Xie Ruibo, Zhang Jie, Wu Xinchun, Nguyen Thi Phuong
Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
Department of Curriculum and Instruction, University of Houston, Houston, TX, United States.
Front Psychol. 2019 Feb 1;10:54. doi: 10.3389/fpsyg.2019.00054. eCollection 2019.
The present study examined the developmental relationship between morphological awareness and reading comprehension, using a 1-year longitudinal study with a sample of 439 Chinese-speaking students in Grades 1, 3, and 5, respectively. Children's text reading and three components of morphological awareness: homophone awareness, homograph awareness and compounding awareness were measured. After controlling for word reading, vocabulary knowledge, IQ, rapid automatized naming and phonological awareness measured at the initial level, the structural equation modeling results indicated that children's compounding awareness made a significant direct contribution to reading comprehension only from Grade 5 to 6. Children's reading comprehension also made a unique contribution to compounding awareness from Grade 5 to 6. Thus a reciprocal relationship between compounding awareness and reading comprehension was found for Grade 5 to 6. Reading comprehension in Grades 3 and 5 predicted homophone awareness in Grades 4 and 6 were marginal significance, respectively, but initial homophone awareness did not predict later reading comprehension across grades. Furthermore, there no unique connection between homograph awareness and reading comprehension across grades. These findings suggest a dynamic relationship between different aspects of morphological awareness and reading comprehension in Chinese-speaking children across elementary school years.
本研究采用为期一年的纵向研究，以439名分别来自一年级、三年级和五年级的华语学生为样本，考察了形态意识与阅读理解之间的发展关系。测量了儿童的篇章阅读以及形态意识的三个组成部分：同音异形词意识、同形异义词意识和复合词意识。在控制了初始阶段测量的单词阅读、词汇知识、智商、快速自动命名和语音意识后，结构方程模型结果表明，儿童的复合词意识仅在五年级到六年级对阅读理解有显著的直接贡献。五年级到六年级儿童的阅读理解对复合词意识也有独特的贡献。因此，发现五年级到六年级的复合词意识与阅读理解之间存在相互关系。三年级和五年级的阅读理解分别对四年级和六年级的同音异形词意识有边缘性显著预测作用，但初始同音异形词意识并不能跨年级预测后期的阅读理解。此外，跨年级的同形异义词意识与阅读理解之间没有独特的联系。这些发现表明，在小学阶段，华语儿童形态意识的不同方面与阅读理解之间存在动态关系。
