Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study.
Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study.
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追踪儿童从学前班到学龄期的词汇发展：一项为期 8 年的纵向研究。
DOI：
10.1111/desc.12190
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发表时间：
2015-01
影响因子：
3.7
通讯作者：
Shu H
中科院分区：
文献类型：
--
作者：
Song S;Su M;Kang C;Liu H;Zhang Y;McBride-Chang C;Tardif T;Li H;Liang W;Zhang Z;Shu H
在这项为期8年的纵向研究中，我们追踪了中国儿童的词汇增长，探索了词汇知识的潜在前驱，并调查了词汇增长如何预测未来的阅读技能。研究人员对264名来自北京的中国儿童进行了为期8年的各种阅读和语言测试。在4到10岁之间，他们接受了词汇和相关认知技能的任务。在11岁时，对包括字符识别、阅读流畅性和阅读理解在内的综合阅读技能进行了测试。使用截距-斜率聚类法估计词汇发展概况的个体差异。然后，研究了词汇发展与以后阅读结果的关系。词汇增长分为高-高(初始词汇量大，增长速度快)、低-高(初始词汇量小，增长速度快)和低-低(初始词汇量小，增长速度慢)三个亚组。低-高组和低-低组主要通过语音技能、形态技能和其他与阅读有关的认知技能来区分。儿童时期的词汇发展(使用截取和斜率)解释了随后的阅读技能。研究结果表明，词汇发展轨迹不同的群体在语言相关和阅读相关的认知技能上存在差异，词汇量的初始大小和增长速度可能是未来阅读发展的两个预测因素。
In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.
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DOI：
10.1111/j.1469-7610.2010.02311.x
发表时间：
2011-02-01
影响因子：
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作者：
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