正字法知识对德语三年级学生阅读能力发展的影响

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jelena Marković, Garvin Brod, Leonard Tetzlaff
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引用次数: 0

摘要

正字法知识(即书面语言的约定俗成的知识)已被确定为基础和高层次阅读过程的预测因素,但大多是在横断面设计中进行研究的。目前还不清楚正字法知识是否以及如何独特地解释阅读技能习得的差异。因此,本研究旨在考察正字法知识对德语三年级学生在一学年中的基础(单词阅读)和高层次(句子和文章理解)阅读能力发展的影响。325 名德语儿童(平均年龄 = 8.35 岁,标准差 = 0.57;49% 为女生)参加了研究,其中 100 名儿童还提供了词汇量和命名速度方面的数据。数据通过分层模型中的多元回归进行分析,由于儿童是嵌套在班级中的,因此采用了随机截距。纵向分析表明,除了词汇知识和命名速度之外,正字法知识对单词和文本层面的阅读发展也有促进作用。这些研究结果支持并扩展了之前的研究结果,表明正字法知识不仅支持阅读过程,而且在一学年的阅读发展过程中发挥着重要作用。正字法知识与阅读理解之间没有发现明显的交互作用,这意味着正字法知识与德国三年级学生的阅读发展相关,与阅读能力水平无关。本研究结果表明,正字法知识应在学校阅读教学以及与阅读相关的干预措施中加以考虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of orthographic knowledge on reading development in German third graders

Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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