初中听障学生语素意识与阅读理解的关系研究

林逸; 李欢; 江小英

doi:10.3969/j.issn.1672-4933.2024.03.003

您当前的位置：

首页 >

文章列表页 >

初中听障学生语素意识与阅读理解的关系研究

听障儿童阅读与教育 | 更新时间：2024-05-30

- 初中听障学生语素意识与阅读理解的关系研究
- The Relationship between Middle School Hearing-impaired Students' Morphological Awareness and Reading Comprehension
- 中国听力语言康复科学杂志 2024年22卷第3期页码：235-239
- 作者机构：
  
  1.厦门市思明区特殊教育学校厦门 361001
  2.西南大学重庆 400715
- 作者简介：
  
  林逸本科特教二级；研究方向：特殊儿童语言康复、特殊儿童阅读
  江小英，E-mail：31580176@qq.com
- 基金信息：
  
  深圳市爱阅公益基金资助项目(202112021)
- DOI：10.3969/j.issn.1672-4933.2024.03.003
  中图分类号： G762
- 纸质出版日期：2024-05-15，
  
  收稿日期：2023-06-06，
- 稿件说明：
移动端阅览
林逸,李欢,江小英.初中听障学生语素意识与阅读理解的关系研究[J].中国听力语言康复科学杂志,2024,22(03):235-239.

LIN Yi,LI Huan,JIANG Xiao-ying.The Relationship between Middle School Hearing-impaired Students' Morphological Awareness and Reading Comprehension[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):235-239.
林逸,李欢,江小英.初中听障学生语素意识与阅读理解的关系研究[J].中国听力语言康复科学杂志,2024,22(03):235-239. DOI： 10.3969/j.issn.1672-4933.2024.03.003.

LIN Yi,LI Huan,JIANG Xiao-ying.The Relationship between Middle School Hearing-impaired Students' Morphological Awareness and Reading Comprehension[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):235-239. DOI： 10.3969/j.issn.1672-4933.2024.03.003.

摘要

目的

帮助初中听障学生提高阅读理解能力。

方法

以2所特殊教育学校初中阶段的听障学生为被试，对其语素意识、阅读理解、识字量和词汇知识进行测评，并使用相关分析、分层回归和结构方程模型，探讨语素意识对初中听障学生阅读理解的影响，以及识字量与词汇知识在其关系中的中介作用。

结果

在分层回归分析中，听障学生的语素意识对阅读理解能力具有显著的独立预测作用。在构建结构方程模型后，听障学生的语素意识对阅读理解能力具有显著间接效应（

0.05）。

结论

语素意识对词汇知识和识字量的直接影响显著，对识字量的影响程度大于对词汇知识的影响程度；语素意识对阅读理解的直接效应具有显著水平。语素意识对阅读理解能力还存在以词汇知识作为中介变量的间接效应。

Abstract

Objective

To help middle school hearing-impaired students improve their reading comprehension.

Methods

Middle school hearing-impaired students in two special education schools were selected as subjects to measure their morphological awareness

reading comprehension

literacy

and vocabulary knowledge. Correlation analyses

stratified regression

and structural equation modeling were used to evaluate the effects of morphological awareness on the reading comprehension of middle school hearing-impaired students

as well as the mediating roles of literacy and vocabulary knowledge in their relationships.

Results

In stratified regression analyses

hearing-impaired students' morphological awareness was a significant independent predictor of reading comprehension. After constructing structural equation modeling

their morphological awareness had a significant indirect effect on reading comprehension ability (

0.05).

Conclusion

The direct effect of morphological awareness on vocabulary knowledge and literacy is significant

and the degree of effect on literacy is greater than that of effect on vocabulary knowledge. There is a significant level of direct effect of morphological awareness on reading comprehension. Also

there is an indirect effect of morphological awareness on reading comprehension with vocabulary knowledge as a mediating variable.

关键词

语素意识阅读理解识字量词汇知识听障学生

Keywords

Morphological awarenessReading comprehensionLiteracyVocabulary knowledgeHearing-impaired students

references

OECD. PISA 2009 Results:What Students Know and Can Do(Vol. 1)[R]. Paris:OECD,2010.

Lederberg AR, Schick B, Spencer PE. Language and literacy development of deaf and hard-of-hearing children: Successes and challenges[J]. Developmental Psychology, 2013, 49(1):15-30.

Carlisle JF.Morphological awareness and early reading achievement.The roles of morphological and phonological awareness in reading development[M]. Cambridge University Press,1995.189.

Liu PD, McBride-Chang C, Wong TY, et al. Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children[J]. Applied Psycholinguistics, 2013, 34(4):755-775.

Li Wenling,Richard C,Anderson,et al.Facets of metalinguistic awareness that contribute to Chinese literacy[A].In Li W,Gaffney JS,Packard JL(Eds.).Chinese children 's reading acquisition: Theoretical and pedagogical issues[C].Dordrecht:Kluwer Academic Publishers,2002.87-106.

吴宇婷.语素意识与阅读理解的关系:基于不同母语背景汉语学习者的研究[A]. 见:北京大学对外汉语教育学院. 2023对外汉语博士生论坛暨第十六届对外汉语教学研究生学术论坛论文集[C].北京:北京大学对外汉语教育学院,2023.310-325.

Laufer B,Paribakht TS.The relationship between passive and active vocabularies: Effects of language learning context[J].Language learning,1998,48(3): 365-391.

Odlin,Terence.Teaching and learning vocabulary.I.S.P.Nation.Studies in second language acquisition[M].New York: Newbury House,1991,14(02):235.

Tighe EL,Wagner RK,Schatschneide C.Applying a multiple group causal indicator modeling framework to the reading comprehension skills of third,seventh,and tenth grade students[J]. Reading and Writing,2015,28(4):439-466.

Foorman BR,Koon S,Petscher Y,et al.Examining general and specific factors in the dimensionality of oral language and reading in 4t-10th grades[J]. Journal of Educational Psychology, 2015,107:884-899.

Hirsch ED. Reading comprehension requires knowledge-of words and the world[J]. American Educator, 2003, 27(1):10-44.

龙艳林.语素意识对汉语阅读障碍小学生阅读能力的作用研究[D].重庆:西南大学,2020.

王孝玲,陶保平.小学生识字量测试题库及评价量表[M].上海:上海教育出版社,1993.19-75.

Shen Qiao,Yingyi Liu,Susanna Siu‐sze Yeung.Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension[J]. Journal of Research in Reading,2021,44(1):189-209.

Carlisle JF. Morphological awareness and early reading achievement[A]. In Feldman LB (Ed.).Morphological aspects of language processing, 1995.189-209.

Perfetti CA,Landi N,Oakhill J.The acquisition of reading comprehension skill [M]. In Snowling MJ, Hulme C (Eds.). The science of reading: A handbook, 2005.227-247.

Kuo L,Anderson R. Morphological awareness and learning to read: A cross‐language perspective[J]. Educational Psychologist,2006,41(3):161-180.

Levesque KC, Kieffer MJ,Deacon SH. Morphological awareness and reading comprehension: Examining mediating factors[J]. Journal of Experimental Child Psychology, 2017,8(160):1-20.

Kim YSG, Guo Q, Liu Y, et al.Multiple pathways by which compounding morphological awareness is related to reading comprehension: Evidence from Chinese second graders[J]. Reading Research Quarterly, 2019,55(2):193-212.

Alderson C. Diagnosing foreign language proficiency. The interface between learning and assessment[M].London: Continuum,2005.119-137.

Cunningham AE, Stanovich KE. Early reading acquisition and its relation to reading experience and ability 10 years later[J]. Developmental Psychology,1997,33(6): 934-945.

吕文华.建立语素教学的构想[A].见:世界汉语教学学会.第六届国际汉语教学讨论会论文选[C].北京:北京大学出版社,1999.307-314.

Ruan Y, Georgiou GK, Song S,et al. Does writing system influence the associations between phonological awareness, morphological awareness, and reading A meta-analysis[J]. Journal of Educational Psychology, 2018,110(2):180-202.

浏览量

下载量

CSCD

文章被引用时，请邮件提醒。

提交

工具集

关联资源

特殊教育学校听障学生阅读能力干预研究综述