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词汇和注意力控制与文字阅读和拼写的关系是否会因发育和拼写评分方法而改变?

Youngsun Moon¹, Young-Suk Grace Kim¹

¹School of Education, University of California, Irvine, Irvine, CA 92697, USA.

Journal of experimental child psychology

|July 21, 2024

概括

词汇和注意力控制动态影响从二年级到四年级的儿童的文字阅读和拼写技能. 这些关系随着孩子们通过小学进步而变化.

科学领域:

发展心理学发展心理学
教育心理学教育心理学
认知科学认知科学

背景情况:

词汇知识和注意力控制对于识字能力的发展至关重要.
了解这些认知技能与文字阅读和拼写的关系,对于有针对性的干预是必不可少的.

研究的目的:

检查从二年级到四年级的儿童的词汇知识,注意力控制,文字阅读和拼写之间的纵向关系.
为了比较传统的拼写分数与非二进制文本距离方法.

主要方法:

对165名美国二年级学生的纵向研究,每年从二年级到四年级进行评估.
年度评估包括文字阅读,拼写 (传统和文本距离),词汇和注意力控制的测量.
用多个线性回归模型来分析数据.

主要成果:

在三年级和四年级,拼写与词汇有显著的关系,在二年级和三年级与注意控制有显著的关系.
单词阅读仅在二年级与词汇相关,仅在四年级与注意力控制相关.
这两种拼写评分方法都产生了类似的结果.

结论:

词汇和注意力控制与文字阅读和拼写发展呈现出动态的,取决于学年级的关系.
传统的拼写分数似乎足以理解这些认知识字联系.
研究结果突出了认知技能在早期识字过程中不断演变的相互作用.

关键词:

注意力控制控制器注意力控制器口头语言是口头语言.拼写方式拼写方式文字距离距离的距离一个词汇的词汇.文字阅读文字阅读

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