摘要
本研究对两组12岁的少数民族学生(66名藏族学生和45名彝族学生)和1组12岁的汉族学生 (42名) 的汉语叙述性和说明性文本阅读能力进行了比较。我们假设言语工作记忆, 正字加工和句子加工这三个因子分别有两个指标能预测三组学生语篇理解的不同表现。通过结构方程建模和多元回归分析, 我们发现言语工作记忆、正字加工和句子加工对汉语叙述性和说明性语篇理解的组间差异有很大的预测作用。因此, 要提高少数民族学生阅读理解能力必须要加强汉字, 词语和句子的结构及其功能教学。
参考文献
Cain, Kate, Jane Oakhill & Peter Bryant. 2004. Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology 96. 31–42. https://doi.org/10.1037/0022-0663.96.1.31.Search in Google Scholar
Chik, Pakey Pui-man, Connie Suk-han Ho, Pui-sze Yeung, David Wai-ock Chan, Kevin Kien-hoa Chung, Hui Luan, Lap-yan Lo & Wendy Suet-yee Lau. 2012. Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing: An Interdisciplinary Journal 25. 679–699. https://doi.org/10.1007/s11145-010-9293-4.Search in Google Scholar
Cummins, Jim. 2006. Identity texts: The imaginative construction of self through multiliteracies pedagogy. In Ofelia Garcia, Tove Skutnabb-Kangas & Maria E. Torres-Guzman (eds.), Imagining multilingual schools. Language in education and globalization, 51–69. Clevedon: Multilingual Matters.10.21832/9781853598968-003Search in Google Scholar
Daneman, Meredyth & Patricia A. Carpenter. 1983. Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory, and Cognition 9. 561–584. https://doi.org/10.1037/0278-7393.9.4.561.Search in Google Scholar
Daneman, Meredyth & Philip M. Merikle. 1996. Working memory and language comprehension: A meta analysis. In Peter Daniels & William Bright (eds.), Psychonomic bulletin & review, The world’s writing systems 3, 422–433. New York: Oxford University Press.10.3758/BF03214546Search in Google Scholar
Eason, Sarah H., Lindsay F. Goldberg, Katherine M. Young, Megan C. Geist & Laurie E. Cutting. 2012. Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension. Journal of Educational Psychology 104. 515–528. https://doi.org/10.1037/a0027182.Search in Google Scholar
Engle, Randall W., Stephen W. Tuholski, James E. Laughlin & Andrew R. A. Conway. 1999. Working memory, shortterm memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General 128. 309–331. https://doi.org/10.1037/0096-3445.128.3.309.Search in Google Scholar
Harrington, Michael & Mark Sawyer. 1992. L2 working memory capacity and L2 reading skills. Studies in Second Language Acquisition 14. 25–38. https://doi.org/10.1017/s0272263100010457.Search in Google Scholar
Ho, Connie S.-H., Wai-Ling Wong & Wing-Sau Chan. 1999. The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology and Psychiatry 40. 393–403.10.1111/1469-7610.00457Search in Google Scholar
Hulme, Charles & Margaret J. Snowling. 2011. Children’s reading comprehension difficulties: Nature, causes, and treatments. Current Directions in Psychological Science 20. 139–142. https://doi.org/10.1177/0963721411408673.Search in Google Scholar
Kendeou, Panayiota, Paul van den Broek, Mary J. White & Julie S. Lynch. 2009. Predicting reading comprehension in early elementary school: The independent contributions of oral and decoding skills. Journal of Educational Psychology 101. 765–778. https://doi.org/10.1037/a0015956.Search in Google Scholar
Kintsch, Walter & Eillen Kintsch. 2005. Comprehension. In Scott G. Paris & Steven A. Stahl (eds.), Children’s reading comprehension and assessment, 71–92. Mahwah, NJ: Erlbaum.10.1002/9780470757642.ch12Search in Google Scholar
Lam, Agnes. 2007. Bilingual or multilingual education in China: Policy and learner experience. In Anwei Feng (ed.), Bilingual Education in China, 13–33. Clevedon: Multilingual Matters.10.21832/9781853599934-005Search in Google Scholar
Leong, Che Kan, Shek Kam Tse, Ka Yee Loh & Kit Tai Hau. 2008. Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation. Journal of Educational Psychology 100. 135–149. https://doi.org/10.1037/0022-0663.100.1.135.Search in Google Scholar
Leong, Che Kan, Shek Kam Tse, Elizabeth K. Y. Loh & Wing Wah Ki. 2011. Orthographic knowledge important in comprehending elementary Chinese text by users of alphasyllabaries. Reading Psychology 32. 237–271. https://doi.org/10.1080/02702711.2010.495605.Search in Google Scholar
Marsh, Herbert W., Kit Tai Hau & David Grayson. 2005. Goodness of fit in structural equation models. In Albret Maydeu-Olivaries & John J. McArdle (eds.), Contemporary psychometrics: A Festschrift for Roderick P. McDonald, 225–340. Mahwah, NJ: Erlbaum.Search in Google Scholar
Oakhill, Jane V., Kate Cain & Peter E. Bryant. 2003. The dissociation of word reading and text comprehension: Evidence from component skills. Language & Cognitive Processes 18. 443–468. https://doi.org/10.1080/01690960344000008.Search in Google Scholar
Packard, Jerome L., Xi Chen, Wenling Li, Xinchun Wu, Janet S. Gaffney, Hong Li & Richard C. Anderson. 2006. Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing: An Interdisciplinary Journal 19. 457–487. https://doi.org/10.1007/s11145-006-9003-4.Search in Google Scholar
Perfetti, Charles A. 2007. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11. 357–383. https://doi.org/10.1080/10888430701530730.Search in Google Scholar
Perfetti, Charles A., Nicole Landi & Jane Oakhill. 2005. The acquisition of reading comprehension skills. In Margaret J. Snowling & Charles Hulme (eds.), The science of reading: A handbook, 227–247. Oxford, UK: Blackwell.10.1002/9780470757642.ch13Search in Google Scholar
Perfetti, Charles A., Cao Fan & Booth James R. 2013. Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading 17. 5–21. http://dx.doi.org/10.1080/10888438.2012.689786.10.1080/10888438.2012.689786Search in Google Scholar
Perfetti, Charles A. & Joseph Stafura. 2014. Word knowledge in a theory of reading comprehension. Scientific Studies of Reading 18. 22–37. https://doi.org/10.1080/10888438.2013.827687.Search in Google Scholar
Seigneuric, Alix & Marie-France Ehrlich. 2005. Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing: An Interdisciplinary Journal 18. 617–656. https://doi.org/10.1007/s11145-005-2038-0.Search in Google Scholar
Sun, Heather K., Zong Yi Hu & Xiongfei Huang. 2007. Zhongguo de yuyan [The languages of China]. Beijing: The Commercial Press.Search in Google Scholar
Swanson, H. Lee. 1992. Generality and modifiability of working memory among skilled and less skilled readers. Journal of Educational Psychology 84. 473–488. https://doi.org/10.1037/0022-0663.84.4.473.Search in Google Scholar
Tong, Xiuli, Catherine McBride-Chang, Hua Shu & Anita M.-Y. Wong. 2009. Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading 13. 426–452. https://doi.org/10.1080/10888430903162910.Search in Google Scholar
Tong, Xiuli & Joanna Hew Yan Yip. 2015. Cracking the Chinese characters: Radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word reading. Reading and Writing: An Interdisciplinary Journal 28. 159–181. https://doi.org/10.1007/s11145-014-9519-y.Search in Google Scholar
Tsung, Linda T. & Ken Cruickshank. 2009. Mother tongue and bilingual education in China. International Journal of Bilingual Education and Bilingualism 12. 549–563. https://doi.org/10.1080/13670050802209871.Search in Google Scholar
Tsung, Linda T. & Ken Cruickshank. 2010. Minority education for exclusion or access: Teaching Chinese as a second language in Xinjiang Uyghur Autonomous Region. In Linda T. Tsung & Ken Cruickshank (eds.), Learning and teaching Chinese in global contexts: Multimodality and literacy in the new media age, 97–115. London: Continuum International Publishing.Search in Google Scholar
Wang, Min, Ying Liu & Charles A. Perfetti. 2004. The implicit and explicit learning of orthographic structure and function of a new writing system. Scientific Studies of Reading 8. 357–379. https://doi.org/10.1207/s1532799xssr0804_3.Search in Google Scholar
Willson, Victor L. & William H. Rupley. 1997. A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Scientific Studies of Reading 1. 45–63. https://doi.org/10.1207/s1532799xssr0101_3.Search in Google Scholar
Yeung, Pui-sze, Connie Suk-han Ho, David Wai-ock Chan & Kevin Kien Hoa Chung. 2016. Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing: An Interdisciplinary Journal 29. 1935–1958. https://doi.org/10.1007/s11145-016-9659-3.Search in Google Scholar
Zhang, Dongbo. 2012. Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal 96. 558–575. https://doi.org/10.1111/j.1540-4781.2012.01398.x.Search in Google Scholar
Zhou, Minglang. 2004. Minority language policy in China: Equality in theory and inequality in practice. In Minglang Zhou & Hongkai Sun (eds.), Language policy in the People’s Republic of China: Theory and practice since 1949, 71–95. Boston: Kluwer Academic Publishers.10.1007/1-4020-8039-5_5Search in Google Scholar
Zhou, Minglang. 2001. The politics of bilingual education in the People’s Republic of China since 1949. Bilingual Research Journal 25(1/2). 147–171. https://doi.org/10.1080/15235882.2001.10162788.Search in Google Scholar
© 2020 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Special section: Chinese Language Education Research in the Asia Pacific Contexts; Guest editor: Danping Wang
- Introduction to special issue
- Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers
- Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners
- Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study
- Localising Chinese language curriculum construction: A case study in an Australian primary school
- Learning Mandarin tones through pitch-time diagrams: A computer-assisted visual approach
- Special section: Developing Chinese Language Skills and Intercultural Competence; Guest editor: Irene Shidong An
- Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type
- Teachers’ perceptions of effective strategies for developing intercultural competence
- Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)
- 影响少数民族学生阅读理解能力的语言及认知因子研究———以藏族和彝族小学生为例
Articles in the same Issue
- Frontmatter
- Special section: Chinese Language Education Research in the Asia Pacific Contexts; Guest editor: Danping Wang
- Introduction to special issue
- Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers
- Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners
- Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study
- Localising Chinese language curriculum construction: A case study in an Australian primary school
- Learning Mandarin tones through pitch-time diagrams: A computer-assisted visual approach
- Special section: Developing Chinese Language Skills and Intercultural Competence; Guest editor: Irene Shidong An
- Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type
- Teachers’ perceptions of effective strategies for developing intercultural competence
- Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)
- 影响少数民族学生阅读理解能力的语言及认知因子研究———以藏族和彝族小学生为例