汉语儿童中亚词汇水平的部首意识与词语识别的关系尚需深化探讨。本研究考察了小学生部首意识对词语识别的预测作用,进一步分析了语素意识在二者关系中的中介作用。研究招募447名小学生作为被试,主要测查了其部首意识、词语识别及语素意识,也对其正字法意识、语音意识等控制变量进行了测查。结果显示,在控制正字法意识、语音意识等语言变量后,部首意识可以显著预测小学生的词语识别能力。此外,语素意识在部首意识对词语识别的预测作用中发挥着显著的中介作用。研究有助于深化理解部首意识对词语识别的贡献及作用机制,并加深理解词语识别影响因素的理论模型。It remains unclear about the relationship between the sub-lexical-level radical awareness and Chinese word reading. The study explored the role of radical awareness in word reading and further examined the mediating effect of radical awareness in the relationship. A total of 447 primary school students were recruited as participants. We measured the main variables of radical awareness, word reading and morphological awareness, as well as the controlled variables of orthographical awareness and phonological awareness. Results showed that after controlling for linguistic variables such as orthographic awareness and phonological awareness, radical awareness could significantly predict word reading. Morphological awareness could also mediate the predicting role of radical awareness and word reading. The study could help deepen the understanding of the relation between radical awareness and word reading, as well as the theoretical model about Chinese word reading factors.
本研究探讨小学生语素意识与阅读流畅性的关系,并分析词语识别在二者关系中的中介作用。以某小学二、三、四年级共446名小学生作为被试,选取语素建构、一分钟读字、词语识别、真假字、快速命名等测验,来测查语素意识、阅读流畅性及词语识别等核心变量,以及部首意识、快速命名等控制变量。研究结果发现,正字法意识、快速命名等控制变量与语素意识、词语识别及阅读流畅性显著相关。语素意识和词语识别都可以显著预测阅读流畅性,词语识别在语素意识对阅读流畅性的预测作用中起到部分中介作用。研究有助于揭示语素意识对阅读流畅性的作用机制,为小学生阅读流畅性的提升提供教学及干预指导。This study examined the relationship between primary school students’ morphological awareness and reading fluency, and explored the mediating role of word reading in this relationship. A total of 446 primary school students from grades two, three, and four were selected as participants. We used morphological construction, one-minute word reading, word reading, real-and-fake characters and rapid naming tests to tap the main variables of morphological awareness, reading fluency, word reading, and control variables of orthographic awareness and rapid naming. The results showed that the control variables such as real-and-fake characters and rapid naming were significantly correlated with morphological awareness, word reading, and reading fluency. Morphological awareness and word reading could significantly predict reading fluency, and word reading played a significant partial mediating role in the relationship between morphological awareness and reading fluency. This study reveals the mechanism of the relationship between morphological awareness and reading fluency, and provides the intervention guidance to improve the reading fluency of primary school students.
