摘要
以287名3-6年级小学生为被试,分析影响汉语阅读理解的语言学认知因素。结果表明:(1)语素意识、语音意识和正字法意识与汉语阅读理解均有显著相关,语素意识是汉语阅读理解最显著的预测变量;(2)阅读困难组和阅读水平匹配组的语音意识、语素意识和正字法意识的差异不显著;阅读困难组的语素意识和正字法意识显著低于年龄匹配组,语音意识差异不显著。研究结果提示了汉语阅读困难是一种发展迟滞,该研究结果对汉语学习困难的评估与教育干预有重要意义。
This study examined the relations between the reading-related cognitive skills and Chinese reading compre- hension. A total of 287 students from grade 3-6 （age8-12） participated and were administered measures of mor- phological awareness, phonological awareness, orthographic awareness, vocabulary and reading comprehension. In addition, 20 Chinese dyslexia, 20 chronological age （CA） controls and 20 reading-level （RL） controls were also examined in those tests. The results showed that morphological awareness and orthographic awareness were corre- lated significantly with vocabulary and reading comprehension when controlling age. Morphological awareness is the most significant predictor of Chinese reading awareness of reading disability children were signifi comprehension. The morphological awareness and orthographic cantly lower than that of their CA controls, but similar to that of their RL controls. These findings suggest that Chinese reading disability children have morphological awareness deficit and orthographic awareness deficit, which is a result of developmental delays.
出处
《心理与行为研究》
CSSCI
北大核心
2015年第3期367-374,共8页
Studies of Psychology and Behavior
基金
中央高校基本科研业务费专项资金项目(09SZZD09)
教育部人文社会科学研究一般项目(10XJA880006)
关键词
语素意识
汉语学习困难
发展性迟滞
morphological awareness, Chinese reading disability, developmental delay.
