汉语语素意识不同成份在低年级儿童字词识别和阅读理解中的作用

【作者】 王倩；

【导师】 赵微；

【作者基本信息】 陕西师范大学 ， 特殊教育学， 2019， 硕士

【摘要】 汉语语素意识在中文儿童阅读习得中的作用得到了越来越多的文献支持,汉语语素意识研究成果颇丰。然而纵观国内外汉语儿童语素意识的研究仍存在以下不足:首先,不同研究中对汉语语素意识亚型的理解存在差异,所测量的语素意识方面不尽相同且测量方式不统一,因此不同研究得出的结果不尽一致;其次,多数研究关注语素意识与儿童阅读习得的研究侧重儿童的字词识别(解码能力),很少关注语素意识与篇章理解(阅读理解)之间的关系;再次,一部分研究发现阅读困难者与正常儿童在语素意识上存在差异,却并未综合考虑语素意识的不同亚型,阅读困难者与正常阅读者在哪些语素意识亚型上存在差异仍不清楚,此外语素意识的哪些亚型能够区分与鉴别阅读困难学生仍有待进一步研究。基于以上研究不足,为了研究语素意识与儿童阅读习得之间的关系,了解语素意识的亚型以及与儿童阅读密切相关的主要语素亚型;探讨语素意识是否是预测阅读困难的核心因素,语素意识的哪些亚型能够有效预测和区分阅读困难,本研究以1-3年级小学生为研究对象,研究主要包括以下内容:研究一:根据汉语语言的特点和综述前人文献中对语素类型的划分与测量自编语素意识测验,探讨语素意识的不同维度及其测量的合理方式。研究二:根据阅读理论将低年级儿童的阅读习得分为字词识别和阅读理解两个方面,试图揭示语素意识在字词识别和阅读理解中的作用,探讨不同语素意识的亚成分对字词识别和阅读理解中的影响及其年级效应。研究三:对比阅读困难组与正常组在不同语素意识上的差异,期望找出能够预测和区分阅读困难的语素意识亚类型,以此探讨汉语阅读困难儿童的语素意识缺陷的实质。通过研究得出以下结论:1.词素、同音、同形、形旁、复合词、解释性语素、复合词结构语素是语素意识的基本类型。语素意识可以分为两个维度:字水平和词水平。其中,字水平的语素意识有词素、同音、同形、形旁、复合词;词水平的语素意识有解释性语素和复合词结构意识。在测量方式方面,词切分任务好于假词判断任务;同音选择任务测量结果好于同音选择和同音判断;同形语素测量采取同形语素选择和同形异义产出任务两种方式都可以;形旁意识测量采用形旁归类和形旁识别两类任务均可。2.影响1-3年级字词识别的语素意识亚型有,词素、同音语素、同形语素和复合词语素;影响1-3年级阅读理解的语素亚型有,词素、同音语素、同形语素、形旁识别。且相比与阅读理解,语素意识对低年级字词识别的影响更大。在不同年级阶段,语素意识对字词识别和阅读理解的作用有所不同。3.阅读困难组与正常儿童在词素意识、同音语素、同形语素、形旁意识这4类语素意识上表现存在显著差异,其中词素意识和同形语素意识能够显著预测阅读困难。更多还原

【Abstract】 The importance of morphological awareness in Chinese children’s reading acquisition has been supported by more and more literature,and the research of Chinese morphological awareness are quite abundant.While there are three deficiencies in the study of morphological awareness in Chinese at home and abroad:(1)different researchers have different opinions on the content of Chinese morphological awareness,and the measuring methods of morphological awareness are varied,so the results obtained in different literature are not consistent.(2)most literatures only discuss the relationship between morphological awareness and word recognition.The relationship between morphological awareness and text comprehension is seldom explored,and most often children’s reading acquisition is interpreted as the recognition of words.(3)most studies have found that there are differences between children with reading difficulties and normal children in morphological awareness,but they do not consider all aspects of morphological awareness.In addition,what aspects of morphological awareness can distinguish students with reading difficulties remain to be studied.In order to understand the basic content of morphological awareness,to understand the main content of morphological awareness and to explore which dimension is closely related to the reading of junior children,and to examine whether lorphological awareness is the core factor in predicting reading difficulties.What aspects of morphological awareness can effectively predict reading difficulties?In order to solves those questions,this research target with 1-3 grade students as the research subjects,the main content of this research are as follows:Study 1:Based on the writing system of Chinese language and the survey of the classification and measurelent of morphological awareness types in previous literatures,the basic contents of morphological awareness and the dimensions(structures)of these different morphological types are discussed.And try to explore the best measurement methods of different morphological awareness.Study 2:According to the theory of reading process,the acquisition of junior children’s reading is divided into two aspects:word recognition and reading co1prehension,in order to reveal the role of morphological awareness in word recognition and reading comprehension.This section probes into the influence of different morphological types on word recognition and reading comprehension,and the function of different morphological awareness in reading acquisition.Study 3:By comparing the differences of various types of morphological awareness between the dyslexic group and the normal group,we find out the morphological awareness that can predict reading disability and distinguish the dyslexia,and the essence of the morphological awareness and the defect of the Chinese dyslexic children has been discussed.The following conclusions were drawn from the study:1.Word-rule awareness,homophones,homographs,radical awareness,compound awareness,explanatory morphological awareness and compound word structure awareness are the basic contents of morphological awareness.The Chinese lorphological awareness accords with the two-factor model,which can be divided into two dimensions,character level and word level,character levels include word-rule awareness,homophone,homographs,radical awareness,compound awareness;word level includes explanatory morphological awareness and compound word structure.In terms of measuring word-rule awareness,word segmentation task is better than false word judgment task;In terms of homophone,homonym selection task is better than homonym judgment task;In terms of homograph,both homograph selection task and homograph output task are proper;In terms of radical awareness,radical categorization task and radical recognition task are both okay.2.The morphological awareness that affect the word recognition in grades 1-3 are word-rule awareness,homophone,homograph,and compound morpheme.Word-rule awareness,homophone,homograph,radical awareness plays an important role in reading comprehension in grades 1-3.Compared with reading comprehension,morphological awareness has more influence on low-grade word recognition.In different grades,morphological awareness plays a different role in word recognition and reading comprehension.3.Dyslexia group and normal children show significance in word-rule awareness,homophone,homographs,radical awareness.Word-rule awareness and homograph can significantly predict reading disability.更多还原