小学低年级儿童汉语语素意识、口语词汇知识对阅读能力的影响:一项追踪研究
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摘要
以149名小学一年级儿童为被试,进行为期三年的追踪,采用交叉滞后的分析方法考察了儿童汉语语素意识、口语词汇知识与阅读能力的关系。结果发现:(1)儿童汉语语素意识、口语词汇知识、阅读准确性和阅读流畅性在小学1～3年级间有显著增长;(2)控制一般认知能力、语音意识、快速命名后,口语词汇知识在儿童早期的语素意识与后期的阅读能力之间起跨时间点的中介作用。结果表明,儿童早期的语素意识水平能够提高词汇知识获得的效率,进而促进阅读能力的发展。
This longitudinal study examined whether oral vocabulary knowledge would mediate the association between morphological awareness and reading ability( reading accuracy,reading fluency,and reading comprehension) using a three-year cross-lagged design with a sample of 149 Chinese children. The present results showed that( 1) Obvious increases with time were observed in morphological awareness,oral vocabulary knowledge,and reading ability.( 2) Morphological awareness at T1 made significant indirect contributions to reading ability at T3 via oral vocabulary knowledge at T2 beyond the auto-regression and the effects of reading-related skills. The results revealed significant indirect effects of morphological awareness on reading ability via oral vocabulary knowledge.
This longitudinal study examined whether oral vocabulary knowledge would mediate the association between morphological awareness and reading ability( reading accuracy,reading fluency,and reading comprehension) using a three-year cross-lagged design with a sample of 149 Chinese children. The present results showed that( 1) Obvious increases with time were observed in morphological awareness,oral vocabulary knowledge,and reading ability.( 2) Morphological awareness at T1 made significant indirect contributions to reading ability at T3 via oral vocabulary knowledge at T2 beyond the auto-regression and the effects of reading-related skills. The results revealed significant indirect effects of morphological awareness on reading ability via oral vocabulary knowledge.
引文
Brinchmann,E.I.,Hjetland,H.N.,&Lyster,S.H.(2016).Lexical quality matters:Effects of word knowledge instruction on the language and literacy skills of third-and fourth-Grade poor readers.Reading Research Quarterly,51(2),165-180.
Brown,T.A.(2006).Confirmatory factor analysis for applied research.New York,NY:Guilford Press.
Cheng,Y.,Zhang,J.,Li,H.,Wu,X.,Liu,H.,Dong,Q.,et al.(2017).Growth of compounding awareness predicts reading comprehension in Chinese children:A longitudinal study from Grade 1 to Grade 2.Reading Research Quarterly,52(1),91-104.
Deacon,S.H.,Benere,J.,&Pasquarella,A.(2013).Reciprocal relationship:Children’s morphological awareness and their reading accuracy across grades 2 to 3.Developmental Psychology,49(6),1113-1126.
Geiser,C.(2013).Data analysis with Mplus.New York:Guilford Publications.
Goodwin,A.P.,Huggins,A.C.,Carlo,M.S.,August,D.,&Calderon,M.(2013).Minding morphology:How morphological awareness relates to reading for English language learners.Reading and Writing,26(9),1387-1415.
Kieffer,M.J.,Biancarosa,G.,&Mancilla-Martinez,J.(2013).Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners:Exploring partial mediation by vocabulary and reading fiuency.Applied Psycholinguistics,34(4),697-725.
Kieffer,M.J.,&Box,C.(2013).Derivational morphological awareness,academic,vocabulary,and reading comprehension in linguistically diverse sixth graders.Learning and Individual Differences,24(2),168-175.
Kieffer,M.J.,&Lesaux,N.K.(2012).Direct and indirect roles of morphological awareness in the English reading comprehension of native English,Spanish,Filipino,and Vietnamese speakers.Language Learning,62(4),1170-1204.
Kim,Y.S.,Park,C.,&Wagner,R.K.(2014).Is oral/text reading fluency a“bridge”to reading comprehension?Reading and Writing,27(1),128-144.
Kuo,L.J.,&Anderson,R.C.(2006).Morphological awareness and learning to read:A cross-language perspective.Educational Psychologist,41(3),161-180.
Lei,L.,Pan,J.,Liu,H.,Mc Bride-Chang,C.,Li,H.,Zhang,Y.,et al.(2011).Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children.Journal of Child Psychology and Psychiatry,52(2),212-220.
Li,H.,Shu,H.,Mc Bride-Chang,C.,Liu,H.,&Peng,H.(2012).Chinese children’s character recognition:Visuo-orthographic,phonological processing and morphological skills.Journal of Research in Reading,35(3),287-307.
Li,H.,Shu,H.,Mc Bride-Chang,C.,Liu,H.,&Xue,J.(2009).Paired associate learning in Chinese children with dyslexia.Journal of Experimental Child Psychology,103(2),135-151.
Liu,P.D.,Mc Bride-Chang,C.Wong,T.T.Y.,Shu,H.,&Wong,A.M.Y.(2013).Morphological awareness in Chinese:Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children.Applied Psycholinguistics,34(4),755-775.
Maxwell,S.E.,&Cole,D.A.(2007).Bias in cross-sectional analyses of longitudinal mediation.Psychological methods,12(1),23-44.
Mc Bride,C.A.(2016).Is Chinese special?Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies.Educational Psychology Review,28(3),523-549.
Mc Bride-Chang,C.,Lam,F.,Lam,C.,Chan,B.,Fong,C.Y.C.,Wong,T.T.Y.,&Wong,S.W.L.(2011).Early predictors of dyslexia in Chinese children:Familial history of dyslexia,language delay,and cognitive profiles.Journal of Child Psychology and Psychiatry,52(2),204-211.
Meade,A.W.,&Lautenschlager,G.J.(2004).A Monte-Carlo study of confirmatory factor analytic tests of measurement equivalence/invariance.Structural Equation Modeling,11(1),60-72.
Nagy,W.,Berninger,V.,&Abbott,R.(2006).Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students.Journal of Educational Psychology,98(1),134-147.
Ouellette,G.P.(2006).What’s meaning got to do with it:The role of vocabulary in word reading and reading comprehension.Journal of Educational Psychology,98(3),554-566.
Pan,J.,Mc Bride-Chang,C.,Shu,H.,Liu,H.,Zhang,Y.,&Li,H.(2011).What is in the naming?A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language.Journal of Educational Psychology,103(4),897-908.
Perfetti,C.A.(1985).Reading ability.New York,NY:Oxford University Press.
Perfetti,C.A.,Landi,N.,&Oakhill,J.(2005).The acquisition of reading comprehension skill.In M.J.Snowling&C.Hulme(Eds.),The science of reading:A handbook(pp.227-247).Malden,MA:Blackwell.
Perfetti,C.A.,Liu,Y.,&Tan,L.H.(2005).The lexical constituency model:Some implications of research on Chinese for general theories of reading.Psychological Review,112(1),43-59.
PIRLS 2006台湾报告.取自https://sites.google.com/site/reading8learning01/pirls/pirls-2006
Quinn,J.M.,Wagner,R.K.,Petscher,Y.,&Lopez,D.(2015).Developmental relations between vocabulary knowledge and reading comprehension:A latent change score modeling study.Child Development,86(1),159-175.
Selig,J.P.,&Preacher,K.J.(2009).Mediation models for longitudinal data in developmental research.Research in Human Development,6(2-3),144-164.
Shu,H.,&Anderson,R.C.(1997).Role of radical awareness in the character and word acquisition of Chinese children.Reading Research Quarterly,32(1),78-89.
Shu,H.,Chen,X.,Anderson,R.C.,Wu,N.,&Xuan,Y.(2003).Properties of school Chinese:Implications for learning to read.Child Development,74(1),27-47.
Shu,H.,Mc Bride-Chang,C.,Wu,S.,&Liu,H.(2006).Understanding Chinese developmental dyslexia:Morphological awareness as a core cognitive construct.Journal of Educational Psychology,98(1),122-133.
Shu,H.,Peng,H.,&Mc Bride-Chang,C.(2008).Phonological awareness in young Chinese children.Developmental Science,11(1),171-181.
Song,S.,Su,M.,Kang,C.,Liu,H.,Zhang,Y.,Mc Bride-Chang,C.,et al.(2015).Tracing children’s vocabulary development from preschool through the school-age years:An 8-year longitudinal study.Developmental Science,18(1),119-131.
Vandenberg,R.J.,&Lance,C.E.(2000).A review and synthesis of the measurement invariance literature:Suggestions,practices,and recommendations for organizational research.Organizational Research Methods,5(3),4-70.
Wagner,R.K.,Torgesen,J.K.,&Rashotte,C.A.(1994).Development of reading-related phonological processing abilities:New evidence of bidirectional causality from a latent variable longitudinal study.Journal of Educational Psychology,85(1),73-87.
Wolf,M.,&Bowers,P.G.(2000).Naming-speed processes and developmental reading disabilities:An introduction to the special issue on the double-deficit hypothesis.Journal of Learning Disabilities,33(4),322-324.
Wright,T.S.,&Cervetti,G.N.(2017).A systematic review of the research on vocabulary instruction that impacts text comprehension.Reading Research Quarterly,52(2),203-226.
北京语言学院语言教学研究所.(1986).现代汉语频率词典.北京:北京语言学院出版社.
程亚华,伍新春,刘红云,李虹.(2018).小学低年级儿童口语词汇知识的发展轨迹及其影响因素.心理学报,50(2),206-215.
董琼,李虹,伍新春,饶夏溦,朱瑾.(2013).语素意识对学前儿童言语技能发展的预测作用:追踪研究的证据.心理发展与教育,29(2),147-151.
董琼,李虹,伍新春,饶夏溦,朱瑾.(2014).语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据.心理与行为研究,12(2),207-211.
李利平,伍新春,程亚华,阮氏芳.(2016).语素意识对小学生阅读流畅性的影响:汉字识别的中介作用.心理科学,39(10),1398-1405.
孟祥芝,沙淑颖,周晓林.(2004).语音意识、快速命名与中文阅读.心理科学,27(6),1326-1329.
温鸿博.(2005).小学语文阅读能力测评量表的编制(硕士学位论文).华南师范大学,广州.
温忠麟,叶宝娟.(2014).中介效应分析:方法和模型发展.心理科学进展,22(5),731-745.
张厚粲,王晓平.(1989).瑞文标准推理测验在我国的修订.心理学报,21(2),113-121.
张玉平,董琼,舒华,吴燕.(2017).语音意识、命名速度和语素意识在汉语阅读发展中的作用.心理发展与教育,33(4),401-409.
赵微,陈泊蓉.(2015).影响小学生汉语阅读的认知因素.心理与行为研究,13(3),367-374.
赵英,程亚华,伍新春,阮氏芳.(2016).汉语儿童语素意识与词汇知识的双向关系:一项追踪研究.心理学报,48(11),1434-1444.
Brown,T.A.(2006).Confirmatory factor analysis for applied research.New York,NY:Guilford Press.
Cheng,Y.,Zhang,J.,Li,H.,Wu,X.,Liu,H.,Dong,Q.,et al.(2017).Growth of compounding awareness predicts reading comprehension in Chinese children:A longitudinal study from Grade 1 to Grade 2.Reading Research Quarterly,52(1),91-104.
Deacon,S.H.,Benere,J.,&Pasquarella,A.(2013).Reciprocal relationship:Children’s morphological awareness and their reading accuracy across grades 2 to 3.Developmental Psychology,49(6),1113-1126.
Geiser,C.(2013).Data analysis with Mplus.New York:Guilford Publications.
Goodwin,A.P.,Huggins,A.C.,Carlo,M.S.,August,D.,&Calderon,M.(2013).Minding morphology:How morphological awareness relates to reading for English language learners.Reading and Writing,26(9),1387-1415.
Kieffer,M.J.,Biancarosa,G.,&Mancilla-Martinez,J.(2013).Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners:Exploring partial mediation by vocabulary and reading fiuency.Applied Psycholinguistics,34(4),697-725.
Kieffer,M.J.,&Box,C.(2013).Derivational morphological awareness,academic,vocabulary,and reading comprehension in linguistically diverse sixth graders.Learning and Individual Differences,24(2),168-175.
Kieffer,M.J.,&Lesaux,N.K.(2012).Direct and indirect roles of morphological awareness in the English reading comprehension of native English,Spanish,Filipino,and Vietnamese speakers.Language Learning,62(4),1170-1204.
Kim,Y.S.,Park,C.,&Wagner,R.K.(2014).Is oral/text reading fluency a“bridge”to reading comprehension?Reading and Writing,27(1),128-144.
Kuo,L.J.,&Anderson,R.C.(2006).Morphological awareness and learning to read:A cross-language perspective.Educational Psychologist,41(3),161-180.
Lei,L.,Pan,J.,Liu,H.,Mc Bride-Chang,C.,Li,H.,Zhang,Y.,et al.(2011).Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children.Journal of Child Psychology and Psychiatry,52(2),212-220.
Li,H.,Shu,H.,Mc Bride-Chang,C.,Liu,H.,&Peng,H.(2012).Chinese children’s character recognition:Visuo-orthographic,phonological processing and morphological skills.Journal of Research in Reading,35(3),287-307.
Li,H.,Shu,H.,Mc Bride-Chang,C.,Liu,H.,&Xue,J.(2009).Paired associate learning in Chinese children with dyslexia.Journal of Experimental Child Psychology,103(2),135-151.
Liu,P.D.,Mc Bride-Chang,C.Wong,T.T.Y.,Shu,H.,&Wong,A.M.Y.(2013).Morphological awareness in Chinese:Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children.Applied Psycholinguistics,34(4),755-775.
Maxwell,S.E.,&Cole,D.A.(2007).Bias in cross-sectional analyses of longitudinal mediation.Psychological methods,12(1),23-44.
Mc Bride,C.A.(2016).Is Chinese special?Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies.Educational Psychology Review,28(3),523-549.
Mc Bride-Chang,C.,Lam,F.,Lam,C.,Chan,B.,Fong,C.Y.C.,Wong,T.T.Y.,&Wong,S.W.L.(2011).Early predictors of dyslexia in Chinese children:Familial history of dyslexia,language delay,and cognitive profiles.Journal of Child Psychology and Psychiatry,52(2),204-211.
Meade,A.W.,&Lautenschlager,G.J.(2004).A Monte-Carlo study of confirmatory factor analytic tests of measurement equivalence/invariance.Structural Equation Modeling,11(1),60-72.
Nagy,W.,Berninger,V.,&Abbott,R.(2006).Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students.Journal of Educational Psychology,98(1),134-147.
Ouellette,G.P.(2006).What’s meaning got to do with it:The role of vocabulary in word reading and reading comprehension.Journal of Educational Psychology,98(3),554-566.
Pan,J.,Mc Bride-Chang,C.,Shu,H.,Liu,H.,Zhang,Y.,&Li,H.(2011).What is in the naming?A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language.Journal of Educational Psychology,103(4),897-908.
Perfetti,C.A.(1985).Reading ability.New York,NY:Oxford University Press.
Perfetti,C.A.,Landi,N.,&Oakhill,J.(2005).The acquisition of reading comprehension skill.In M.J.Snowling&C.Hulme(Eds.),The science of reading:A handbook(pp.227-247).Malden,MA:Blackwell.
Perfetti,C.A.,Liu,Y.,&Tan,L.H.(2005).The lexical constituency model:Some implications of research on Chinese for general theories of reading.Psychological Review,112(1),43-59.
PIRLS 2006台湾报告.取自https://sites.google.com/site/reading8learning01/pirls/pirls-2006
Quinn,J.M.,Wagner,R.K.,Petscher,Y.,&Lopez,D.(2015).Developmental relations between vocabulary knowledge and reading comprehension:A latent change score modeling study.Child Development,86(1),159-175.
Selig,J.P.,&Preacher,K.J.(2009).Mediation models for longitudinal data in developmental research.Research in Human Development,6(2-3),144-164.
Shu,H.,&Anderson,R.C.(1997).Role of radical awareness in the character and word acquisition of Chinese children.Reading Research Quarterly,32(1),78-89.
Shu,H.,Chen,X.,Anderson,R.C.,Wu,N.,&Xuan,Y.(2003).Properties of school Chinese:Implications for learning to read.Child Development,74(1),27-47.
Shu,H.,Mc Bride-Chang,C.,Wu,S.,&Liu,H.(2006).Understanding Chinese developmental dyslexia:Morphological awareness as a core cognitive construct.Journal of Educational Psychology,98(1),122-133.
Shu,H.,Peng,H.,&Mc Bride-Chang,C.(2008).Phonological awareness in young Chinese children.Developmental Science,11(1),171-181.
Song,S.,Su,M.,Kang,C.,Liu,H.,Zhang,Y.,Mc Bride-Chang,C.,et al.(2015).Tracing children’s vocabulary development from preschool through the school-age years:An 8-year longitudinal study.Developmental Science,18(1),119-131.
Vandenberg,R.J.,&Lance,C.E.(2000).A review and synthesis of the measurement invariance literature:Suggestions,practices,and recommendations for organizational research.Organizational Research Methods,5(3),4-70.
Wagner,R.K.,Torgesen,J.K.,&Rashotte,C.A.(1994).Development of reading-related phonological processing abilities:New evidence of bidirectional causality from a latent variable longitudinal study.Journal of Educational Psychology,85(1),73-87.
Wolf,M.,&Bowers,P.G.(2000).Naming-speed processes and developmental reading disabilities:An introduction to the special issue on the double-deficit hypothesis.Journal of Learning Disabilities,33(4),322-324.
Wright,T.S.,&Cervetti,G.N.(2017).A systematic review of the research on vocabulary instruction that impacts text comprehension.Reading Research Quarterly,52(2),203-226.
北京语言学院语言教学研究所.(1986).现代汉语频率词典.北京:北京语言学院出版社.
程亚华,伍新春,刘红云,李虹.(2018).小学低年级儿童口语词汇知识的发展轨迹及其影响因素.心理学报,50(2),206-215.
董琼,李虹,伍新春,饶夏溦,朱瑾.(2013).语素意识对学前儿童言语技能发展的预测作用:追踪研究的证据.心理发展与教育,29(2),147-151.
董琼,李虹,伍新春,饶夏溦,朱瑾.(2014).语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据.心理与行为研究,12(2),207-211.
李利平,伍新春,程亚华,阮氏芳.(2016).语素意识对小学生阅读流畅性的影响:汉字识别的中介作用.心理科学,39(10),1398-1405.
孟祥芝,沙淑颖,周晓林.(2004).语音意识、快速命名与中文阅读.心理科学,27(6),1326-1329.
温鸿博.(2005).小学语文阅读能力测评量表的编制(硕士学位论文).华南师范大学,广州.
温忠麟,叶宝娟.(2014).中介效应分析:方法和模型发展.心理科学进展,22(5),731-745.
张厚粲,王晓平.(1989).瑞文标准推理测验在我国的修订.心理学报,21(2),113-121.
张玉平,董琼,舒华,吴燕.(2017).语音意识、命名速度和语素意识在汉语阅读发展中的作用.心理发展与教育,33(4),401-409.
赵微,陈泊蓉.(2015).影响小学生汉语阅读的认知因素.心理与行为研究,13(3),367-374.
赵英,程亚华,伍新春,阮氏芳.(2016).汉语儿童语素意识与词汇知识的双向关系:一项追踪研究.心理学报,48(11),1434-1444.