阅读多策略使用类型对阅读成绩的影响——基于潜在剖面分析

The Latent Category of Reading Strategy and Its Relationship with Reading Performance——Based on the Latent Profile Analysis

本研究以18299名六年级学生为研究对象,通过潜在剖面分析和方差分析,探讨了六年级学生阅读多策略使用类型的潜在异质性及其对阅读成绩的影响,结果显示:(1)六年级学生的阅读多策略使用存在3个类别:熟练使用型(占36.35%),基本掌握型(占49.29%),有待提升型(占14.36%);(2)3类学生在2类文本(文学类和信息类)和4种阅读能力(分析与整合、获取与解释、连接与推论、感悟与评价)上的阅读成绩均为:属于熟练使用型的六年级学生最好,属于基本掌握型的六年级学生次之,属于有待提升型的六年级学生最差。研究结果表明对学生开展阅读多策略使用的指导非常重要。

Based on the data of Sunshine Evaluation of Primary and Secondary Education Quality Project of Guangzhou City in 2016,this study analyzed the potential heterogeneity in the patterns of reading strategy use and explored the relationship between patterns of reading strategy use and reading performance of sixth grade students.The results revealed that there exist three different patterns of reading strategy use in sixth grade students:Skilled,Adequate,and Inadequate.And reading performance varied in students with different use patterns.The skilled group showed higher reading literacy than other two groups in both types of texts(narrative texts and informational texts)and both types of reading ability(analysis and integration,acquisition and interpretation,connection and inference,perception and evaluation).These results underscored the importance of the guidance of how to use various reading strategies with different types of reading text.