該研究得出以下主要結論：兒童在所有任務上的分數隨著年齡的增長而提高；因素分析表明因子結構在不同年齡組呈現出一致性，4個主要的因子——語素意識、速度、語音意識及工作記憶對兒童閱讀能力的發展起著至關重要的作用；速度是伴隨元語言意識加工的，而工作記憶相對獨立於元語言意識；學前兒童呈現出不同於學齡兒童的模式。在學前，語素意識和語音意識是相互分離的，兒童入學後語素意識和語音意識的加工成為整合的加工模式；在評價這4個因子對兒童閱讀的貢獻時，結構方程模式分析表明語素意識是最為重要的因子，其次是語音意識，速度和工作記憶。同時該研究還發現，漢字命名及流暢性閱讀兩個任務成為測量兒童閱讀能力發展的兩個最好的指標。該研究對中國兒童閱讀能力的發展和測評提供了實證性的證據，並且對中國兒童的閱讀教學和測評有著重要的應用價值。
摘要Abstract
The purpose of this study was to investigate the development of children’s reading proficiency through kindergarten to sixth grade.The three research questions were: (1) what was the Chinese children’s reading developing trends from kindergarten to sixth grade ?(2)what factors were playing the crucial roles in children’s reading development? What are the relationships among rapid naming, working memory and metalinguistic awareness?(3)what tasks were the best indicators of effectively measuring children’s development of reading proficiency.2447 students in kindergarten, first, second, fourth and sixth grade were stratified randomly selected from thirteen public schools participated in this study in Beijing.All participants completed an assessment battery designed to measure phonological awareness, morphological awareness, RAN, working memory, character naming and fluent reading.The results showed that all of the scores on measures in reading proficiency increases as their grade increases.The factorial structure indicated equivalence of the factorial structure across grades. The four main factors of morphological awareness, speed, phonological awareness and working memory were significantly contributing to Chinese children’s development of reading proficiency.Speed is one aspect of metalinguistic awareness.Working memory is relatively independent from metalinguistic awareness. The study also revealed that the character naming and fluent reading both tasks are the best indicators for measuring children’s development of reading proficiency.The results provided empirical evidence regarding assessment of Chinese children’s reading proficiency cross grades, and