本研究探讨小学生语素意识与阅读流畅性的关系,并分析词语识别在二者关系中的中介作用。以某小学二、三、四年级共446名小学生作为被试,选取语素建构、一分钟读字、词语识别、真假字、快速命名等测验,来测查语素意识、阅读流畅性及词语识别等核心变量,以及部首意识、快速命名等控制变量。研究结果发现,正字法意识、快速命名等控制变量与语素意识、词语识别及阅读流畅性显著相关。语素意识和词语识别都可以显著预测阅读流畅性,词语识别在语素意识对阅读流畅性的预测作用中起到部分中介作用。研究有助于揭示语素意识对阅读流畅性的作用机制,为小学生阅读流畅性的提升提供教学及干预指导。This study examined the relationship between primary school students’ morphological awareness and reading fluency, and explored the mediating role of word reading in this relationship. A total of 446 primary school students from grades two, three, and four were selected as participants. We used morphological construction, one-minute word reading, word reading, real-and-fake characters and rapid naming tests to tap the main variables of morphological awareness, reading fluency, word reading, and control variables of orthographic awareness and rapid naming. The results showed that the control variables such as real-and-fake characters and rapid naming were significantly correlated with morphological awareness, word reading, and reading fluency. Morphological awareness and word reading could significantly predict reading fluency, and word reading played a significant partial mediating role in the relationship between morphological awareness and reading fluency. This study reveals the mechanism of the relationship between morphological awareness and reading fluency, and provides the intervention guidance to improve the reading fluency of primary school students.
