Yuan Han, Segers Eliane, Verhoeven Ludo
Faculty of Education, Shenzhen University, Shenzhen 518061, China.
Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.
Children (Basel). 2022 Dec 12;9(12):1946. doi: 10.3390/children9121946.
In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders' Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children's character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.
在本研究中，我们调查了中国大陆55名从幼儿园大班（幼儿园最后一年）到一年级的儿童汉字阅读能力的发展情况及其预测因素。研究考察了一年级学生的普通话汉字阅读能力在多大程度上与他们在幼儿园时的语音意识、拼音字母知识和视觉感知技能相关。结果表明，从幼儿园到一年级，语音意识、拼音字母知识和汉字阅读能力都有所提高，拼音在一年级呈现出天花板效应。一年级儿童的汉字阅读能力并不能由幼儿园时的语音意识预测。然而，视觉辨别能力通过对幼儿园汉字阅读能力的影响，对一年级汉字阅读产生间接影响。可以得出结论，幼儿园的视觉辨别能力和汉字阅读能力都有助于中国大陆儿童一年级的阅读能力发展。
