语音意识和词汇知识对聋童和听障儿童汉语阅读流畅性的相对贡献。
The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children's reading fluency in Chinese.
机构信息
Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
出版信息
Res Dev Disabil. 2019 Sep;92:103444. doi: 10.1016/j.ridd.2019.103444. Epub 2019 Jul 20.
BACKGROUND
It is unclear whether phonological awareness and vocabulary knowledge are independent predictors of reading fluency for deaf children in different grades.
AIMS
This study examined the relative contributions of phonological awareness and vocabulary knowledge to Chinese deaf children's reading fluency in grades 3-4 (lower grades; mean age 14.08 years) and 5-6 (higher grades; mean age 15.05 years).
METHODS AND PROCEDURES
One hundred and forty-one deaf children and 163 hearing children were enrolled. All children completed assessments of general cognitive ability, onset and tone awareness, vocabulary knowledge and reading fluency.
OUTCOMES AND RESULTS
The results showed that for lower-grade deaf children, the unique effect of onset awareness on reading fluency was not statistically significant, but it was an independent predictor in higher grades; for lower-grade hearing children, onset awareness accounted for variance in reading fluency, but its effect was not significant in higher grades. No significant effect of tone awareness was found in deaf or hearing children. However, vocabulary knowledge significantly explained the variance in reading fluency for all subgroups.
CONCLUSIONS AND IMPLICATIONS
The predictive patterns of phonological awareness on reading fluency are complex and depend on many factors, while vocabulary knowledge is an important and consistent predictor for both deaf and hearing children.
背景
语音意识和词汇知识是否是不同年级聋童阅读流畅性的独立预测因子尚不清楚。
目的
本研究考察了语音意识和词汇知识对 3-4 年级（低年级；平均年龄 14.08 岁）和 5-6 年级（高年级；平均年龄 15.05 岁）中国聋童阅读流畅性的相对贡献。
方法和程序
共有 141 名聋童和 163 名正常听力儿童参与了本研究。所有儿童均完成了一般认知能力、起始音和声调意识、词汇知识和阅读流畅性的评估。
结果
结果表明，对于低年级聋童，起始音意识对阅读流畅性的独特影响在统计学上不显著，但在高年级是一个独立的预测因子；对于低年级正常听力儿童，起始音意识可以解释阅读流畅性的差异，但在高年级的影响不显著。声调意识对聋童或正常听力儿童均无显著影响。然而，词汇知识对所有亚组的阅读流畅性差异均有显著解释作用。
结论和意义
语音意识对阅读流畅性的预测模式较为复杂，取决于多种因素，而词汇知识是聋童和正常听力儿童阅读流畅性的重要且一致的预测因子。
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