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小学生语素意识和正字法意识对字词识别影响的比较研究
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Abstract:
本研究主要探究小学生语素意识和正字法意识对字词识别的影响，并比较这两种语言变量对单字及词语识别的影响是否存在差异，旨在深化字词识别影响因素的探究。研究以二至四年级447名小学生为对象，采用追踪研究设计进行两次施测，通过测查语素结构意识及语义分析能力来表征语素意识，并测查了儿童的正字法意识、单字识别及词语识别能力，同时控制部首意识、快速命名、语音意识和词汇知识等。结果显示：1) 早期语义分析能力显著预测后期单字和词语识别，而语素结构意识对字词识别的预测作用不显著；2) 早期正字法意识不能显著预测后期字词识别；3) 对于单字识别，语素意识与正字法意识对其预测作用无显著差异。而对于词语识别，语素意识的预测作用显著强于正字法意识。4) 语素意识及正字法意识对字词识别的影响不存在显著的学段差异。结论：在语素意识的两个维度中，语义分析能力在汉语儿童字词识别发展中发挥关键作用；对词语识别的影响中，语素意识的贡献大于正字法意识，但语素意识及正字法意识对单字识别的影响无显著差异。本研究有助于深化认识语素意识及正字法意识在贡献儿童字词识别中的内在机制，丰富字词识别影响因素的探讨，并为提升小学生阅读能力提供教育启示。
This study compared the effects of morphological awareness and orthographic awareness on character and word reading among elementary school students, to deepen the understanding of the factors influencing word and character reading. A total of 447 students from grades two to four participated in a longitudinal study with two testing waves. Morphological awareness was distinguished into morphological structure awareness and morphological analysis. Meanwhile, orthographic awareness, single-character reading, and two-character word reading tasks were measured separately. The controlled variables were radical awareness, rapid automatized naming, phonological awareness, and vocabulary knowledge. Results showed that: 1) Early morphological analysis significantly predicted later character and word reading, whereas the predictive effects of morphological structure awareness on the two variables were not significant; 2) Early orthographic awareness did not show a significant predictive effect on later character and word reading; 3) There was no significant differences in the predictive effects of morphological awareness and orthographic awareness on character reading. For word reading, morphological awareness had a significantly stronger effect than orthographic awareness; 4) There were no significant differences in the predictions of morphological awareness and orthographic awareness on word and character reading in different grades. Conclusion: Among the two dimensions of morphological awareness, morphological analysis played a critical role in the development of character and word reading in Chinese children. Moreover, the contribution of morphological awareness was greater than that of orthographic awareness to word reading but not to character reading. This study helps deepen the understanding of the factors of character and word reading in Chinese children and provides educational implications for enhancing reading skills in
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