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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。
In this study, 194 children were selected as subjects, and their homophone recognition test, oral vocabulary test and sentence comprehension test were conducted to explore the relationship between Chinese children’s homophone recognition ability and vocabulary and reading comprehension level. The study found that the first-year children’s homophone recognition ability was significantly higher than the pre-school children, in the vocabulary and reading comprehension test scores, secondary, primary and first grade children’s scores were significantly different between the two; homophone recognition, vocabulary and reading The comprehension scores were significantly and positively correlated with each other. Vocabulary played a complete mediating role in the positive influence of homophone recognition on reading comprehension. The article argues that homophone recognition can improve its reading comprehension level by expanding the vocabulary of Chinese children.