香港地区学龄儿童汉字认读水平测试研制与常模建构

Establishment of Chinese Character Identifi cation Test and Construction of Local Norms for Primary School Children in Hong Kong region

为配合香港地区小学优化语文教学,有效评估学生中文阅读基本技能和监控教师教学成效,及早筛选和支持读写困难学生,本研究拟建构适用于小学阶段且具备香港地区本土常模参照依据的汉字认读水平测试。在真字认读的测量范式下,依据香港地区小学一至六年级中国语文教科书常用汉字,建构全港常用教学汉字字库(3033个字,30级),基于该字库编制《香港汉字认读精确度测验》(8个等级梯度、各含150个字的V1版和V2版)和《香港汉字认读流畅度测验》(目标字200的F1版和F2版)。将两套测验及相关效标测验施测于香港地区不同等级12所小学的2399名学生,建构香港地区小学生汉字认读精确度与流畅度的年级常模。两套测验能有效检测香港地区小学生在汉字认读能力上的个体差异和随年龄而变化的发展趋势,有效预测学生在校的综合语文能力,是首个同时考虑汉字的教学年级水平和字频信息而建构的具有明晰年级难度梯度的标准化测验。

Chinese character literacy is key for young children to develop reading and cognitive skills.However,there are no effective evaluation tools with local norms to gauge the Chinese character literacy for primary school students in Hong Kong region .The present research attempts to construct the database of commonly used Chinese characters from Primary 1 to 6 Chinese textbooks in Hong Kong region ,and use it to develop two Chinese character literacy test models,namely the test of Chinese identifi cation accuracy(HK-CIAT)and the test of Chinese identifi cation fl uency(HK-CIFT).The tests and their validity criteria verifi cations were implemented in 12 primary schools at diff erent ranking levels(high,medium,low)in Hong Kong region in order to establish grade-based norms for students’Chinese identifi cation accuracy and fl uency.The results of the trial implementations indicate that the two tests can provide eff ective evaluation to individual students’Chinese character identifi cation ability and developmental tendency,and predict school students’comprehensive Chinese language ability.With a clear grade-based distinction,HK-CIAT and HK-CIFT are the fi rst two standardized Chinese character literacy tests that take into account both the level of learning and word frequency of Chinese characters.The tests are characterized by easy operation,moderate length and diffi culty level,wide application to a wide range of age groups,and availability of local norms.In addition,they can eff ectively diff erentiate typically developed students and students with reading diffi culties in Chinese character identifi cation and fl uency,which may help educators to bring in relevant educational support in time.