Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Reading is an important skill and an effective way for individuals to obtain information. In the field of reading development, reading fluency, as an essential indicator of children’s reading ability development, has gradually attracted researchers’ attention. According to the Multidimensional View of Reading Fluency, reading fluency involves integrating cognitive skills related to reading, such as phonological awareness, orthographic awareness, and morphological awareness. The processing of low-level cognitive skills is an integral part of reading fluency. In addition, Chinese character recognition and vocabulary knowledge at the word level also play a vital role in children’s reading fluency development. However, few studies have explored the possible relationship between metalinguistic awareness, Chinese character recognition, vocabulary knowledge, and reading fluency. Therefore, to comprehensively investigate the predictive factors and mechanism of the low-grade primary school children’s reading fluency, the study intended to incorporate phonological awareness, orthographic awareness, and morphological awareness into a systematic model to explore the relationship between three metalinguistic awareness and reading fluency, and the mediating role of Chinese character recognition and vocabulary knowledge. 149 primary school children were followed up three times a year, with their phonological awareness, orthographic awareness, and morphological awareness measured at Time 1 (fall semester of Grade 1), Chinese character recognition and vocabulary knowledge at Time 2 (spring semester of Grade 1), and word reading fluency and silent reading fluency at Time 3 (fall semester of Grade 2). In addition, rapid naming and general cognitive ability were all measured as control variables at Time1 (fall semester of Grade 1). Spearman correlation analysis was established to investigate the correlation between variables. The structural equation model (SEM) was established to investigate the predictive effect of metalinguistic awareness on reading fluency and the mediating role of Chinese character recognition and vocabulary knowledge. The results showed that: (1) phonological awareness directly predicted word reading fluency. (2) orthographic awareness not only directly predicted word reading fluency and silent reading fluency but also predicted word reading fluency and silent reading fluency through Chinese character recognition. (3) Morphological awareness significantly predicted silent reading fluency in second grade, promoted word reading fluency through Chinese character recognition, and indirectly predicted silent reading fluency through the mediating role of Chinese character recognition and vocabulary knowledge. The findings provide a reference basis for systematically investigating the relationship between metalinguistic awareness and reading fluency among Chinese children and provide theoretical guidance for improving children’s reading fluency skills.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The ultimate goal of reading is to achieve the understanding of written text information means reading comprehension, which is closely related to children’s future learning. In recent years, the effects of phonological awareness and morphological awareness on reading comprehension have received extensive attention. Besides, reading comprehension may be influenced not only by factors at the meta-linguistic level but also by higher-level language skills, such as reading fluency. Children in the early elementary grades are in the stage of “learning to read”. In this stage, the younger children are transitioning from word-reading mode to sentence silent mode. Sentence reading fluency is a deep structure of reading fluency. Its cognitive processing is more complex than that of word reading fluency, which may be affected by word reading fluency. However, few studies have been conducted on the possible relationships among phonological awareness, morphological awareness, word reading fluency, sentence silent reading fluency and reading comprehension, especially the chain mediating roles of word reading fluency and sentence silent reading fluency. Therefore, this study aims to investigate the predictive effects of phonological awareness and morphological awareness on children’s reading comprehension in the “learning to read” stage, as well as the chain mediating effects of word reading fluency and sentence silent reading fluency. The study included 149 first-graders who were followed three times in two years, with their phonological awareness, morphological awareness measured at Time 1 (the fall semester in grade 1), word reading fluency and sentence silent fluency at Time 2 (the spring semester in grade 1), and reading comprehension at Time 3 (the fall semester in grade 2). In addition, general cognitive ability and auto-regression in reading comprehension, which were served as control variables, were also tested at Time 1 and Time 2 respectively. Spearman correlation analysis was used to investigate the correlation between variables. And then, the structural equation model (SEM) was built to investigate the effects of phonological awareness and morphological awareness on reading comprehension and the chain mediating effects of word reading fluency and sentence silent reading fluency. The results showed that: (1) phonological awareness and morphological awareness both could directly predict reading comprehension. (2) Word reading fluency mediates the relationship between phonological awareness and reading comprehension, and word reading fluency mediates morphological awareness and reading comprehension. (3) Word reading fluency and sentence silent reading fluency play a chain mediating role between phonological awareness and reading comprehension, and word reading fluency and sentence silent fluency play a chain mediating role between morphological awareness and reading comprehension. The results demonstrated that phonological awareness and morphological awareness not only play an important role in reading comprehension, but also affect sentence fluency through word reading fluency and ultimately affect reading comprehension.
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