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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 = Relation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children / 叶青青; 耿耀国.
// Applied linguistics. 2013, No.2. 2013.72-79 p. 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.
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