Beijing Language and Culture University, Beijing, China.
University of Science and Technology, Beijing, China.
Ann Dyslexia. 2020 Jul;70(2):220-242. doi: 10.1007/s11881-020-00191-0. Epub 2020 Feb 25.
In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.e., orthographic awareness and phonological awareness) on character recognition. Chinese native-speaking children (over N = 100 for each of grade 1 to 6) completed a lexical decision task. Crossed random effects models suggested (a) character-level orthographic and phonological effects contributed to character recognition development in an asymptotic way from grade 1 to 6, with a moderate effect at earlier ages of acquisition and a stronger facilitation after grade 3; (b) child-level effects of orthographic awareness and character-reading level contributed to all types of characters; (c) the interaction between orthographic consistency and orthographic awareness grew more pronounced among typically developing children progressively from grade 1 to grade 6; and (d) this interaction of character- and child-level factors was not significantly associated with literacy development among children with poor reading skills. We discuss theoretical and practical implications for character development among typically and nontypically developing children.
鉴于全球中文学习者的急剧增长，以及对中文读写能力发展进行跨语言研究的需求，本研究调查了：（a）字符属性（即正字法一致性和透明度）对字符习得的影响；（b）个体学习者差异（即正字法意识和语音意识）对字符识别的影响。母语为汉语的儿童（每个年级的儿童都超过 100 名，1 年级到 6 年级）完成了词汇判断任务。交叉随机效应模型表明：（a）字符层面的正字法和语音法效应以渐进的方式促进了从 1 年级到 6 年级的字符识别发展，在早期习得阶段的效果适中，而在 3 年级后则有更强的促进作用；（b）正字法意识和字符阅读水平的儿童层面效应与所有类型的字符有关；（c）在典型发展儿童中，正字法一致性和正字法意识之间的相互作用从 1 年级到 6 年级逐渐变得更加明显；（d）字符和儿童层面因素的这种相互作用与阅读能力较差的儿童的读写发展并无显著关联。我们讨论了对典型和非典型发展儿童的字符发展的理论和实践意义。
