【作者】 陈红君； 赵英； 伍新春； 王淏蘭； 孙鹏；

【Author】 Hongjun CHEN;Ying ZHAO;Xinchun WU;Haolan WANG;Peng SUN;Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Research Center of Children’s Reading and Learning, Faculty of Psychology, Beijing Normal University;School of Psychology, Nanjing Normal University;School of Applied Psychology, Beijing Normal University at Zhuhai;

【机构】 北京师范大学心理学部,应用实验心理北京市重点实验室,儿童阅读与学习研究院； 南京师范大学心理学院； 北京师范大学应用心理学院(珠海校区)；

【摘要】 篇章阅读理解是一项复杂的活动,既包含读者基于篇章内容的加工,又涉及读者站在篇章之外的思考。本研究旨在考察小学不同学段儿童的解码和听力理解对不同层次阅读理解(基于文本和超越文本)的纵向影响,并进一步检验朗读阅读流利性和默读流利性在其中的中介作用。共有449名二、四、六年级的儿童参加了这项研究。在时间1 (T1,2020年11月)测试解码(汉字识别)和听力理解(篇章听力测试),同时测试瑞文、工作记忆和快速命名作为控制变量。半年后,在时间2 (2021年5月,T2)测试儿童的朗读流畅性、默读流畅性和阅读理解。使用Process程序分别在三个年级中检验T1的解码和听力理解对T2阅读理解的预测作用,及朗读流畅性和默读流畅性的中介效应,在控制了年龄、瑞文测试、工作记忆和快速命名后,结果表明:(1)在二年级儿童中,解码既能直接预测基于文本的理解,也能通过朗读流畅性的中介作用产生影响;解码和听力理解都直接预测超越文本的理解。(2)四年级儿童中,解码对基于文本的理解有显著的直接预测作用,并通过朗读流畅性的中介作用影响基于文本和超越文本的理解;而听力理解通过默读流畅性间接预测基于文本的理解。(3)在六年级儿童中,听力理解直接预测基于文本的理解,解码和听力理解均能显著预测超越文本的理解;默读流畅性中介了解码和听力理解对基于文本的理解和超越文本的理解的影响。研究结果表明,解码和听力理解对阅读理解的影响因年级而异。在早期"学习阅读"阶段,解码在阅读理解中的作用较为突出,而随着儿童基础技能的提高,听力理解的影响变得更加明显。阅读理解(尤其是超越文本的理解)在高年级受默读流畅性的影响最大,而朗读流畅性主要在低年级中起作用。更多还原

【Abstract】 Reading comprehension(RC) is a complicated activity with several components. This study aims to examine the longitudinal effect of decoding and listening comprehension(LC) on different levels of RC(in-text comprehension and beyond-text comprehension), and explore the mediating effect of oral reading fluency(ORF)and silent reading fluency(SRF) in various grades of Chinese elementary school students. A total of 449 Chinese students from grades 2, 4, and 6 participated in this study. Decoding and LC was tested at Time 1(T1, November of 2020), along with nonverbal intelligence(IQ), working memory(WM), and rapid automatized naming(RAN)as controlling variables. After half a year, ORF, SRF and RC were test at Time 2(T2, May of 2021). Model 4 in macro program PROCESS 3.3 was used to test the direct and indirect effect through ORF and SRF of decoding and LC on text-based comprehension and critical comprehension. After controlling for age, IQ, WM, and RAN,the results showed that(1) among second graders, decoding predicted in-text comprehension directly and indirectly through ORF, and both decoding and LC directly precited later beyond-text comprehension;(2) In Grade4, decoding predicted in-text comprehension directly and indirectly through ORF, and indirectly predicted beyond-text comprehension through ORF, while LC indirectly predicted in-text comprehension through SRF;(3)In Grade 6, only LC directly predicted in-text comprehension, both decoding and LC directly predicted beyond-text comprehension, and SRF mediated the effects of decoding and LC on in-text and beyond-text comprehension. The influence of decoding and LC on RC varied across different grades. During the early"learning to read" phase, decoding was more important in RC while the impact of LC became more apparent as children improved their reading skills. The mediating effect of ORF was primarily highlighted in the lower grades,while the RC(especially beyond-text comprehension) was most influenced through SRF in the upper grades.更多还原