摘要
追踪149名刚刚入学的小学一年级儿童三年,探讨了儿童的家庭阅读环境对其三年级时阅读流畅性的预测作用,并考察了阅读兴趣和语素意识、语音意识、快速命名等阅读认知技能在其中的中介作用。结果发现:(1)家庭社会经济地位对阅读流畅性有直接预测作用;(2)家庭社会经济地位通过语素意识作用于阅读流畅性;(3)儿童阅读活动和家庭阅读资源通过阅读兴趣作用于句子默读流畅性。
The purpose of the present study was to explore the direct effects of home literacy environment(HLE)on reading fluency in Chinese and whether reading-related cognitive skills and reading interest mediated the association between HLE and reading fluency.Participants were 149 children in grade one,who were followed up for three years from grade one entering to grade three.The results indicated that(1)Family socioeconomic status(SES)made a significant direct contribution to reading fluency at the end of third grade;(2)SES exerted its effect on reading fluency through the indirect path via the simple mediating effect of morphological awareness;(3)Child's reading activity and home literacy resources predicted silent reading fluency through the effects of reading interest.
作者
周婷娜
徐钟庚
程亚华
ZHOU Tingna;XU Zhonggeng;CHENG Yahua(Department of Psychology, Ningbo University, Ningbo 315211, China)
出处
《心理技术与应用》
2020年第8期449-457,共9页
Psychology(Techniques and Applications)
基金
国家社科基金一般项目(18BYY077)
中国国家留学基金项目(201808330577)的支持。
关键词
家庭阅读环境
阅读流畅性
阅读认知技能
阅读兴趣
home literacy environment
reading fluency
reading-related cognitive skills
reading interest
