 55 ›› Issue (6): 930-940.doi: 10.3724/SP.J.1041.2023.00930

小学低年级儿童语音意识和语素意识对阅读理解的影响：阅读流畅性的中介作用

周怡彤¹, 谢瑞波¹(), 伍新春²^,³(), 阮世芳⁴, 夏月¹, 喻艳玲¹, 王振梁¹

¹浙江师范大学心理学院, 家长教育研究中心, 浙江省儿童青少年心理健康与危机干预智能实验室, 金华 321004
²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
³北京师范大学(珠海校区)应用心理学院, 广东珠海 519087
⁴北京师范大学中国基础教育质量监测协同创新中心, 北京 100875

收稿日期:2022-03-01 发布日期:2023-03-06 出版日期:2023-06-25
通讯作者: 谢瑞波, E-mail: xrb4526@zjnu.edu.cn; 伍新春, E-mail: xcwu@bnu.edu.cn
基金资助:
国家社会科学基金教育学一般项目(BBA220198)

The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children: The mediating role of reading fluency

ZHOU Yitong¹, XIE Ruibo¹(), WU Xinchun²^,³(), NGUYEN Thi Phuong⁴, XIA Yue¹, YU Yanling¹, WANG Zhenliang¹

¹Department of Psychology, Parent Education Research Center, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
²Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children’s Reading and Learning, Beijing Normal University, Beijing 100875, China
³School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China
⁴Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China

Received:2022-03-01 Online:2023-03-06 Published:2023-06-25

摘要/Abstract

摘要：

本研究选取了149名一年级儿童进行了为期2年3次的追踪研究。采用结构方程模型, 在控制了一般认知能力以及阅读理解的自回归效应后, 探讨语音意识和语素意识对阅读理解的影响及机制。研究发现：(1)语音意识和语素意识均能够直接预测阅读理解。(2)字词阅读流畅性在语音意识和阅读理解中起中介作用, 字词阅读流畅性在语素意识和阅读理解中起中介作用。(3)字词阅读流畅性和句子默读流畅性在语音意识与阅读理解之间起链式中介作用, 字词阅读流畅性和句子默读流畅性在语素意识和阅读理解之间起链式中介作用。研究表明：低年级儿童的语素意识和语音意识不仅对阅读理解具有重要的作用, 而且能通过字词阅读流畅性影响句子默读流畅性进而影响阅读理解。

关键词: 阅读理解, 语素意识, 语音意识, 字词阅读流畅性, 句子默读流畅性

Abstract:

The ultimate goal of reading is to achieve the understanding of written text information means reading comprehension, which is closely related to children’s future learning. In recent years, the effects of phonological awareness and morphological awareness on reading comprehension have received extensive attention. Besides, reading comprehension may be influenced not only by factors at the meta-linguistic level but also by higher-level language skills, such as reading fluency. Children in the early elementary grades are in the stage of “learning to read”. In this stage, the younger children are transitioning from word-reading mode to sentence silent mode. Sentence reading fluency is a deep structure of reading fluency. Its cognitive processing is more complex than that of word reading fluency, which may be affected by word reading fluency. However, few studies have been conducted on the possible relationships among phonological awareness, morphological awareness, word reading fluency, sentence silent reading fluency and reading comprehension, especially the chain mediating roles of word reading fluency and sentence silent reading fluency. Therefore, this study aims to investigate the predictive effects of phonological awareness and morphological awareness on children’s reading comprehension in the “learning to read” stage, as well as the chain mediating effects of word reading fluency and sentence silent reading fluency.
The study included 149 first-graders who were followed three times in two years, with their phonological awareness, morphological awareness measured at Time 1 (the fall semester in grade 1), word reading fluency and sentence silent fluency at Time 2 (the spring semester in grade 1), and reading comprehension at Time 3 (the fall semester in grade 2). In addition, general cognitive ability and auto-regression in reading comprehension, which were served as control variables, were also tested at Time 1 and Time 2 respectively. Spearman correlation analysis was used to investigate the correlation between variables. And then, the structural equation model (SEM) was built to investigate the effects of phonological awareness and morphological awareness on reading comprehension and the chain mediating effects of word reading fluency and sentence silent reading fluency.
The results showed that: (1) phonological awareness and morphological awareness both could directly predict reading comprehension. (2) Word reading fluency mediates the relationship between phonological awareness and reading comprehension, and word reading fluency mediates morphological awareness and reading comprehension. (3) Word reading fluency and sentence silent reading fluency play a chain mediating role between phonological awareness and reading comprehension, and word reading fluency and sentence silent fluency play a chain mediating role between morphological awareness and reading comprehension. The results demonstrated that phonological awareness and morphological awareness not only play an important role in reading comprehension, but also affect sentence fluency through word reading fluency and ultimately affect reading comprehension.

Key words: reading comprehension, morphological awareness, phonological awareness, word reading fluency, sentence silent reading fluency

中图分类号:

B849: G44

周怡彤, 谢瑞波, 伍新春, 阮世芳, 夏月, 喻艳玲, 王振梁. (2023). 小学低年级儿童语音意识和语素意识对阅读理解的影响：阅读流畅性的中介作用. 心理学报, 55(6), 930-940.

ZHOU Yitong, XIE Ruibo, WU Xinchun, NGUYEN Thi Phuong, XIA Yue, YU Yanling, WANG Zhenliang. (2023). The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children: The mediating role of reading fluency. Acta Psychologica Sinica, 55(6), 930-940.

图/表 4

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变量	M	SD	1	2	3	4	5	6	7	8	9
1. 语音意识T1	6.05	3.83	1
2. 同形语素意识T1	5.88	3.03	0.28^***	1
3. 同音语素意识T1	6.79	3.81	0.08	0.28^**	1
4. 复合语素意识T1	9.57	8.97	0.14	0.41^***	0.27^**	1
5. 字词阅读流畅性T2	56.65	17.56	0.33^***	0.24^**	0.18	0.29^***	1
6. 句子默读流畅性T2	273.14	174.80	0.28^**	0.29^***	0.10	0.29^***	0.61^***	1
7. 阅读理解(18)T3	9.06	3.68	0.29^***	0.25^**	0.10	0.38^***	0.57^***	0.53^***	1
8. 一般认知能力(IQ)T1	27.98	9.23	0.20^*	0.28^**	0.07	0.27^**	0.25^**	0.34^***	0.26^**	1
9. 阅读理解(18)T2	7.70	3.23	0.15	0.10	−0.06	0.10	0.37^***	0.37^***	0.38^***	0.25^**	1

变量	M	SD	1	2	3	4	5	6	7	8	9
1. 语音意识T1	6.05	3.83	1
2. 同形语素意识T1	5.88	3.03	0.28^***	1
3. 同音语素意识T1	6.79	3.81	0.08	0.28^**	1
4. 复合语素意识T1	9.57	8.97	0.14	0.41^***	0.27^**	1
5. 字词阅读流畅性T2	56.65	17.56	0.33^***	0.24^**	0.18	0.29^***	1
6. 句子默读流畅性T2	273.14	174.80	0.28^**	0.29^***	0.10	0.29^***	0.61^***	1
7. 阅读理解(18)T3	9.06	3.68	0.29^***	0.25^**	0.10	0.38^***	0.57^***	0.53^***	1
8. 一般认知能力(IQ)T1	27.98	9.23	0.20^*	0.28^**	0.07	0.27^**	0.25^**	0.34^***	0.26^**	1
9. 阅读理解(18)T2	7.70	3.23	0.15	0.10	−0.06	0.10	0.37^***	0.37^***	0.38^***	0.25^**	1

效应类型	效应值	95% CI
效应类型	效应值	下限	上限
T1语音意识-T3阅读理解
间接效应1：T1语音意识-T2字词阅读流畅性-T3阅读理解	0.05^†	0.005	0.11
间接效应2：T1语音意识-T2句子默读流畅性-T3阅读理解	−0.01	−0.06	0.03
间接效应3：T1语音意识-T2字词阅读流畅性-T2句子默读流畅性-T3阅读理解	0.03^*	0.01	0.06
T1语素意识-T3阅读理解
间接效应1：T1语素意识-T2字词阅读流畅性-T3阅读理解	0.07^*	0.02	0.16
间接效应2：T1语素意识-T2句子默读流畅性-T3阅读理解	0.02	−0.03	0.07
间接效应3：T1语素意识-T2字词阅读流畅性-T2句子默读流畅性-T3阅读理解	0.04^*	0.01	0.09

效应类型	效应值	95% CI
效应类型	效应值	下限	上限
T1语音意识-T3阅读理解
间接效应1：T1语音意识-T2字词阅读流畅性-T3阅读理解	0.05^†	0.005	0.11
间接效应2：T1语音意识-T2句子默读流畅性-T3阅读理解	−0.01	−0.06	0.03
间接效应3：T1语音意识-T2字词阅读流畅性-T2句子默读流畅性-T3阅读理解	0.03^*	0.01	0.06
T1语素意识-T3阅读理解
间接效应1：T1语素意识-T2字词阅读流畅性-T3阅读理解	0.07^*	0.02	0.16
间接效应2：T1语素意识-T2句子默读流畅性-T3阅读理解	0.02	−0.03	0.07
间接效应3：T1语素意识-T2字词阅读流畅性-T2句子默读流畅性-T3阅读理解	0.04^*	0.01	0.09

小学低年级儿童语音意识和语素意识对阅读理解的影响：阅读流畅性的中介作用

The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children: The mediating role of reading fluency

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