|
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. | |
Đề mục chủ đề
| Chinese | |
Đề mục chủ đề
| Homophone identification | |
Đề mục chủ đề
| Reading comprehension | |
Đề mục chủ đề
| Children | |
Đề mục chủ đề
| Vocabulary | |
Thuật ngữ không kiểm soát
| 汉语 | |
Thuật ngữ không kiểm soát
| 儿童 | |
Thuật ngữ không kiểm soát
| 词汇量 | |
Thuật ngữ không kiểm soát
| 同音语素识别 | |
Thuật ngữ không kiểm soát
| 阅读理解 | |
Tác giả(bs) CN
| 耿, 耀国. | |
Nguồn trích
| Applied linguistics.- 2013, No.2. |
| |
000
| 00000nab a2200000 a 4500 |
|---|
| 001 | 37050 |
|---|
| 002 | 2 |
|---|
| 004 | 47512 |
|---|
| 008 | 160229s2013 ch| chi |
|---|
| 009 | 1 0 |
|---|
| 022 | |a10035397 |
|---|
| 039 | |y20160229103024|zhangctt |
|---|
| 041 | 0 |achi |
|---|
| 044 | |ach |
|---|
| 100 | 0 |a叶, 青青. |
|---|
| 245 | 10|a汉语儿童同音语素识别能力与词汇量、阅读理解的关系 =|bRelation of Homophone Identification to Reading Comprehension and Vocabulary in Chinese Children /|c叶青青; 耿耀国. |
|---|
| 260 | |c2013. |
|---|
| 300 | |a72-79 p. |
|---|
| 362 | 0 |aNo. 2 (2013). |
|---|
| 520 | |aTo 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 | 00|aChinese |
|---|
| 650 | 00|aHomophone identification |
|---|
| 650 | 00|aReading comprehension |
|---|
| 650 | 00|aChildren |
|---|
| 650 | 00|aVocabulary |
|---|
| 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 | |tApplied linguistics.|g2013, No.2. |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không có liên kết tài liệu số nào
|
|
|
|