Phonological Skills and Vocabulary Knowledge Mediate Socioeconomic Status Effects in Predicting Reading Outcomes for Chinese Children

被引：102

作者：

Zhang, Yuping ^{[1
]}

Tardif, Twila ^{[2
]}

Shu, Hua ^{[1
]}

Li, Hong ^{[3
]}

Liu, Hongyun ^{[3
]}

McBride-Chang, Catherine ^{[4
]}

Liang, Weilan ^{[5
]}

Zhang, Zhixiang ^{[5
]}

机构：

[1] Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China

[2] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[3] Beijing Normal Univ, Sch Psychol, Beijing 100875, Peoples R China

[4] Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China

[5] Peking Univ, Hosp 1, Beijing 100871, Peoples R China

来源：

DEVELOPMENTAL PSYCHOLOGY | 2013年 / 49卷 / 04期

关键词：

SES; phonology; vocabulary; Chinese reading; MORPHOLOGICAL AWARENESS; WORD; ACHIEVEMENT; SENSITIVITY;

D O I：

10.1037/a0028612

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examined the relations among socioeconomic status (SES), early phonological processing, vocabulary, and reading in 262 children from diverse SES backgrounds followed from ages 4 to 9 in Beijing, China. SES contributed to variations in phonological skills and vocabulary in children's early development. Nonetheless, early phonological and vocabulary abilities exerted equally strong and independent mediation of the SES effects on children's reading achievement by the end of 3rd grade for this Chinese sample. These findings not only replicate studies in alphabetic languages but, because of their longitudinal nature, also demonstrate the potential for interventions focused on improving children's early language skills, and at which ages these factors may have the greatest impact.

引用

页码：665 / 671

页数：7

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