该研究得出以下主要结论：儿童在所有任务上的分数随着年龄的增长而提高；因素分析表明因子结构在不同年龄组呈现出一致性，4个主要的因子——语素意识、速度、语音意识及工作记忆对儿童阅读能力的发展起着至关重要的作用；速度是伴随元语言意识加工的，而工作记忆相对独立于元语言意识；学前儿童呈现出不同于学龄儿童的模式。在学前，语素意识和语音意识是相互分离的，儿童入学后语素意识和语音意识的加工成为整合的加工模式；在评价这4个因子对儿童阅读的贡献时，结构方程模式分析表明语素意识是最为重要的因子，其次是语音意识，速度和工作记忆。同时该研究还发现，汉字命名及流畅性阅读两个任务成为测量儿童阅读能力发展的两个最好的指标。该研究对中国儿童阅读能力的发展和测评提供了实证性的证据，并且对中国儿童的阅读教学和测评有着重要的应用价值。
摘要Abstract
The purpose of this study was to investigate the development of children’s reading proficiency through kindergarten to sixth grade.The three research questions were: (1) what was the Chinese children’s reading developing trends from kindergarten to sixth grade ?(2)what factors were playing the crucial roles in children’s reading development? What are the relationships among rapid naming, working memory and metalinguistic awareness?(3)what tasks were the best indicators of effectively measuring children’s development of reading proficiency.2447 students in kindergarten, first, second, fourth and sixth grade were stratified randomly selected from thirteen public schools participated in this study in Beijing.All participants completed an assessment battery designed to measure phonological awareness, morphological awareness, RAN, working memory, character naming and fluent reading.The results showed that all of the scores on measures in reading proficiency increases as their grade increases.The factorial structure indicated equivalence of the factorial structure across grades. The four main factors of morphological awareness, speed, phonological awareness and working memory were significantly contributing to Chinese children’s development of reading proficiency.Speed is one aspect of metalinguistic awareness.Working memory is relatively independent from metalinguistic awareness. The study also revealed that the character naming and fluent reading both tasks are the best indicators for measuring children’s development of reading proficiency.The results provided empirical evidence regarding assessment of Chinese children’s reading proficiency cross grades, and
bring up substantial implication in Chinese children’s reading instruction and assessment.
Keywords
reading, naming, fluent reading, measuring, assessment of reading, the development of children’s reading proficiency, children’s reading proficiency
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[1] 美国传腾国际大学
[2] 北京第二外国语学院
[3] 北京师范大学认知神经科学与学习国家重点实验室