小学高年级不同学业水平儿童口语叙事与阅读理解的关系
文献类型：学位论文
| 作者 | 孙弋童 |
| 答辩日期 | 2021-01 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院心理研究所 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李甦 |
| 关键词 | 口语叙事 阅读理解 学业水平, 家庭阅读环境 儿童 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Relationship between Oral Narrative and Reading Comprehension in Senior Primary School Children at Different Academic Levels |
| 中文摘要 | Oral narrative is an important aspect of children's language development, as well as the foundation of their literacy development. It plays crucial role in children's academic learning. Many studies have shown that children's oral narrative ability is closely related to their reading comprehension ability, and oral narrative ability in the early stage can predict later reading comprehension performance. Other studies have found that children's oral narrative ability is positively correlated with their reading comprehension ability and academic level. However, previous studies rarely distinguish children at different academic levels to investigate the impact of home reading environment on children's oral narrative and reading comprehension.Home literacy environment is the first environment that children are exposed to, which has great impacts on their reading development. A large number of studies have found that home literacy environment has a direct impact on children's reading comprehension. Good reading environment at home is conducive to improve children's literacy and reading comprehension. However, few studies examine its relationship with oral narratives and reading comprehension in children at different academic levels. The current research aims to investigate the relationship between oral narrative and reading comprehension in children at different academic levels, as well as the relationship between home reading environment and their oral narrative and reading comprehension. 140 school-age children with normal intelligence and at different academic levels in Beijing participated in the study.The classic material to measure oral narrative (Frog, where are you?) was used to measure children’s narrative performance. The Demonstrative Scale of Chinese Reading Ability of Primary Senior Students was used to measure children’s reading comprehension ability. The main results are as follows:(1) The total scores and the scores of each dimension of oral narratives and reading comprehension tasks showed significant differences in children at different academic levels. The performance of children at low learning level were significantly worse than that in the other two groups.(2) The total scores of oral narratives were significantly positive correlated to reading comprehension scores of children at different academic levels. Comparing with children at excellent learning performance level, the correlation between oral narrative and reading comprehension was significantly lower in children with learning disabilities. The narrations of story plots and emergencies were positively correlated with reading comprehension in children with excellent learning performance. The narrations of story plots and problem-solving were significantly associated with reading comprehension in children with learning disabilities. Besides, the narrations of story plots uniquely predict the reading comprehension performance of children with learning disabilities and with excellent learning performance.(3) Compared with children at medium or excellent academic levels, children with learning disabilities have poor home reading environment in terms of parents' educational level, parents' attitude to reading, the number of books at home, children's independent literacy activities and parent-child cultural activities at home. (4) Children's oral narrative performance positively correlated to their independent literacy activities at home, the number of books, parents' attitude to reading and parent-child cultural activities at home. Children’s reading comprehension performance positively correlated to their independent literacy activities at home, the number of books at home, parents' attitude to reading and their educational level.The above results indicate that children at different academic level demonstrated significant differences in oral narrative and reading comprehension performance. Children's oral narrative and reading comprehension abilities are positively correlated with their home reading environment. These results provide important evidence to the relationship of narrative and reading comprehension in children with different learning performances. Also, the results of the current study provide suggestions to Chinese language and literacy teaching in primary school children. |
| 英文摘要 | 口语叙事是是儿童语言能力发展的重要方面，也是读写能力发展的基础，对儿童学业学习有着重要作用。很多研究都表明，儿童的口语叙事能力与其阅读理解能力之间密切相关，早期的口语叙事能力可以预测后期的阅读理解成绩。还有研究发现，儿童的口语叙事能力与阅读理解能力和学业水平呈正相关，但对不同学业水平儿童口语叙事能力和阅读理解能力关系的研究还非常有限。家庭阅读环境是儿童最早接触的环境，对儿童的阅读理解能力的影响很大。已有大量的实验研究发现，家庭阅读环境对阅读理解能力有直接影响，良好的家庭阅读环境有助于提高儿童的语言水平、识字量和阅读理解能力。但是，以往研究鲜有区分不同学业水平儿童，来考察家庭阅读环境对儿童口语叙事和阅读理解能力的影响。本文以北京市140名智力正常的不同学业水平的学龄儿童为研究对象，探查口语叙事与阅读理解能力之间的关系，以及家庭阅读环境与口语叙事和阅读理解能力之间的关系。研究采用经典的图画讲述材料（《青蛙，你在哪里？》）引发儿童的口语叙事，采用《小学生高年级语文阅读能力示范性测评量表》测查儿童的阅读理解能力。研究的主要结果如下：（1）不同学业水平儿童的口语叙事和阅读理解总得分以及各维度的得分均表现出显著差异。学习水平低的儿童的表现显著差于其他两组儿童。（2）不同学业水平儿童的口语叙事能力与阅读理解能力之间均呈显著正相关，但学习不良组儿童口语叙事与阅读理解能力之间的相关程度明显低于学习优异组。口语叙事中，故事情节和突发事件的讲述与学习优异儿童的阅读理解能力存在正相关；故事情节和问题解决的讲述与学习不良儿童的阅读理解能力显著相关。其中，对故事情节的讲述能有效预测学习不良儿童和学习优异儿童的阅读理解成绩。（3）与学习中等和学习优异的儿童相比，学习不良儿童的家庭阅读环境最差，表现在父母受教育水平、父母对阅读态度、家庭藏书量、家庭的亲子文化类活动家的以及儿童在家的独立读写活动等方面。（4）儿童的口语叙事能力与其在家的独立读写活动、家庭藏书量、父母态度和亲子文化类活动呈正相关。儿童的阅读理解能力与儿童独立的读写活动、父母态度、家庭藏书量、父母受教育水平呈正相关。以上结果说明，不同学业水平儿童的口语叙事和阅读理解能力存在显著差异，这些儿童的口语叙事和阅读理解能力与他们家庭阅读环境的诸多方面密切相关。本研究的结果为口语叙事和阅读理解能力关系的研究提供重要的实证数据，也为汉语小学儿童的语文教学提供了指导性建议。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41622]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 孙弋童. 小学高年级不同学业水平儿童口语叙事与阅读理解的关系[D]. 中国科学院心理研究所. 中国科学院心理研究所. 2021. |
入库方式： OAI收割
来源：心理研究所
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