摘要
目的探讨家庭阅读环境中对学龄儿童语音加工能力的影响因素。方法采用整群抽样方法,抽取武汉市某城区普通小学三年级全体学生216名,进行语音加工能力测试(包括语音意识、快速命名、语音短时记忆测试)和家庭阅读环境调查。采用广义线性模型分析阅读环境各因素对语音加工能力的影响。结果对孩子语音加工能力发展有显著性影响的因素包括:孩子每天看电视的时间(1～2小时,P<0.05;不到1小时,P<0.05)和经常鼓励孩子看课外书(P<0.01)对语音意识有显著性影响;给孩子买课外书的频率(P<0.05)对语音短时记忆和快速命名能力有显著性影响;父母每周阅读(P<0.05)对快速命名能力有显著性影响。结论家长应经常鼓励孩子看课外书并积极实施亲子共读,引导并控制孩子有效地看电视。良好的家庭阅读环境能够促进孩子语音加工能力的发展,从而提高孩子的阅读能力。
Objectives To investigate the effect of family reading environment on the phonological processing abilities of school-aged children.Methods Two hundred and sixteen children were selected with random cluster sampling method in grade three from a primary school in Wuhan.They finished the phonological processing ability tests(including phonological awareness,rapid naming test and short-term phonological memory test) and questionnaires of family reading environment.We used Generalized Linear Models to study the influence of family reading environment on the phonological processing abilities of children.Results Time that children watching TV every day(one to two hours P<0.05;less than one hour P<0.05) and parents encouraging children reading extracurricular books frequently(P<0.01) had significant influence on phonological awareness.The frequency of buying extracurricular books for children(P<0.05) had significant influence on rapid naming test and short-term phonological memory.Parents reading weekly(P<0.05) had significant influence on rapid naming test.Conclusions Parents should often encourage the children reading extracurricular books.When doing Parent-Child reading they could discuss with the child frequently.Parents also need to guide their children to watch some beneficial television programs and control the time of watching TV.Building a good reading environment for children may help to promote the phonological processing abilities of children and then improve the reading abilities of children.
出处
《中国社会医学杂志》
2012年第2期107-109,共3页
Chinese Journal of Social Medicine
基金
国家自然科学基金项目(30600501
30872132)
中央高校基本科研业务费项目(HUST 2010MS124)
关键词
语音加工能力
儿童
家庭阅读环境
影响因素
Phonological processing ability
Children
Family reading environment
Influence factor
