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。
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.
作者
程亚华
沈岚岚
李宜逊
伍新春
李虹
王铁群
程芳
CHENG Yahua;SHEN Lanlan;LI Yixun;WU Xinchun;LI Hong;WANG Tiequn;CHENG Fang(School of Government,Shanghai University of Political Science and Law,Shanghai 201701,China;College of Teacher Education,Ningbo University,Ningbo 315211,China;Department of Early Childhood Education,The Education University of Hong Kong,Hong Kong 999077,China;Faculty of Psychology,Beijing Normal University,Beijing Key Laboratory of Applied Experimental Psychology,Institute of Children’s Reading and Learning,Beijing 100875,China;School of Applied Psychology,Beijing Normal University at Zhuhai,Zhuhai 519087,China;Department of Psychiatry,Ningbo Kangning Hospital&Affiliated Mental Health Center,Ningbo University,Ningbo 315201,China)
出处
《心理学报》
CSSCI
CSCD
北大核心
2024年第1期83-92,共10页
Acta Psychologica Sinica
基金
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)。
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
Home Literacy Environment
vocabulary knowledge
character recognition
reading comprehension
developmental cascades
