SVR模型虽然没有涵盖与阅读相关的所有因素，但却勾勒出了儿童阅读发展的核心成分，得到了大量研究证据的支持，对于相关研究和教育实践都产生了重要促进作用。阅读发展的SVR模型不仅在不同语言文字系统中具有广泛的适应性，而且也可以较好地应用于不同情境下儿童第二语言的阅读学习。已有研究支持了第二语言文字解码和语言理解在阅读理解发展中的核心作用，且两个基本成分具有显著的交互作用。为了更好地解释第二语言阅读发展，研究还普遍证实了第二语言的口语词汇技能在二语阅读能力发展中极为重要的地位。第二语言阅读学习可能对一般认知能力有更多依赖，也受到第一语言阅读能力的显著影响。
基于相关研究，在儿童第二语言阅读教育中，建议教育者应高度关注第二语言文字解码和语言理解能力的培养，并重视儿童积累和二语口头词汇的主动使用。第二语言文字解码、语言理解、口语词汇可以作为同时性和长期性预测因素，了解儿童第二语言阅读学习个体差异，及时发现可能存在第二语言阅读学习困难的高危儿童。
培养儿童第二语言文字解码能力，应重视引导儿童在大量的文字接触中主动发现和应用文字的形—音关系规则，而不宜简单重复、死记硬背。英语等拼音文字具有形—音对应规则，是儿童发展自主解码能力的有效工具，对我国儿童的英语学习而言，教学中可在大量接触经验的基础上给予单词解码规则的直接训练，帮助多数儿童较好、较快地理解和应用形—音对应规则。解码能力和英语语言理解能力对汉语儿童英语阅读理解都有着重要的作用，因此，在英语教学中应避免过分强调单词识记、忽视口语等语言理解技能培养的倾向，对单词解码和语言理解技能的培养应齐头并进，这样才能更加有效、全面地发展汉语儿童英语阅读能力。在词汇技能的培养上，要重视词汇的生成和主动应用，通过英语图片命名、句子复述、故事表演、对话等多种形式，促进儿童对目标语言的理解和表达。
摘要Abstract
The Simple View of Reading (SVR) identifies decoding and language comprehension as two key components for reading development.Deficits in either decoding or language comprehension would impede reading development.Previous research supports the application of SVR to learning to read in a second language in various contexts.Moreover, oral vocabulary has been repeatedly evidenced for it’s important roles in language comprehension, decoding and reading comprehension in a second language.Children’s general abilities and first language reading abilities play important roles in learning to read in a second language.However, more research is needed to examine their direct and unique contributions.
Key words
Second language learning, Simple View of Reading, Vocabulary, Influence from First language
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[1] 北京师范大学认知神经科学与学习国家重点实验室中国基础教育质量监测协同创新中心
[2] 北京师范大学认知神经科学与学习国家重点实验室中国基础教育质量监测协同创新中心
[3] 北京师范大学认知神经科学与学习国家重点实验室中国基础教育质量监测协同创新中心
[4] 以西班牙语为母语，英语为第二语言的儿童。——编者注
[5] 1293名儿童以荷兰语为第一语言，394名儿童以荷兰语为第二语言。——编者注
[6] 相对于中文为第一语言的儿童而言。——编者注
[7] 以英语为母语的儿童，和在英语宏观语境下，英语为儿童第二语言的比较研究。——编者注