小学低年级儿童元语言意识与阅读流畅性的关系：汉字识别和词汇知识的中介效应

doi:10.3724/SP.J.1041.2023.00941

心理学报 ›› 2023, Vol. 55 ›› Issue (6): 941-953.doi: 10.3724/SP.J.1041.2023.00941

小学低年级儿童元语言意识与阅读流畅性的关系：汉字识别和词汇知识的中介效应

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

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:2022-01-10 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 relationship between metalinguistic awareness and reading fluency in elementary school children: The mediating role of character recognition and vocabulary knowledge

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

¹School 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:2022-01-10 Online:2023-03-06 Published:2023-06-25

摘要/Abstract

摘要：

对149名小学一年级汉语儿童进行一年三次追踪, 探讨其一年级的元语言意识对二年级阅读流畅性的预测作用, 并考察汉字识别、词汇知识在其中的中介效应。在控制快速命名和一般认知能力后, 研究发现：(1) 一年级儿童的语音意识会直接预测二年级时的字词阅读流畅性。(2) 一年级儿童的正字法意识不仅对后期的字词阅读流畅性及句子默读流畅性有直接促进作用, 而且会通过汉字识别预测字词阅读流畅性及句子默读流畅性。(3) 一年级儿童的语素意识不仅会直接预测二年级时的句子默读流畅性, 还会通过汉字识别促进字词阅读流畅性, 也会通过汉字识别、词汇知识的中介作用间接预测句子默读流畅性。研究表明, 元语言意识不仅对阅读流畅性有直接预测作用, 而且会通过汉字识别和词汇知识间接预测阅读流畅性。该研究结果为系统考察小学低年级汉语儿童元语言意识与阅读流畅性的关系提供了参考依据, 为提升儿童阅读流畅性技能提供了理论指导。

关键词: 元语言意识, 汉字识别, 词汇知识, 字词阅读流畅性, 句子默读流畅性

Abstract:

Reading is an important skill and an effective way for individuals to obtain information. In the field of reading development, reading fluency, as an essential indicator of children’s reading ability development, has gradually attracted researchers’ attention. According to the Multidimensional View of Reading Fluency, reading fluency involves integrating cognitive skills related to reading, such as phonological awareness, orthographic awareness, and morphological awareness. The processing of low-level cognitive skills is an integral part of reading fluency. In addition, Chinese character recognition and vocabulary knowledge at the word level also play a vital role in children’s reading fluency development. However, few studies have explored the possible relationship between metalinguistic awareness, Chinese character recognition, vocabulary knowledge, and reading fluency. Therefore, to comprehensively investigate the predictive factors and mechanism of the low-grade primary school children’s reading fluency, the study intended to incorporate phonological awareness, orthographic awareness, and morphological awareness into a systematic model to explore the relationship between three metalinguistic awareness and reading fluency, and the mediating role of Chinese character recognition and vocabulary knowledge.
149 primary school children were followed up three times a year, with their phonological awareness, orthographic awareness, and morphological awareness measured at Time 1 (fall semester of Grade 1), Chinese character recognition and vocabulary knowledge at Time 2 (spring semester of Grade 1), and word reading fluency and silent reading fluency at Time 3 (fall semester of Grade 2). In addition, rapid naming and general cognitive ability were all measured as control variables at Time1 (fall semester of Grade 1). Spearman correlation analysis was established to investigate the correlation between variables. The structural equation model (SEM) was established to investigate the predictive effect of metalinguistic awareness on reading fluency and the mediating role of Chinese character recognition and vocabulary knowledge.
The results showed that: (1) phonological awareness directly predicted word reading fluency. (2) orthographic awareness not only directly predicted word reading fluency and silent reading fluency but also predicted word reading fluency and silent reading fluency through Chinese character recognition. (3) Morphological awareness significantly predicted silent reading fluency in second grade, promoted word reading fluency through Chinese character recognition, and indirectly predicted silent reading fluency through the mediating role of Chinese character recognition and vocabulary knowledge.
The findings provide a reference basis for systematically investigating the relationship between metalinguistic awareness and reading fluency among Chinese children and provide theoretical guidance for improving children’s reading fluency skills.

Key words: metalinguistic awareness, Chinese character recognition, vocabulary knowledge, word reading fluency, silent reading fluency

中图分类号:

B849: G44

喻艳玲, 谢瑞波, 伍新春, 夏月, 王振梁, 阮世芳. (2023). 小学低年级儿童元语言意识与阅读流畅性的关系：汉字识别和词汇知识的中介效应. 心理学报, 55(6), 941-953.

YU Yanling, XIE Ruibo, WU Xinchun, XIA Yue, WANG Zhenliang, NGUYEN Thi Phuong. (2023). The relationship between metalinguistic awareness and reading fluency in elementary school children: The mediating role of character recognition and vocabulary knowledge. Acta Psychologica Sinica, 55(6), 941-953.

图/表 5

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变量	M ± SD	1	2	3	4	5	6	7	8	9	10	11
1. T1语音意识	6.05 ± 3.83	1
2. T1正字法意识	58.90 ± 11.95	0.10	1
3. T1同音语素意识	6.79 ± 3.81	0.12	0.05	1
4. T1同形语素意识	5.88 ± 3.03	0.27^**	0.29^***	0.26^**	1
5. T1复合语素意识	9.57 ± 8.97	0.14	0.16	0.32^***	0.44^***	1
6. T2汉字识别	44.20 ± 24.96	0.19^*	0.39^***	0.22^**	0.35^***	0.32^***	1
7. T2词汇知识	10.64 ± 5.75	0.27^**	0.20^*	0.31^***	0.42^***	0.40^***	0.35^***	1
8. T3字词阅读流畅	65.22 ± 15.94	0.30^***	0.35^***	0.15	0.22^**	0.23^**	0.62^***	0.33^***	1
9. T3句子默读流畅	416.42 ± 207.32	0.24^**	0.41^***	0.18^*	0.35^***	0.40^***	0.73^***	0.53^***	0.68^***	1
10. T1快速命名	15.71 ± 5.17	-0.18^*	-0.12	-0.12	-0.18^*	-0.15	-0.35^***	-0.22^**	-0.38^***	-0.26^**	1
11. T1一般认知能力	28.03 ± 9.24	0.19^*	0.29^***	0.08	0.27^**	0.28^**	0.30^***	0.38^***	0.21^**	0.39^***	-0.03	1

变量	M ± SD	1	2	3	4	5	6	7	8	9	10	11
1. T1语音意识	6.05 ± 3.83	1
2. T1正字法意识	58.90 ± 11.95	0.10	1
3. T1同音语素意识	6.79 ± 3.81	0.12	0.05	1
4. T1同形语素意识	5.88 ± 3.03	0.27^**	0.29^***	0.26^**	1
5. T1复合语素意识	9.57 ± 8.97	0.14	0.16	0.32^***	0.44^***	1
6. T2汉字识别	44.20 ± 24.96	0.19^*	0.39^***	0.22^**	0.35^***	0.32^***	1
7. T2词汇知识	10.64 ± 5.75	0.27^**	0.20^*	0.31^***	0.42^***	0.40^***	0.35^***	1
8. T3字词阅读流畅	65.22 ± 15.94	0.30^***	0.35^***	0.15	0.22^**	0.23^**	0.62^***	0.33^***	1
9. T3句子默读流畅	416.42 ± 207.32	0.24^**	0.41^***	0.18^*	0.35^***	0.40^***	0.73^***	0.53^***	0.68^***	1
10. T1快速命名	15.71 ± 5.17	-0.18^*	-0.12	-0.12	-0.18^*	-0.15	-0.35^***	-0.22^**	-0.38^***	-0.26^**	1
11. T1一般认知能力	28.03 ± 9.24	0.19^*	0.29^***	0.08	0.27^**	0.28^**	0.30^***	0.38^***	0.21^**	0.39^***	-0.03	1

间接效应路径	效应值	95% CI
间接效应路径	效应值	低	高
语素意识 - 汉字识别 - 字词阅读流畅性	0.17^*	0.06	0.38
语素意识 - 汉字识别 - 句子默读流畅性	0.19^*	0.06	0.38
语素意识 - 词汇知识 - 句子默读流畅性	0.14^†	0.06	0.31
正字法意识 - 汉字识别 - 字词阅读流畅性	0.11^*	0.04	0.21
正字法意识 - 汉字识别 - 句子默读流畅性	0.13^*	0.04	0.22

间接效应路径	效应值	95% CI
间接效应路径	效应值	低	高
语素意识 - 汉字识别 - 字词阅读流畅性	0.17^*	0.06	0.38
语素意识 - 汉字识别 - 句子默读流畅性	0.19^*	0.06	0.38
语素意识 - 词汇知识 - 句子默读流畅性	0.14^†	0.06	0.31
正字法意识 - 汉字识别 - 字词阅读流畅性	0.11^*	0.04	0.21
正字法意识 - 汉字识别 - 句子默读流畅性	0.13^*	0.04	0.22

小学低年级儿童元语言意识与阅读流畅性的关系：汉字识别和词汇知识的中介效应

The relationship between metalinguistic awareness and reading fluency in elementary school children: The mediating role of character recognition and vocabulary knowledge

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