小学低年级儿童元语言意识与阅读流畅性的关系:汉字识别和词汇知识的中介效应

The relationship between metalinguistic awareness and reading fluency in elementary school children:The mediating role of character recognition and vocabulary knowledge

对149名小学一年级汉语儿童进行一年三次追踪,探讨其一年级的元语言意识对二年级阅读流畅性的预测作用,并考察汉字识别、词汇知识在其中的中介效应。在控制快速命名和一般认知能力后,研究发现:(1)一年级儿童的语音意识会直接预测二年级时的字词阅读流畅性。(2)一年级儿童的正字法意识不仅对后期的字词阅读流畅性及句子默读流畅性有直接促进作用,而且会通过汉字识别预测字词阅读流畅性及句子默读流畅性。(3)一年级儿童的语素意识不仅会直接预测二年级时的句子默读流畅性,还会通过汉字识别促进字词阅读流畅性,也会通过汉字识别、词汇知识的中介作用间接预测句子默读流畅性。研究表明,元语言意识不仅对阅读流畅性有直接预测作用,而且会通过汉字识别和词汇知识间接预测阅读流畅性。该研究结果为系统考察小学低年级汉语儿童元语言意识与阅读流畅性的关系提供了参考依据,为提升儿童阅读流畅性技能提供了理论指导。

Reading is an important skill and an effective way for individuals to obtain information.In the field of reading development,reading fluency,as an essential indicator of children’s reading ability development,has gradually attracted researchers’attention.According to the Multidimensional View of Reading Fluency,reading fluency involves integrating cognitive skills related to reading,such as phonological awareness,orthographic awareness,and morphological awareness.The processing of low–level cognitive skills is an integral part of reading fluency.In addition,Chinese character recognition and vocabulary knowledge at the word level also play a vital role in children’s reading fluency development.However,few studies have explored the possible relationship between metalinguistic awareness,Chinese character recognition,vocabulary knowledge,and reading fluency.Therefore,to comprehensively investigate the predictive factors and mechanism of the low–grade primary school children’s reading fluency,the study intended to incorporate phonological awareness,orthographic awareness,and morphological awareness into a systematic model to explore the relationship between three metalinguistic awareness and reading fluency,and the mediating role of Chinese character recognition and vocabulary knowledge.149 primary school children were followed up three times a year,with their phonological awareness,orthographic awareness,and morphological awareness measured at Time 1(fall semester of Grade 1),Chinese character recognition and vocabulary knowledge at Time 2(spring semester of Grade 1),and word reading fluency and silent reading fluency at Time 3(fall semester of Grade 2).In addition,rapid naming and general cognitive ability were all measured as control variables at Time1(fall semester of Grade 1).Spearman correlation analysis was established to investigate the correlation between variables.The structural equation model(SEM)was established to investigate the predictive effect of metalinguistic awareness on reading fluency and the mediating role of Chinese character recognition and vocabulary knowledge.The results showed that:(1)phonological awareness directly predicted word reading fluency.(2)orthographic awareness not only directly predicted word reading fluency and silent reading fluency but also predicted word reading fluency and silent reading fluency through Chinese character recognition.(3)Morphological awareness significantly predicted silent reading fluency in second grade,promoted word reading fluency through Chinese character recognition,and indirectly predicted silent reading fluency through the mediating role of Chinese character recognition and vocabulary knowledge.The findings provide a reference basis for systematically investigating the relationship between metalinguistic awareness and reading fluency among Chinese children and provide theoretical guidance for improving children’s reading fluency skills.