摘要
该研究旨在验证汉语阅读过程也包含单词识别能力和语言理解能力两个潜在的独立成分,且二者之间存在显著相关,进而从理论上为采用"成分模型"实施汉语阅读障碍检测及亚类型鉴定提供实证支持,同时也为教育工作者和实践者针对儿童阅读成分缺陷采取干预补救策略提供指导性信息;文章采用测验法对小学3、4、5年级儿童实施五项语言技能测验,研究结果表明汉语阅读过程也包含单词识别能力和语言理解能力两个潜在的独立成分,单词识别能力和语言理解能力两个变量之间存在显著相关。
This study aims to investigate whether there exist at least two potential components,word recognition and language comprehension,in Chinese reading process so as to provide the support for the application of Reading Component Model in the assessment of Chinese reading disabilities and to supply some of the useful information for teachers and practitioners to take prevention strategies for those who have deficits in reading comprehension.Children from Grades three,four and five in an elementary school were employed in the battery of tests.The results show that there exist two potential components in Chinese reading process and listening comprehension is regarded as a good predictor of reading comprehension.
出处
《心理学探新》
CSSCI
2010年第6期27-31,共5页
Psychological Exploration
基金
教育部人文社会科学研究项目基金(09YJA740085)
关键词
阅读成分
单词识别能力
语言理解能力
reading components
word recognition
language comprehension
