文献类型：期刊文献

中文题名：小学生阅读相关认知因素对阅读理解能力预测作用的研究

英文题名：Prediction of Reading-Related Cognitive Skills on Chinese Reading Comprehension for Primary School Students

作者：张旭[1];毛荣建[1];孙颖[2];王英[3]

第一作者：张旭

机构：[1]北京联合大学特殊教育学院;[2]北京教育科学研究院;[3]北京市第五中学分校附属方家胡同小学

第一机构：北京联合大学特殊教育学院

年份：2018

卷号：0

期号：16

起止页码：38-43

中文期刊名：现代特殊教育

外文期刊名：Modern Special Education

收录：国家哲学社会科学学术期刊数据库

基金：北京市社会科学基金项目"学校背景下小学语文学习困难学生的评估和干预模式研究"(14JYB011)

语种：中文

中文关键词：语音记忆;言语理解;阅读理解;追踪研究

外文关键词：phonological memory;speech comprehension;reading comprehension;longitudinal study

摘要：采用纵向追踪的方法,系统测量了77名小学新生的七项阅读相关认知技能,追踪至三年级下学期,测量了他们的阅读理解能力。结果发现:入学初的语音意识、语音记忆、数字快速命名、言语理解和汉字认读与三年级阅读理解成绩存在显著相关;控制了入学初的其他认知变量后,语音记忆和言语理解仍对三年级阅读理解成绩有独立的解释作用,表明小学一年级入学初的语音记忆和言语理解能力是三年级阅读理解能力的重要预测变量。
In order to explore the roles of reading-related cognitive skills in Chinese reading comprehension development,77 first graders were tested at the beginning of the school year and their Chinese read comprehension test scores were collected over three years interval. The findings are as follows: there existed correlations between phonological awareness,phonological memory,morphological awareness,orthographic awareness,rapid digit naming,speech comprehension,Chinese characters recognition of first grader and Chinese reading comprehension of third grader. After the effects of other cognitive skills of first grader were controlled,phonological memory and speech comprehension in first grade predicted Chinese reading comprehension in third grade.The results suggest phonological memory and speech comprehension are two important predictors of reading comprehension.