目的 了解基于PASS理论的五项认知能力与中文阅读理解能力的关系,为五项认知能力的训练改善阅读障碍儿童阅读理解能力提供实证依据。方法 2016年11-12月选取小学四年级共33名被试进行中文阅读理解能力以及五项认知能力的测验,并对测验结果进行分析。结果 高五项认知能力组与低五项认知能力组在阅读理解能力上差异有统计学意义(t=7.621,P<0.01);阅读理解能力与五项认知能力及其各成分显著相关(P均<0.05);五项认知能力能较好地预测儿童阅读理解能力的水平,同时,五项认知中的图形推理能力对阅读理解能力有更重要的预测作用。结论 儿童五项认知能力影响其中文阅读理解水平。

Objective To probe into the relationship between the five-item cognitive abilities based on the PASS theory and Chinese reading comprehension,in order to provide reference for intervention of five-item cognitive abilities training on improving reading of children with reading disorders. Method A total of 33 primary school students in Grade 4 took tests regrading the five-item cognitive abilities and the reading comprehension from November to December 2016,then the data were analyzed. Results There was significant difference between high and low five-item cognitive abilities level groups in completing the reading comprehension (t=7.621,P<0.01);The reading comprehension was significantly related to the five-item cognitive abilities (all P<0.05);The reading comprehension could be predicted from the score of the five-item cognitive abilities test.Moreover,the graphic reasoning had the strongest predictive effect on the reading comprehension. Conclusion The five-item cognitive abilities of children affect their Chinese reading comprehension.