单词阅读和拼写的基础和纵向关联研究——香港中国儿童向小学过渡的2年纵向研究

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-01-24 DOI:10.1080/10888438.2021.1871909

Y. Ye, Mengge Yan, Yijun Ruan, C. McBride, Mo Zheng, Li Yin

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引用次数: 8

摘要

我们调查了香港中国儿童单词阅读与拼写的相关性以及单词阅读与拼字的关系。在幼儿园进行了一套识字相关技能和延迟抄写，在幼儿园以及一年级和二年级进行了汉语单词阅读和听写测试。交叉滞后分析中的最终优选模型显示，幼儿园和一年级的阅读成绩分别预测了一年级和二年级的拼写成绩。然而，这种关系并不是双向的。这项研究强调了形态意识、RAN和延迟复制对汉语早期识字表现的关键作用。此外，研究表明，早期的阅读表现可以预测后期的汉语拼写表现，但早期的拼写不能预测早期年级的后续汉语阅读。

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Exploring the Underpinnings and Longitudinal Associations of Word Reading and Word Spelling: A 2-year Longitudinal Study of Hong Kong Chinese Children Transitioning to Primary School

ABSTRACT We investigated the correlates of word reading and spelling as well as the relations of word reading and spelling in Hong Kong Chinese children. A set of literacy-related skills and delayed copying were administered in kindergarten, and Chinese word reading and dictation were tested at kindergarten as well as in first and second grade. The final preferred model in cross-lagged analysis showed that reading performance at kindergarten and first grade predicted spelling performance at first grade and second grade, respectively. However, the relations were not bidirectional. This study underscores the critical roles of morphological awareness, RAN, and delayed copying for early literacy performance in Chinese. In addition, it demonstrates that earlier reading performance predicts later spelling performance in Chinese, but early spelling does not predict subsequent reading in Chinese in the early grades.

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.