幼儿园儿童语音加工技能与汉语词汇阅读的交互效应：一项纵向交叉滞后研究

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-06-20 DOI:10.1016/j.ecresq.2025.06.002

Xiujie Yang , Liushuang Zhang , Kaichun Liu , Yuehan Hong

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引用次数: 0

摘要

本研究对幼儿园儿童语音加工技能（即语音意识、语音记忆和快速自动命名）与汉语单词阅读能力之间的双向关系进行了纵向考察。在一年的时间里，对118名中国幼儿园儿童的语音意识、语音记忆、RAN和汉语单词阅读进行了三次评估。交叉滞后面板分析显示，RAN一致地预测了随后的汉语单词阅读，而汉语单词阅读一致地解释了随后的语音意识的显著差异。此外，语音意识与语音记忆之间存在双向交叉滞后关系。这些发现强调了在阅读习得的早期阶段，特别是在幼儿阅读发展的初始阶段，语音意识、RAN和汉语单词阅读的相互影响，强调了解决和培养语音意识、RAN技能和汉语单词阅读能力的重要性，以促进成功的阅读习得。

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Reciprocal effects between phonological processing skills and Chinese word reading in kindergarten children: A longitudinal cross-lagged study

The present study conducted a longitudinal examination of the bidirectional relationships between phonological processing skills (namely, phonological awareness, phonological memory, and rapid automatized naming (RAN)) and Chinese word reading abilities in kindergarten children. Phonological awareness, phonological memory, RAN, and Chinese word reading were assessed three times over a one-year period in a sample of 118 Chinese kindergarten children. Cross-lagged panel analysis revealed that RAN consistently predicted subsequent Chinese word reading, while Chinese word reading consistently accounted for a significant amount of variance in subsequent phonological awareness. Furthermore, a bidirectional cross-lagged relationship was observed between phonological awareness and phonological memory. These findings underscore the reciprocal influences of phonological awareness, RAN, and Chinese word reading during the early stages of reading acquisition, particularly in the initial phases of reading development among young children, emphasizing the importance of addressing and nurturing phonological awareness, RAN skills, and Chinese word reading proficiency in order to facilitate successful reading acquisition.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.