【作者】 魏威； 邓赐平； 李其维；

【Author】 Wei Wei;Ci-ping Deng;Qi-wei,Li;College of Education, Shanghai Normal University;School of Psychology and Cognitive Science;

【机构】 上海师范大学教育学院； 华东师范大学心理与认知科学学院；

【摘要】 在阅读研究和教学实践中,越来越多的研究者强调同时采用词语阅读能力的静态水平(初始水平)和发展速度(增长速率)来评估学龄早期的阅读能力进展,从而作出教学服务以及教育资源分配上的决策。其假设前提是词语阅读能力的这些发展参数(初始水平和增长速率)均能预测之后的阅读成就,然后这并未有汉语阅读发展的实证研究进行考察。因此,本研究的目的在于,考察一年级期间学生的词语阅读能力(词语解码和阅读流畅性)的初始水平和增长速率是否能够解释近端(一年级末)的阅读理解,并预测远端(二年级末)的阅读能力。追踪的183名学生分别于一年级参加三次词语阅读能力测试(词语解码和阅读流畅性),在一年级末和二年级末参加阅读理解测验。多元回归分析结果表明,尽管词语解码和阅读流畅性的截距是近端和远端阅读理解能力最为重要的预测因子,在控制了年龄、性别和家庭社会经济学地位后,分别解释了高达33.2%和31.1%的变异,但词语解码和阅读流畅性的增长斜率仍然能够独立预测近端和远端的阅读理解能力(分别额外解释8.8%和5.9%的变异),其中词语解码能力的斜率可以显著预测一年级末和二年级末的阅读理解能力,而阅读流畅性的增长斜率可以预测二年级末的阅读理解能力。这些结果为关注学龄早期词语阅读能力发展速度的必要性提供了研究证据。更多还原

【Abstract】 More researchers emphasized that both static and dynamic word reading should be used to evaluate the progress on learning to read during early elementary grades. However, no empirical studies examined whether these growth indicators could predict later Chinese reading achievement. Therefore, the present study aimed to examine whether the intercept and growth rate of word reading skills(word recognition and reading fluency) during Grade 1 could explain proximal(at the end of Grade 1) and distal(at the end of Grade 2) reading comprehension. One hundred and eighty-three children were assessed on word reading tests at the beginner, middle, and end of Grade 1, and on reading comprehension test at the end of Grade 1 and Grade 2. The regression results showed that the growth rate of word decoding and reading fluency could uniquely explain proximal and distal reading comprehension, although the intercepts of word decoding and reading fluency were the best predictors of reading comprehension. More specifically, the growth rate of word decoding during Grade 1 could predict reading comprehension at the end of Grade 1 and Grade 2, and that of reading fluency could predict reading comprehension at the end of Grade 2.更多还原