中国儿童阅读发展三个阶段中文本阅读流畅性与阅读理解之间的动态关系:一项纵向交叉滞后研究

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ying Zhao , Xinchun Wu , Peng Sun , Hongjun Chen , Haolan Wang
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引用次数: 0

摘要

背景文本阅读流畅性对阅读理解能力的影响已被广泛研究。本研究旨在探讨文本阅读流利性与阅读理解力之间的关系,重点关注这一关系的模式在不同阅读发展阶段是否存在差异。研究方法:对二、四、六年级学生进行两次评估,每次评估间隔6个月。建立交叉滞后面板模型,探讨文本阅读流利性与阅读理解能力之间的动态关系。严格控制了非语言智能、解码、词汇知识、单词阅读流利度以及文本阅读流利度和阅读理解的自回归效应。结果结果表明,对于二年级的儿童,文本阅读流利度和阅读理解之间的纵向效应并不显著。在四年级儿童中,发现第一学期的文本阅读流利度对下学期的阅读理解能力有显著的正向预测作用,而对于六年级儿童,第一学期的阅读理解能力对下学期的文本阅读流利度有显著的预测作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study

Background

The impact of text reading fluency on reading comprehension has been extensively studied. However, a consensus on the direction of their relationship is lacking, which may be compounded by the nature of this relationship that continues to evolve during the course of reading development.

Aims

This study aimed to examine the relationship between text reading fluency and reading comprehension, focusing on whether the pattern of this relationship varies across different reading development stages.

Sample

A total of 416 elementary school students in China were selected as participants.

Methods

Assessments were conducted twice at a 6-month interval for children studying in grades 2, 4, and 6. The cross-lagged panel model was constructed to explore the dynamic relationship between text reading fluency and reading comprehension. Non-verbal intelligence, decoding, vocabulary knowledge, word-reading fluency, and the auto-regressive effects of text reading fluency and reading comprehension were strictly controlled.

Results

The results showed that for children in grade 2, the longitudinal effects between text reading fluency and reading comprehension were not significant. In 4th-grade children, text reading fluency in the first semester was found to be a significant positive predictor of reading comprehension in the next semester, whereas for children in grade 6, reading comprehension in the first semester significantly predicted text reading fluency in the next semester.

Conclusions

The results suggested that the nature of the relationship between text reading fluency and reading comprehension is dynamic and complex, varying as a function of grade or the reading development stage.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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