摘要 以重庆市和黑龙江省大庆市4所小学共计405名三年级学生为研究对象,探究小学生正字法意识、识字量与阅读理解能力的关系。研究发现:正字法意识、识字量与阅读理解分别呈两两相关;识字量在正字法意识与阅读理解能力间起部分中介作用。基于此,在关注小学生阅读理解能力时,应有意识地对变量之间的内在作用机制加以利用。具体而言,运用部件识字法,提高识字和阅读教学的效率;多种途径,全方位提高学生阅读理解能力;未来继续深入开展正字法意识领域相关研究。 To explore the relationship between primary school students awareness of orthography,literacy amount and reading comprehension,405 third-year students from four primary schools in Chongqing Municipality and Daqing City of Heilongjiang Province were selected as participants in this research.The results showed that:orthographic awareness,literacy and reading comprehension were positively correlated with each other;literacy amount played a mediated role between orthographic awareness and reading comprehension.When paying attention to pupils reading comprehension ability,we should consciously make use of the internal mechanism between variables.The following suggestions were proposed:use component-literacy instruction to improve the efficiency of literacy teaching and reading comprehension;various ways to improve students all-round reading comprehension ability;further research in the field of orthographic awareness in the future.
机构地区 西南大学教育学部 东莞市康复实验学校 重庆市沙坪坝区育英小学
出处 《教师教育学报》 2021年第3期99-106,共8页 Journal of Teacher Education
基金 国家民委民族研究项目“新疆少数民族儿童国家通用语言文字阅读障碍调查评估”(2019-GMD-041),项目负责人:李欢 中央高校基本科研业务费重点项目“基于RTI模式的汉语阅读障碍评估与干预体系研究”(swu1909324),项目负责人:李欢。
关键词 正字法 阅读理解 识字量 中介作用 小学生 orthography reading comprehension literacy amount mediating effect primary school student
