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什么解释了儿童在L2的数字文字阅读表现?

Jana Chi-San Ho¹, Catherine McBride¹, Kelvin Fai Hong Lui²

¹Department of Human Development and Family Science, Purdue University, West Lafayette, United States.

Reading and writing

|June 26, 2023

概括

香港儿童的英语 (L2) 数字阅读流利与社会经济地位,学年级和动机有关. 在手机上阅读,与电脑或平板电脑不同,更高的认知负载会对表现产生负面影响.

科学领域:

* 教育心理学教育心理学
* 获取第二语言
* 人与计算机的交互

背景情况:

* 单词阅读流是第二语言 (L2) 早期发展的基石.
*数字阅读现在是儿童和成年人阅读参与的普遍方式.
* 了解影响数字阅读流性的因素对于有效的L2教学至关重要.

研究的目的:

* 确定中国儿童中英语 (L2) 数字文字阅读流性的关键预测因素.
* 检查数字和印刷文字阅读流性之间的关系.
* 调查阅读设备类型和认知负载对数字阅读性能的影响.

主要方法:

* 来自香港的86名中国儿童参加了10分钟的定时数字静音文字阅读测试.
*参与者使用手机,电脑或平板电脑进行阅读评估.
*使用等级回归分析来确定数字阅读流性的独特预测因素.

主要成果:

*数字文字阅读流性与印刷文字阅读流性有很强的相关性,甚至在一年多的时间里.
*社会经济地位,年级水平和英语阅读动机显著预测了数字阅读流性 (解释了48.6%的差异).
*与计算机相比,在手机上阅读的流性较差;较高的外在认知负载对表现产生了负面影响 (整体模型解释了58.8%的差异).

结论:

*社会经济地位,年级,动机,设备类型和认知负载是儿童L2数字阅读流性的重要因素.
*数字阅读流性与传统印刷阅读流性紧密相吻合.
* 本研究为了解年轻学习者L2数字阅读能力提供了全面的框架.

关键词:

数字阅读数字阅读数字阅读素养数字阅读素养英语阅读阅读英语阅读多重回归是一种多重回归.

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