本研究发现作为一种低限制性技能的解码能力，汉字命名能力的个体差距在逐步缩小；而作为高限制性技能的言语理解能力，口语词汇发展的轨迹差距则保持不变。因此，在儿童学会阅读的过程中，教师对于识字教学应该充满信心，考虑到儿童阅读能力的长远发展，要做好长期积累口语词汇量、加强训练言语理解能力的准备。

基于汉字命名发展轨迹的分析结果，我们认为尽管小学低年级阶段的汉字命名发展轨迹呈现补偿模式，但是直到三年级，不同组间的儿童的差异仍然存在。这表明尽管汉字命名成绩差的儿童在后期发展较快，正在逐步赶上成绩好的儿童，但是他们仍处于落后的地位。因此从一年级到三年级，家长和老师仍然需要持续关注儿童的汉字命名成绩的发展，尤其需要帮助起点较低的儿童。

从口语词汇的分析结果可以看出，口语词汇在整个小学低年级阶段发展速度缓慢，呈现负加速增长。众所周知，口语词汇对后期阅读理解发展有着非常重要的意义。口语词汇的缓慢发展并不利于学生未来阅读理解能力的发展。然而这一阶段的语文教学以识字为主，可能对口语词汇教学有所忽视，这应该引起学校和老师的重视。对于小学低年级学生，教师除了常规的课堂学习外，还要鼓励学生多进行课外阅读、训练听说等口语交际能力，并倡导亲子阅读，以通过多种方式提高孩子的口语词汇量和言语理解能力。

摘要Abstract

This study explored the developmental individual differences and different developmental trajectories among 180 Chinese children from Grade1 to Grade3 on character naming and vocabulary.Study 1 found that there is compensatory model on character naming task.Study 2 found stable achievement gap on vocabulary task.The results of the traditional grouping method based on children’s first achievement were not stable.

Keywords

trajectories of reading development, Chinese children, character recognition, vocabulary

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[1] 北京师范大学心理学院广州市越秀区朝天小学

[2] 北京师范大学心理学院

[3] 北京市西城区复兴门外第一小学