自读、伴读和指读对2～3岁幼儿图画书阅读中文字注视的影响

The Effect of Three Different Reading Styles on the 2-3 year-old Children's Attention to Print when Reading Picture Books:Evidence from the Eye Movement Data

幼儿对文字的关注是内化文字形式和功能（文字意识）的基本途径，如何有效提高年幼儿童对文字的关注是一个具有重要实践意义的课题。本研究以54名2～3岁幼儿为研究对象，记录和分析幼儿在自读、伴读和指读三种方式下阅读图画书的眼动行为。结果发现：1）自读和伴读方式下，2～3岁幼儿对文字和图画的关注具有相同的眼动模式，并且对文字的关注程度均较低；2）指读可显著提高幼儿对文字的关注频率，同时对文字注视时间、次数以及关注速度均表现出一定的促进作用；3）对图画的整体分析显示，指读与伴读／自读方式之间的眼动模式差异不显著；而进一步对图画的局部分析表明：指读不影响幼儿图画关注的全面性和有效性。综上所述，指读在一定程度上能够促进年幼儿童对文字的关注，同时动态手势也不抢占儿童阅读图画的注意资源。

Children＇s visual attention to print serves as an important proximal process through which children internalize knowledge about print forms and functions （print awareness）. So what kind of reading can promote the extent to which children pay attention to print.9 To answer this question, the eye movements of 54 younger children ranging in age from 2 to 3 were recorded by eye tracker as they read the picture book through three kinds of reading styles： independent reading（IR） , reading with the narrator（RR） and pointing to and tracking the print with the nar]：ator（PTR）. The results were as follows： （1）Under IR and RR conditions, children had the same eye- movement patterns, that is children rarely looked at print, with about 5.7% of fixation time and 5.4% of fixation count allocated to print areas. （2） PTR could significantly increase the frequency of print fixation, and also increased the probability of time spent in print areas and speed getting into print areas in PTR group, namely, about 12.4% of fixation time and 11.3% of fixation count respectively. （3） The global analysis in picture areas yielded no difference on eye movement patterns between the PTR group and IR/RR group, furthermore, the local analysis on the objects in picture areas suggested that PTR did not disturb the comprehensiveness and effectiveness of children＇s fixation on picture areas. To conclude, the results of this study indicated that PTR could increase children＇s contact with print to some extent, moreover, the gestures in the reading of pointed to and tracked the print with the narrator did not overly tax the child＇s cognitive resources that are focused on the objects in pictures during picture book reading.