Effects of phonological awareness and morphological awareness on blind students' reading comprehension

被引：4

作者：

Chen, Hongjun ^{[1
]}

Zhao, Ying ^{[2
]}

Wu, Xinchun ^{[1
,3
]}

Sun, Peng ^{[1
]}

Feng, Jie ^{[4
]}

Xie, Ruibo ^{[5
]}

Wang, Haolan ^{[1
]}

机构：

[1] Beijing Normal Univ, Fac Psychol, Res Ctr Childrens Reading & Learning, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China

[2] Nanjing Normal Univ, Sch Psychol, Nanjing, Peoples R China

[3] Beijing Normal Univ Zhuhai, Sch Appl Psychol, Zhuhai, Peoples R China

[4] Beijing Elect Sci & Technol Inst, Beijing, Peoples R China

[5] Zhejiang Normal Univ, Coll Teacher Educ, Jinhua, Peoples R China

来源：

BRITISH JOURNAL OF PSYCHOLOGY | 2023年 / 114卷 / 02期

关键词：

compounding awareness; homograph awareness; phonological awareness; reading comprehension; writing system; DEVELOPMENTAL DYSLEXIA; YOUNG-CHILDREN; SKILLS; ACQUISITION;

D O I：

10.1111/bjop.12630

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The exploration of blind students' reading skills is needed not only for further understanding their reading development but also for providing targeted suggestions for practical education. This study aims to examine the relations among phonological awareness (PA), homograph awareness (HA), compounding awareness (CA) and reading comprehension (RC), and explore the mediating effect of listening comprehension (LC) in Chinese blind students from elementary school. A total of 148 blind and 302 sighted elementary school students completed assessments of PA, HA, CA, LC and RC. The results found that PA, HA and CA were important variables that predicted Chinese blind and sighted students' RC not only directly but also indirectly through LC, which varied across different grades. The findings suggest that there were many similarities that exist in the influencing mechanism of RC between Chinese blind and sighted students.

引用

页码：415 / 429

页数：15

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