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汉语儿童同音语素识别能力与词汇量、阅读理解的关系 =

汉语儿童同音语素识别能力与词汇量、阅读理解的关系 = : Relation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children

 叶, 青青.
 2013.
 72-79 p. 中文 ISSN: 10035397
ChineseHomophone identificationReading comprehensionChildrenVocabulary汉语儿童词汇量+ 2 từ khóa
Tác giả CN 叶, 青青.
Nhan đề 汉语儿童同音语素识别能力与词汇量、阅读理解的关系 = Relation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children /叶青青; 耿耀国.
Thông tin xuất bản 2013.
Mô tả vật lý 72-79 p.
Tóm tắt To examine the relationship of homophone identification to reading comprehension and vocabulary in Chinese children,194 children from two ordinary kindergartens and one primary school from Zhengzhou,Henan Province were assessed with Homophone Identification Test,Vocabulary Test and Reading Comprehension Test.The result showed that homophone identification ability of children in grade one was significantly higher than that of preschool children.There are significant differences between the three grades in vocabulary and reading comprehension tests.Homophone identification,vocabulary and reading comprehension positively correlated with one another.Significant full mediation of vocabulary on the association between homophone identification and reading comprehension were revealed.It suggested that homophone identification could help enhance Chinese children’s reading comprehension level by expanding their vocabulary.
Tóm tắt 本文选取194名儿童作为被试,对其进行同音语素识别测验、口语词汇量测验和句子理解测验,以探讨汉语儿童同音语素识别能力与词汇量、阅读理解水平之间的关系。研究发现,一年级儿童的同音语素识别能力显著高于学前儿童,在词汇量和阅读理解测验得分上,中班、大班和一年级儿童的得分两两差异显著;同音语素识别、词汇量与阅读理解成绩两两显著正相关;词汇量在同音语素识别对阅读理解的正向影响中起到完全中介作用。文章认为,通过扩大汉语儿童的词汇量,同音语素识别能提高其阅读理解水平.
Thuật ngữ chủ đề Chinese
Thuật ngữ chủ đề Homophone identification
Thuật ngữ chủ đề Reading comprehension
Thuật ngữ chủ đề Children
Thuật ngữ chủ đề Vocabulary
Từ khóa tự do 汉语
Từ khóa tự do 儿童
Từ khóa tự do 词汇量
Từ khóa tự do 同音语素识别
Từ khóa tự do 阅读理解
Tác giả(bs) CN 耿, 耀国.
Nguồn trích Applied linguistics.- 2013, No.2.
MARC
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245[1 0] |a 汉语儿童同音语素识别能力与词汇量、阅读理解的关系 = |b Relation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children / |c 叶青青; 耿耀国.
260[ ] |c 2013.
300[ ] |a 72-79 p.
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520[ ] |a To examine the relationship of homophone identification to reading comprehension and vocabulary in Chinese children,194 children from two ordinary kindergartens and one primary school from Zhengzhou,Henan Province were assessed with Homophone Identification Test,Vocabulary Test and Reading Comprehension Test.The result showed that homophone identification ability of children in grade one was significantly higher than that of preschool children.There are significant differences between the three grades in vocabulary and reading comprehension tests.Homophone identification,vocabulary and reading comprehension positively correlated with one another.Significant full mediation of vocabulary on the association between homophone identification and reading comprehension were revealed.It suggested that homophone identification could help enhance Chinese children’s reading comprehension level by expanding their vocabulary.
520[ ] |a 本文选取194名儿童作为被试,对其进行同音语素识别测验、口语词汇量测验和句子理解测验,以探讨汉语儿童同音语素识别能力与词汇量、阅读理解水平之间的关系。研究发现,一年级儿童的同音语素识别能力显著高于学前儿童,在词汇量和阅读理解测验得分上,中班、大班和一年级儿童的得分两两差异显著;同音语素识别、词汇量与阅读理解成绩两两显著正相关;词汇量在同音语素识别对阅读理解的正向影响中起到完全中介作用。文章认为,通过扩大汉语儿童的词汇量,同音语素识别能提高其阅读理解水平.
650[0 0] |a Chinese
650[0 0] |a Homophone identification
650[0 0] |a Reading comprehension
650[0 0] |a Children
650[0 0] |a Vocabulary
653[0 ] |a 汉语
653[0 ] |a 儿童
653[0 ] |a 词汇量
653[0 ] |a 同音语素识别
653[0 ] |a 阅读理解
700[0 ] |a 耿, 耀国.
773[ ] |t Applied linguistics. |g 2013, No.2.
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