书面语言的加工

是一个复杂的认知过程，涉及多种心理活动的参与，既涉及言语加工能力（如口语加工能力、言语知觉能力、言语记忆、元语言意识等），也涉及一些一般认知能力（如推理能力、视知觉技能、执行功能、视觉注意等）。这些心理活动中的任何一种出现问题都有可能导致个体出现阅读困难。当然，由于不同语言具有各自的特点[3]，在加工不同的语言时，对这些心理活动的依赖程度会有所不同。因此，在对儿童阅读发展的影响因素进行探讨时，我们需要充分考虑到具体语言的特点。

儿童的阅读发展实际上可以分为两个部分，即阅读习得部分以及实际阅读部分。当然，儿童阅读发展的最终阶段是实际阅读，而阅读习得与实际阅读之间也必然存在密切的联系。但是，在考虑儿童阅读发展的影响因素，以及对儿童的阅读发展机制加以探讨时，有时候我们需要对这两个部分进行区分。比如，元语言意识可能会对儿童阅读习得产生更多、更为直接的影响；而诸如视觉注意等基本认知能力则更多是对实际阅读表现产生影响。但目前的实际研究对这两部分的区分还不是非常清楚。比如，对于一些研究采用的阅读测验任务，我们并不清楚其测量的是儿童的阅读习得能力还是实际阅读能力；在对有阅读困难儿童的鉴别过程中，我们也很少对这两部分能力加以区分。但是，试想一下，如果一名儿童在阅读习得过程中出现问题，他的问题很可能是由于元语言意识发展不足，或者某一方面记忆能力不足所导致的，相应地，对这类儿童的帮助就应该集中在这些方面。如果一名儿童的问题出在实际阅读中，即在日常快速阅读过程中无法有效完成阅读任务，那么元语言意识方面的帮助可能就不会起到显著的效果，相反，视觉注意方面的训练则可能起到更好的作用。总之，在汉语儿童阅读发展领域，还有很多的问题有待研究者进一步探讨和回答。研究者也应该从多个角度对汉语儿童阅读发展的机制以及影响因素进行思考和探索。

摘要Abstract

Written language acquisition and application (i.e.literacy skills) is a complicated cognitive process, which require the involvement of multiple psychological activities, including not only language-specific ones (e.g., metalinguistic awareness, speech perception, etc.), but also general ones (e.g.visual attention).Problems in any psychological functions may finally cause problems in written language processing.In the current research field about reading development, although more and more researchers begin to explore the influence of diverse psychological activities on written language processing in different languages, relatively more research studies still focus on language-specific factors.This tendency is more obvious in research studies in English.In alphabetic languages other than English, researchers have focused on the influence of some general psychological activities; and visual attention is just one among them.In this chapter, the concept of visual attention and its influence on children’s literacy skills will be introduced, and discussed based on evidences in western studies.Next, the role of visual attention in the literacy development of Chinese children will be discussed, by referring to the characteristics of Chinese language and extant direct and indirect evidences.At the end, some research questions and directions that are valuable for further exploration in this area will be mentioned.

key words

visual processing, literacy, visual scan, dyslexia

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[1] 香港教育学院特殊教育与辅导学系

[2] 出现在注视点上方的箭头，诱发的是内源性视觉注意，而在圆形区域上方出现的箭头，诱发的是外源性视觉注意。另外，视觉注意还可以根据是否涉及眼球运动分为显性（overt）视觉注意（即在注意过程中有眼球运动）和隐性（covert）视觉注意（即在注意过程中不出现眼球运动）。本章中将不对这些类别的视觉注意进行个别探讨。

[3] 比如，德语和意大利语的音—形对应关系比较一致，语音结构相对比较简单，而英文的音—形对应关系较为复杂，语音结构也相对复杂。