{"title":"拼写对初学中文的读者的阅读理解有何帮助？单词阅读流利性的中介作用测试","authors":"Ying Zhao, Xinchun Wu, Liping Li","doi":"10.1111/1467-9817.12434","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension and further test the mediating role of word reading fluency with 127 Chinese children (<i>M</i><sub>age</sub> = 76.01 months). Children were required to perform the tasks of nonverbal intelligence, expressive vocabulary, morphological awareness, phonological awareness, orthographic awareness, spelling, word reading fluency and reading comprehension at Grade 1. Then, reading comprehension was measured again 1 year later at Grade 2. The concurrent and longitudinal mediation models were fitted to the data by structural equation modelling.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results showed that spelling was related to reading comprehension concurrently, and it predicted reading comprehension 1 year later while controlling for nonverbal intelligence, age, expressive vocabulary, metalinguistic awareness and the autoregressive effect of reading comprehension. Moreover, word reading fluency played mediating roles in the influence of spelling on reading comprehension in the concurrent and longitudinal models.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These findings provided evidence that spelling is an important factor of reading comprehension and shed light on the nature of this association, highlighting the role of word reading fluency in linking spelling and Chinese children's reading comprehension.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 4","pages":"393-410"},"PeriodicalIF":2.0000,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency\",\"authors\":\"Ying Zhao, Xinchun Wu, Liping Li\",\"doi\":\"10.1111/1467-9817.12434\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension and further test the mediating role of word reading fluency with 127 Chinese children (<i>M</i><sub>age</sub> = 76.01 months). Children were required to perform the tasks of nonverbal intelligence, expressive vocabulary, morphological awareness, phonological awareness, orthographic awareness, spelling, word reading fluency and reading comprehension at Grade 1. Then, reading comprehension was measured again 1 year later at Grade 2. The concurrent and longitudinal mediation models were fitted to the data by structural equation modelling.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results showed that spelling was related to reading comprehension concurrently, and it predicted reading comprehension 1 year later while controlling for nonverbal intelligence, age, expressive vocabulary, metalinguistic awareness and the autoregressive effect of reading comprehension. Moreover, word reading fluency played mediating roles in the influence of spelling on reading comprehension in the concurrent and longitudinal models.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>These findings provided evidence that spelling is an important factor of reading comprehension and shed light on the nature of this association, highlighting the role of word reading fluency in linking spelling and Chinese children's reading comprehension.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"46 4\",\"pages\":\"393-410\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-08-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12434\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12434","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency
Background
Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited.
Methods
The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension and further test the mediating role of word reading fluency with 127 Chinese children (Mage = 76.01 months). Children were required to perform the tasks of nonverbal intelligence, expressive vocabulary, morphological awareness, phonological awareness, orthographic awareness, spelling, word reading fluency and reading comprehension at Grade 1. Then, reading comprehension was measured again 1 year later at Grade 2. The concurrent and longitudinal mediation models were fitted to the data by structural equation modelling.
Results
The results showed that spelling was related to reading comprehension concurrently, and it predicted reading comprehension 1 year later while controlling for nonverbal intelligence, age, expressive vocabulary, metalinguistic awareness and the autoregressive effect of reading comprehension. Moreover, word reading fluency played mediating roles in the influence of spelling on reading comprehension in the concurrent and longitudinal models.
Conclusions
These findings provided evidence that spelling is an important factor of reading comprehension and shed light on the nature of this association, highlighting the role of word reading fluency in linking spelling and Chinese children's reading comprehension.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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