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影响少数民族学生阅读理解能力的语言及认知因子研究———以藏族和彝族小学生为例
, 2020摘要 本研究对两组12岁的少数民族学生(66名藏族学生和45名彝族学生)和1组12岁的汉族学生 (42名) 的汉语叙述性和说明性文本阅读能力进行了比较。我们假设言语工作记忆, 正字加工和句子加工这三个因子分别有两个指标能预测三组学生语篇理解的不同表现。通过结构方程建模和多元回归分析, 我们发现言语工作记忆、正字加工和句子加工对汉语叙述性和说明性语篇理解的组间差异有很大的预测作用。因此, 要提高少数民族学生阅读理解能力必须要加强汉字, 词语和句子的结构及其功能教学。
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