摘要
该研究旨在了解PASS理论包含的基本认知过程(计划、注意、同时加工和序列加工)与中英文阅读的关系。对三、四、五年级共102名被试施测了中英文阅读测验,中英文语音意识测验以及CAS认知评估测试。相关分析发现,中文识字量和阅读流畅性均与计划显著相关,英文真词辨认与计划和序列加工的相关显著,英文假词辨认则与计划和同时加工显著相关。回归分析发现,英文中,语音意识对阅读的解释力大于PASS认知过程,但计划、同时加工和序列加工的解释亦达到显著,中文中,PASS认知过程对阅读的解释力大于语音意识,且计划的解释力最高。结果既验证了PASS认知过程在英文阅读中的作用,也发现中文阅读有不同于英文阅读的认知特点。
This study aims to probe into the relationship between the basic cognitive process contained in the theory of Planning,Attention-arousal,Simultaneous and Successive Processing（PASS）,and Chinese or English reading.A total of 102 third-year,fourth-year and fifth-year primary school students took tests involving Chinese and English reading,Chinese and English phonological awareness,and the CAS cognition assessment.The results show the following： the students＇ Chinese vocabulary and reading fluency are significantly correlated with planning,their real English word identification is significantly correlated with planning and successive processing,and their false English word identification is significantly correlated with planning and simultaneous processing.According to hierarchical regression analysis,English phonological awareness accounts more significantly for their English reading ability than PASS does,but planning,simultaneous processing,and successive processing still account for their reading ability;PASS accounts more significantly for their Chinese reading ability than their Chinese phonological awareness does,with planning accounting most significantly for it.The results prove that PASS plays a role in English reading,and that Chinese reading varies from English reading in cognitive characteristics.
出处
《中国特殊教育》
CSSCI
北大核心
2011年第4期71-79,共9页
Chinese Journal of Special Education
关键词
PASS理论
语音意识
阅读
theory of PASS phonological awareness reading
