【摘要】 探讨不同汉字解码技能在小学生阅读理解发展中的作用。208名二、四年级学生完成了认读准确性、流利性、声旁意识、形旁意识等汉字解码技能测验及阅读理解和言语理解测验。结果表明,汉字解码技能是阅读理解变异的重要来源。汉字认读准确性对二、四年级学生的阅读理解均有显著的独立贡献,汉字认读流利性仅对二年级学生有显著的独立贡献,声旁与形旁意识没有显著的独立贡献。结果对认识儿童阅读发展及有效促进阅读学习具有启示。更多还原

【Abstract】 Learning how to decode the print is the primary task for children after entering into elementary school. Decoding is about converting written symbols into sound and meaning. Researchers often tested decoding skills by word reading accuracy,grapheme-phoneme corresponding rules (GPC rules) using and word reading fluency. In alphabetic languages such as English,decoding was repeatedly revealed as playing an important role in reading for early graders. However,the importance might decrease as children entered into higher grades. In Chinese,there are a large number of semantic-phonetic compound characters,which contain a semantic component that gives a clue to meaning and a phonetic component that may give a clue to pronunciation. In contrast to English,there are no direct and transparent corresponding rules like GPC for Chinese character reading. Chinese character decoding skills also can be examined with respect to character reading accuracy,Chinese character orthography-phonology and orthography-semantic connection rules and character reading fluency. The present study aimed to examine the roles of various Chinese character decoding skills in Chinese reading comprehension among native Chinese-speaking children in grade 2 and grade 4. One hundred and two 2 nd graders (45 boys,57 girls,mean age=8.33 years; SD=0.33) and 106 4 th graders (50 boys,56 girls,mean age=10.43 years; SD=0.35) completed Chinese language comprehension test,Chinese reading comprehension test,Chinese character reading accuracy test,Chinese character reading fluency test,phonetic decoding and semantic radical decoding test.Results showed that after controlling for the effects of Chinese language comprehension,Chinese character decoding skills significantly accounted for considerable amount of variance of Chinese reading comprehension at both 2 nd grade and 4 th grade. Among the four character decoding skills,after controlling for the effects of language comprehension and other Chinese character decoding skills,character reading accuracy significantly accounted for unique variance of Chinese reading comprehension in both 2 nd grade and 4 th grade; character reading fluency accounted for unique variance of Chinese reading comprehension in the 2 nd grade,but not in the 4 th grade; phonetic decoding and semantic decoding didn’t account for unique variance in either grades significantly. These results were discussed with respect to the educational implications of Chinese reading instruction in elementary grades.更多还原