The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, China.
Faculty of Education and Society, University College London, London, UK.
J Genet Psychol. 2024 Jul-Aug;185(4):297-307. doi: 10.1080/00221325.2023.2284924. Epub 2023 Nov 28.
The study explored the relationship between teacher assessments of students' general language-cognitive and social-emotional abilities and Chinese children's reading development over an academic year. A series of reading measures (including reading vocabulary, reading comprehension, and lexical inferencing ability) were administered to Chinese-speaking second graders ( = 123) across time. Meanwhile, their six head teachers and assistant head teachers were asked to complete assessments of their language-cognitive and social-emotional abilities prior to the first data collection. By utilizing multivariate analyses, the results demonstrated that teacher-assessed linguistic and social abilities contributed to children's reading abilities within and across time after autoregressive effects were controlled for. More specifically, language and cognitive abilities made a more salient contribution to reading performance over time. The study suggests that teacher assessments could have diagnostic and preventive functions for enhancing sustainable reading development among Chinese elementary-age students.
该研究探讨了教师对学生一般语言认知和社会情感能力的评估与中国儿童在一学年内阅读发展之间的关系。在一段时间内，对讲中文的二年级学生（ = 123）进行了一系列阅读测试（包括阅读词汇、阅读理解和词汇推断能力）。与此同时，他们的六名班主任和助理班主任被要求在第一次数据收集之前完成对他们语言认知和社会情感能力的评估。通过使用多元分析，结果表明，在控制自回归效应后，教师评估的语言和社会能力对儿童的阅读能力在时间内和跨时间都有贡献。更具体地说，语言和认知能力对阅读表现的贡献随着时间的推移更加显著。该研究表明，教师评估可以为提高中国小学年龄段学生的可持续阅读发展起到诊断和预防作用。
