儿童阅读发展的关键能力

doi:10.11852/zgetbjzz2025-0940

摘要/Abstract

摘要： 阅读是儿童认知、思维、情绪等发展的重要基石。“简明阅读观”认为阅读的发展取决于解码与语言理解双路径的协同提升。基于此,本文系统梳理字词解码和语言理解涉及的关键能力和发展规律。字词解码主要依赖正字法意识、语音意识与形音映射能力。语言理解主要依托词汇、语法、语篇衔接手段、推理、工作记忆、叙事等能力。厘清儿童阅读发展的关键能力能够助力家长、教师和临床医师精准定位儿童的能力缺陷,制定更具针对性的干预方案。

关键词: 阅读发展, 关键能力, 字词解码, 语言理解, 儿童

Abstract: Reading is a cornerstone of children′s cognitive, reasoning, and socio-emotional development.In the Simple View of Reading, reading is regarded as coordinated development of two components, decoding and language comprehension.Based on this framework, this article summarizes fundamental skills and developmental trajectories relevant to each of the two components.Decoding mainly depends on children′s orthographic knowledge, phonological awareness, and efficient grapheme-phoneme correspondences.Language comprehension mostly draws on vocabulary knowledge, grammar, discourse cohesion, inferencing skills, working memory, and narrative skills.Clarifying these fundamental skills helps parents, teachers, and clinicians identify children′s specific areas of difficulties and form more targeted, effective intervention plans.

Key words: reading development, fundamental skills, character/word decoding, language comprehension, children

中图分类号:

R179

郝颖, 宋奕璇. 儿童阅读发展的关键能力[J]. 中国儿童保健杂志, 2025, 33(9): 934-938.

HAO Ying, SONG Yixuan. Fundamental skills of child reading development[J]. Chinese Journal of Child Health Care, 2025, 33(9): 934-938.

参考文献

[1] Gough P,Tunmer WE.Decoding, reading, and reading disability[J].Remedial Spec Educ, 1986, 7(1): 6-10.
[2] Tong X, Shen W, Li Z, et al.Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study[J].Q J Exp Psychol, 2020, 73(4): 617-628.
[3] Ehri LC.What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics[J].Reading Teach, 2022, 76(1): 53-61.
[4] Li X, Huang L, Yao P, et al.Universal and specific reading mechanisms across different writing systems[J].Nat Rev Psychol, 2022, 1(3): 133-144.
[5] 郝美玲, 刘友谊, 周思浓.正字法意识和部件工作记忆对初学者汉字书写的作用[J].语言文字应用, 2022, 1: 81-91.
Hao ML, Liu YY, Zhou SN.The roles of orthographic awareness and working memory to character writing for beginners of Chinese as a second language[J].Applied Linguistics, 2022, 1: 81-91.(in Chinese)
[6] 贾晓彤, 申仁洪.汉语发展性阅读障碍正字法意识缺陷的发生机制及其干预模式[J].中国特殊教育, 2023, 4: 70-79.
Jia XT, Shen HR.Theoccurrence mechanism of orthographic awareness deficits in Chinese developmental dyslexia and its intervention mode[J].Chinese Journal of Special Education, 2023, 4: 70-79.(in Chinese)
[7] Qian Y, Song YW, Zhao J, et al.The developmental trend of orthographic awareness in Chinese preschoolers[J].Reading Writ, 2015, 28(4): 571-586.
[8] Guan CQ,Fraundorf SH, Perfetti CA.Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6[J].Ann Dyslexia, 2020, 70(2): 220-242.
[9] 李娟, 傅小兰, 林仲贤.学龄儿童汉语正字法意识发展的研究[J].心理学报, 2000, 2:1 21-126.
Li J, Fu XL, Lin ZX.Study on the development of Chinese orthographicregularity in school children[J].Acta Psychologica Sinica, 2000, 2: 121-126.(in Chinese)
[10] Song Y, Gu J, Song S, et al.Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: Insights from an ERP investigation[J].Ann Dyslexia, 2024,75(12): 289-310.
[11] Cai X, Yin Y, Zhang Q.The roles of syllables and phonemes during phonological encoding in Chinese spoken word production: A topographic ERP study[J].Neuropsychologia, 2020, 140: 107382.
[12] Zugarramurdi C, Fernández L, Lallier M, et al.Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition[J].Dev Psychol, 2022, 58(6): 1003.
[13] Ziegler JC, Goswami U.Reading acquisition, developmental dyslexia, and skilled reading across languages:A psycholinguistic grain size theory[J].Psychol Bull, 2005, 131(1): 3.
[14] Yuan H, Segers E, Verhoeven L.The role of phonological awareness, pinyin letter knowledge, and visual perception skills in kindergarteners’ Chinese character reading[J].Behav Sci, 2022, 12(8): 254.
[15] Shu H, Peng H, McBride-Chang C.Phonological awareness in young Chinese children[J].Dev Sci, 2008, 11(1): 171-181.
[16] 张满豪, 周炜, 陈朝阳, 等.汉语声调意识与儿童阅读能力的关系[J].心理科学进展, 2025, 33(9): 1604-1616.
Zhang MH, Zhou W, Chen CY, et al.The relationship between Chinese lexical tone awareness and children’ s reading ability[J].Advances in Psychological Science, 2025, 33(9): 1604-1616.(in Chinese)
[17] 舒华, 武宁宁, 郑先隽, 等.小学汉字形声字表音特点及其分布的研究[J].语言文字应用, 1998, 2: 65-70.
Shu H, Wu NN, Zheng XJ,et al.A study on the phonetic characteristics and distribution of pictophonetic characters in primary school Chinese[J].Applied Linguistics, 1998,2: 65-70.(in Chinese)
[18] 胡韧奋, 曹冰, 杜健一.现代汉字形声字声符在普通话中的表音度测查[J].中文信息学报, 2013, 27(3): 41-47.
Hu RF, Cao B, Du JY.Research on phonetic symbols of phonograms in Chinese Mandarin[J].Journal of Chinese Information Processing, 2013, 27(3): 41-48.(in Chinese)
[19] 戴莉, 刘翔平.阅读障碍儿童的形音捆绑缺陷及其脑神经机制[J].心理科学, 2017, 40(1): 124-128.
Dai L, Liu XP.Graphemes-phonemes binding processing deficits and its brain mechanism in children with developmental dyslexia[J].Psychological Science, 2017, 40(1): 124-128.(in Chinese)
[20] Inoue T, Zheng M, Lui KFH, et al.Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese[J].Early Child Res Q, 2023, 63: 73-84.
[21] 樊翰林, 王沛.汉语发展性阅读障碍儿童汉字部件解码困难及其干预[J].中国特殊教育, 2024, 6: 74-82.
Fan HL, Wang P.Chinese character radical decoding difficulties in children with developmental dyslexia and their intervention[J].Chinese Journal of Special Education, 2024, 6: 74-82.(in Chinese)
[22] Goswami U.Orthography, phonology, and reading development: A cross-linguistic perspective[M]//Handbook of orthography and literacy.London: Routledge, 2005: 463-480.
[23] Sleeman M, Everatt J, Arrow A, et al.The identification and classification of struggling readers based on the simple view of reading[J].Dyslexia, 2022, 28(3): 256-275.
[24] 张笛, 赵微, 李莉, 等.早期词意识测量及其对阅读的预测作用[J].心理与行为研究, 2021, 19(6): 771-778.
Zhang D, Zhao W, Li L, et al.Measurement of word awareness and its predictability to early reading development[J].Studies of Psychology and Behavior, 2021, 19(6): 771-778.(in Chinese)
[25] Oakhill J, Cain K, McCarthy D.Inference processing in children: The contributions of depth and breadth of vocabulary knowledge[M]//Inferences during reading.Cambridge: Cambridge University Press, 2015: 140-159.
[26] Egan C,Siyanova-Chanturia A, Warren P, et al.As clear as glass: How figurativeness and familiarity impact simile processing in readers with and without dyslexia[J].Q J Exp Psychol, 2023, 76(2): 231-247.
[27] Yan M, Li Y, Sun X, et al.The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3-year longitudinal study[J].Br J Educ Psychol, 2021, 91(1): 300-314.
[28] Suggate S, Schaughency E, McAnally H, et al.From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension[J].Cogn Dev, 2018, 47: 82-95.
[29] 张玉平, 董琼, 宋爽, 等.小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J].心理发展与教育, 2023, 39(2): 210-218.
Zhang YP, Dong Q, Song S, et al.The developmental trajectories ofreading abilities in Chinese lower graders and the predictability of early reading-related cognitive skills[J].Psychological Development and Education, 2023, 39(2): 210-218.(in Chinese)
[30] Language and Reading Research Consortium.Learning to read: Should we keep things simple?[J].Read Res Q, 2015, 50(2): 151-169.
[31] Cain K, Oakhill J.Reading comprehension development from 8 to 14 years: The contribution of component skills and processes[M]//Beyond decoding: The behavioral and biological foundations of reading comprehension.New York: The Guilford Press, 2009: 143-175.
[32] Bayat N, Aydn Y,Şekercioğlu G.The role of referential cohesion in the process of text comprehension[J].Pegem J of Education and Instruction, 2025, 15: 171-179.
[33] Joseph HS, Bremner G, Liversedge SP, et al.Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children[J].J Cogn Psychol, 2015, 27(5): 622-639.
[34] Rice M,Wijekumar KK.Inference skills for reading: A Meta-analysis of instructional practices[J].J Educ Psychol, 2024, 116(4): 569.
[35] Wilson E, Cain K, Davies C, et al.Children’ s development of conversational and reading inference skills: a call for a collaborative approach[J].Language Dev Res, 2024, 4(1): 42-79.
[36] Baddeley A.Working memory and language: An overview[J].J Commun Disord, 2003, 36(3): 189-208.
[37] Peng P, Barnes M, Wang CC, et al.A Meta-analysis on the relation between reading and working memory[J].Psychol Bull, 2018, 144(1): 48.
[38] Aksayli ND, Sala G, Gobet F.The cognitive and academic benefits of Cogmed: A Meta-analysis[J].Educ Res Rev, 2019, 27: 229-243.
[39] Sala G,Gobet F.Working memory training in typically developing children: A multilevel meta-analysis[J].Psycho Bull Rev, 2020, 27(3): 423-434.
[40] Košutar S, Kramaric'M, Hržica G.The relationship between narrative microstructure and macrostructure: Differences between six-and eight-year-olds[J].Psychol Lang Commun, 2022, 26(1): 126-153.
[41] Winters KL, Jasso J, Pustejovsky JE, et al.Investigating narrative performance in children with developmental language disorder: A systematic review and meta-analysis[J].J Speech Lang Hear Res, 2022, 65(10): 3908-3929.
[42] Gagarina N, Lindgren J.New language versions of MAIN: Multilingual assessment instrument for narratives-revised[J].ZASPiL, 2020, 64: 274-274.
[43] Vettori G,Mercugliano A, Bigozzi L, et al.The relationships between oral narrative, reading, and writing skills in a longitudinal sample of Italian-speaking children: The moderating role of cognitive-lexical skills[J].Eur J Psychol Educ, 2025, 40(1): 32.
[44] 孙弋童, 李甦.儿童叙事与阅读理解关系的研究进展[J].中国儿童保健杂志, 2021, 29(6): 636-640.
Sun GT, Li S.Review of relation between children′s narrative and reading comprehension[J].Chin J Child Health Care, 2021, 29(6): 636-640.(in Chinese)