Xie Ruibo, Xia Yue, Wu Xinchun, Zhao Ying, Chen Hongjun, Sun Peng, Feng Jie
School of Psychology, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China.
Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China; School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China.
Res Dev Disabil. 2023 May;136:104469. doi: 10.1016/j.ridd.2023.104469. Epub 2023 Mar 6.
This study aimed to examine the role of compounding awareness in vocabulary knowledge acquisition among Chinese children with blindness compared to sighted children during the early (grades 1-3) and late (grades 4-6) primary school years, through a sample of 142 children with blindness. Regression analysis was used to explore the distinctive role of compounding awareness in vocabulary knowledge among children with blindness. First, the children's age, working memory, and rapid automatized naming were entered. Phonological awareness was entered in the second step, and compounding awareness was entered in the third and final steps. The results of regression analysis indicated that compounding awareness was a unique predictor of vocabulary knowledge among both children with blindness and sightedness during the early and late primary education levels. Moreover, the results showed that compounding awareness predicted more variation at the early primary level, especially among children with blindness. In particular, the results of this study highlight the essential and unique role of compounding awareness in the acquisition of vocabulary at the primary level among both children with blindness and sightedness.
本研究旨在通过对142名盲童的抽样，考察与视力正常儿童相比，复合词意识在小学低年级（1 - 3年级）和高年级（4 - 6年级）盲童词汇知识习得中的作用。采用回归分析来探究复合词意识在盲童词汇知识中的独特作用。首先，纳入儿童的年龄、工作记忆和快速自动命名。第二步纳入语音意识，第三步也是最后一步纳入复合词意识。回归分析结果表明，在小学教育的早期和后期，复合词意识是盲童和视力正常儿童词汇知识的独特预测指标。此外，结果显示复合词意识在小学低年级阶段预测的变异更多，尤其是在盲童中。特别是，本研究结果凸显了复合词意识在小学阶段盲童和视力正常儿童词汇习得中的重要且独特的作用。
