家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响：一个发展级联模型

doi:10.3724/SP.J.1041.2024.00083

心理学报 ›› 2024, Vol. 56 ›› Issue (1): 83-92.doi: 10.3724/SP.J.1041.2024.00083

家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响：一个发展级联模型

程亚华¹(), 沈岚岚², 李宜逊³, 伍新春⁴^,⁵, 李虹⁴, 王铁群², 程芳⁶

¹上海政法学院政府管理学院, 上海 201701
²宁波大学教师教育学院, 浙江宁波 315211
³香港教育大学幼儿教育学系, 香港 999077
⁴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院, 北京 100875
⁵北京师范大学(珠海校区)应用心理学院, 广东珠海 519087
⁶宁波市康宁医院(宁波大学附属精神卫生中心)精神科, 浙江宁波 315201

收稿日期:2022-07-23 发布日期:2023-11-23 出版日期:2024-01-25
通讯作者: 程亚华 E-mail:chengyahua@nbu.edu.cn
基金资助:
*国家社会科学基金一般项目(18BYY077);浙江省医药卫生科技(2021KY330);宁波市自然科学基金(202003N4262)

The impact of Home Literacy Environment on Chinese children’s character recognition, vocabulary knowledge, and reading comprehension: A developmental cascade model

CHENG Yahua¹(), SHEN Lanlan², LI Yixun³, WU Xinchun⁴^,⁵, LI Hong⁴, WANG Tiequn², CHENG Fang⁶

¹School of Government, Shanghai University of Political Science and Law, Shanghai 201701, China
²College of Teacher Education, Ningbo University, Ningbo 315211, China
³Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong 999077, China
⁴Faculty of Psychology, Beijing Normal University; Beijing Key Laboratory of Applied Experimental Psychology; Institute of Children’s Reading and Learning, Beijing 100875, China
⁵School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China
⁶Department of Psychiatry, Ningbo Kangning Hospital & Affiliated Mental Health Center, Ningbo University, Ningbo 315201, China

Received:2022-07-23 Online:2023-11-23 Published:2024-01-25
Contact: CHENG Yahua E-mail:chengyahua@nbu.edu.cn

摘要/Abstract

摘要：

对149名小学一年级儿童进行3年追踪, 探讨学龄儿童家庭阅读环境、汉字识别、口语词汇知识和阅读理解的发展级联。结果显示：(1)家庭阅读环境通过一年级的阅读理解扩散到二年级的汉字识别, 进而影响三年级的阅读理解。(2)家庭阅读环境通过一年级的口语词汇知识扩散到二年级的阅读理解, 进而影响三年级的口语词汇知识和阅读理解。(3)虽然家庭阅读环境对一年级汉字识别仅有边缘显著的直接预测效应, 但一年级的汉字识别可以预测二年级的阅读理解和口语词汇知识, 进而影响三年级的汉字识别、阅读理解和口语词汇知识。研究表明, 学龄儿童家庭阅读环境、汉字识别、口语词汇知识和阅读理解之间存在间接的、多向的发展级联效应。

关键词: 家庭阅读环境, 口语词汇知识, 汉字识别, 阅读理解, 发展级联

Abstract:

Home literacy environment (HLE) can be more influential than reading intervention programs because HLE affects children’s language and literacy development from the very beginning. A better understanding of the developmental cascades of children’s HLE, character recognition, oral vocabulary knowledge, and reading comprehension is of great value to unpack and promote children’s reading development. The present study aimed to test these developmental cascades among Chinese children during their lower elementary grades. This work followed 149 children from Grades 1 to 3. Their HLE was estimated based on information provided by their parents in Grade 1. Their character recognition, oral vocabulary knowledge, and reading comprehension abilities were assessed with age-appropriate measures once per school year, three times in total. A structural equation model was carried out to examine the developmental cascades of HLE, character recognition, oral vocabulary knowledge, and reading comprehension over the three testing time points. Results suggested the excellent model fit of the developmental cascade model: (1) HLE spread through reading comprehension in Grade 1 (β = 0.19, p = 0.030) to character recognition in Grade 2 (β = 0.28, p < 0.001), then to reading comprehension in Grade 3 (β = 0.26, p = 0.002). (2) HLE spread through oral vocabulary knowledge in Grade 1 (β = 0.45, p < 0.001) to reading comprehension in Grade 2 (β = 0.20, p = 0.003), which in turn predicted oral vocabulary knowledge (β = 0.27, p < 0.001) and reading comprehension (β = 0.34, p < 0.001) in Grade 3. (3) The direct predictive effect of HLE on character recognition in Grade 1 (β = 0.16, p = 0.078) was marginally significant, but character recognition in Grade 1 predicted reading comprehension (β = 0.41, p < 0.001) and oral vocabulary knowledge (β = 0.14, p = 0.051) in Grade 2, which in turn predicted character recognition (β = 0.15, p < 0.001) and reading comprehension (β = 0.27, p < 0.001) in Grade 3. These results together demonstrated the strong predictive power of HLE to children’s early reading development, and clarified its complex direct and indirect impacts on children’s character recognition, vocabulary knowledge, and reading comprehension over time. These findings help elucidate the way in which HLE may affect children’s reading development, which leads to the theoretical advancement and practical implications for HLE and children’s reading development.

Key words: Home Literacy Environment, vocabulary knowledge, character recognition, reading comprehension, developmental cascades

中图分类号:

B844
G44

程亚华, 沈岚岚, 李宜逊, 伍新春, 李虹, 王铁群, 程芳. (2024). 家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响：一个发展级联模型. 心理学报, 56(1), 83-92.

CHENG Yahua, SHEN Lanlan, LI Yixun, WU Xinchun, LI Hong, WANG Tiequn, CHENG Fang. (2024). The impact of Home Literacy Environment on Chinese children’s character recognition, vocabulary knowledge, and reading comprehension: A developmental cascade model. Acta Psychologica Sinica, 56(1), 83-92.

图/表 6

参考文献 37

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变量	测试时间(M ± SD)			F	η²_p
变量	G1	G2	G3	F	η²_p
汉字识别	25.62 ± 21.84	59.65 ± 23.50	88.30 ± 18.59	1315.97^***	0.92
口语词汇知识	8.62 ± 5.14	13.51 ± 6.36	19.86 ± 6.62	291.62^***	0.70
阅读理解	29.01 ± 7.33	9.06 ± 3.99	7.60 ± 3.60
家庭社会经济地位	18.31 ± 6.30	—	—
家庭阅读氛围	3.00 ± 1.43	—	—
父母阅读书籍	2.40 ± 1.28	—	—
儿童阅读书籍	2.12 ± 0.93	—	—

变量	测试时间(M ± SD)			F	η²_p
变量	G1	G2	G3	F	η²_p
汉字识别	25.62 ± 21.84	59.65 ± 23.50	88.30 ± 18.59	1315.97^***	0.92
口语词汇知识	8.62 ± 5.14	13.51 ± 6.36	19.86 ± 6.62	291.62^***	0.70
阅读理解	29.01 ± 7.33	9.06 ± 3.99	7.60 ± 3.60
家庭社会经济地位	18.31 ± 6.30	—	—
家庭阅读氛围	3.00 ± 1.43	—	—
父母阅读书籍	2.40 ± 1.28	—	—
儿童阅读书籍	2.12 ± 0.93	—	—

变量	1	2	3	4	5	6	7	8	9	10	11	12	13
1. 家庭社会经济地位	—
2. 家庭阅读氛围	0.12	—
3. 父母阅读书籍	0.47^***	0.28^**	—
4. 儿童阅读书籍	0.38^***	0.29^***	0.70^***	—
5. G1汉字识别	0.15	0.04	0.12	0.13	—
6. G2汉字识别	0.29^**	0.02	0.17	0.20^*	0.78^***	—
7. G3汉字识别	0.33^***	0.08	0.24^**	0.24^**	0.71^***	0.88^***	—
8. G1口语词汇知识	0.46^***	0.05	0.37^***	0.32^***	0.28^**	0.31^***	0.35^***	—
9. G2口语词汇知识	0.45^***	0.01	0.30^**	0.27^**	0.29^**	0.30^**	0.40^***	0.64^***	—
10. G3口语词汇知识	0.47^***	−0.07	0.18^*	0.14	0.34^***	0.40^***	0.46^***	0.58^***	0.66^***	—
11. G1阅读理解	0.21^*	0.12	0.14	0.14	0.67^***	0.67^***	0.64^***	0.31^*	0.23^*	0.34^***	—
12. G2阅读理解	0.22^*	−0.01	0.14	0.17	0.62^***	0.63^***	0.61^***	0.39^***	0.34^***	0.46^***	0.56^***	—
13. G3阅读理解	0.33^***	−0.05	0.28^**	0.24^**	0.47^***	0.55^***	0.61^***	0.40^***	0.46^***	0.46^***	0.43^***	0.60^***	—

变量	1	2	3	4	5	6	7	8	9	10	11	12	13
1. 家庭社会经济地位	—
2. 家庭阅读氛围	0.12	—
3. 父母阅读书籍	0.47^***	0.28^**	—
4. 儿童阅读书籍	0.38^***	0.29^***	0.70^***	—
5. G1汉字识别	0.15	0.04	0.12	0.13	—
6. G2汉字识别	0.29^**	0.02	0.17	0.20^*	0.78^***	—
7. G3汉字识别	0.33^***	0.08	0.24^**	0.24^**	0.71^***	0.88^***	—
8. G1口语词汇知识	0.46^***	0.05	0.37^***	0.32^***	0.28^**	0.31^***	0.35^***	—
9. G2口语词汇知识	0.45^***	0.01	0.30^**	0.27^**	0.29^**	0.30^**	0.40^***	0.64^***	—
10. G3口语词汇知识	0.47^***	−0.07	0.18^*	0.14	0.34^***	0.40^***	0.46^***	0.58^***	0.66^***	—
11. G1阅读理解	0.21^*	0.12	0.14	0.14	0.67^***	0.67^***	0.64^***	0.31^*	0.23^*	0.34^***	—
12. G2阅读理解	0.22^*	−0.01	0.14	0.17	0.62^***	0.63^***	0.61^***	0.39^***	0.34^***	0.46^***	0.56^***	—
13. G3阅读理解	0.33^***	−0.05	0.28^**	0.24^**	0.47^***	0.55^***	0.61^***	0.40^***	0.46^***	0.46^***	0.43^***	0.60^***	—

检验模型	模型拟合指数
检验模型	χ²	p	df	CFI	TLI	RMSEA (90% CI)	SRMR
完整的发展级联模型(M₁)	58.596	0.069	44	0.984	0.972	0.047 (0.000~0.077)	0.069
删除G1VK对G2CR路径后的模型(M₂)	61.076	0.055	45	0.983	0.970	0.049 (0.000~0.078)	0.072
删除G1RC对G2VK路径后的模型(M₃)	59.259	0.075	45	0.985	0.973	0.046 (0.000~0.076)	0.069
删除G2CR对G3VK路径后的模型(M₄)	60.663	0.059	45	0.983	0.971	0.048 (0.000~0.077)	0.069
删除G2RC对G3CR路径后的模型(M₅)	60.119	0.065	45	0.984	0.972	0.047 (0.000~0.077)	0.069
删除以上4条路径后的模型(M₆)	65.398	0.048	48	0.981	0.969	0.049(0.005~0.077)	0.073

家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响：一个发展级联模型

The impact of Home Literacy Environment on Chinese children’s character recognition, vocabulary knowledge, and reading comprehension: A developmental cascade model

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参考文献 37

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模型比较	∆χ²	p	∆df
M₂ vs. M₁	2.480	0.115	1
M₃ vs. M₁	0.663	0.416	1
M₄ vs. M₁	2.067	0.151	1
M₅ vs. M₁	1.523	0.217	1
M₆ vs. M₁	6.802	0.147	4

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