湖北省武汉市某小学低年级儿童阅读相关认知能力发展趋势研究

目的探讨湖北省武汉市小学低年级儿童阅读相关认知能力的动态变化趋势,揭示儿童汉语阅读能力发展的时间特征和认知特点。方法采用队列研究设计整群抽取武汉市某小学一二年级全体学生389人,进行阅读相关6项认知能力和1项智力测试。1年后再次测试,比较1年前后各项认知能力的发展情况。结果一年级儿童通过一年的发展,语音意识1年前(15.12±5.90)分,1年后(20.39±5.19)分]、语素意识1年前(11.95±2.69)分,1年后(13.42±2.18)分]、正字法意识1年前(44.48±7.30)分,1年后(50.58±5.95)分]、快速命名1年前(1.83±0.47)分,1年后(2.28±0.44)分]和语音短时记忆广度1年前(5.90±1.05)分,1年后(6.28±1.06)分]均较一年级时有显著提高(P<0.01);二年级儿童的快速命名1年前(2.38±0.53)分,1年后(2.53±0.47)分]和语音短时记忆广度1年前(5.99±1.12)分,1年后(6.58±1.24)分]也比1年前有所发展,差异有统计学意义(P<0.01)。结论小学低年级儿童的语音意识、语素意识和快速命名能力发展较早,且随着年级的增长逐渐提高,其他相关能力发展稍缓。

The developmental pattern of reading-related cognitive abilities among lower grade students in primary school in Wuhan City, Huvei Province

Objective To investigate the developmental pattern of reading-related cognitive abilities, time and cognitive characters among students in Grade 1 and 2 in Wuhan City, Huvei Province. Methods Cohort study design, cluster random sampling was used for this prospective study to select 389 students in Grade 1 and 2 from a primary school in Wuhan. These students were required to finish the 6 tests related to reading abilities and 1 intelligent test. The same children were followed to conduct the same tests one year later. Results Compared scores of students in Grade 1, significant differences were found in phonological awareness between first year and second year （ 15.12 ± 5.90 vs 20. 39 ± 5.19 ）, morphological awareness （ 11.95 ± 2. 69 vs 13.42 ± 2. 18 ）, orthographic awareness test （44. 48 ± 7. 30 vs 50. 58 ± 5.95 ）, rapid naming ability （ 1.83 ± 0. 47 vs 2. 28 ± 0.44） and phonological short-term memory （5.90 ± 1.05 vs 6. 28 ± 1.06）. And all of these cognitive abilities were significantly improved after one year （P 〈0. 01 ）. Compared scores of children in Grade 2, higher promotion were found in rapid naming ability after one year later （ 2. 38 ± 0. 53 vs 2. 53 ± 0. 47 ） and phonological short-term memory （5.99 ± 1.12 vs 6. 58 ± 1.24）. The differences were significantly （P 〈0. 01 ）. Conclusion For the students in Grade 1 and 2, phonological awareness, morphological awareness and rapid naming ability was rapidly developed in their early ages. The other reading related ability might be developed later.