Abstract

This study investigated whether listening comprehension played a mediator role between vocabulary and reading comprehension. 127 Mandarin-speaking children were longitudinally assessed at 6;4, 6;10, 7;4, and 7;10. Data were collected in four batteries of tests implemented at the beginning of first grade (T₁); at mid-first grade (T₂); at the beginning of the second grade (T₃); and at mid-second grade (T₄). Participants’IQ, decoding, vocabulary breadth and depth knowledge were measured at T₁, listening comprehension at T₂, and reading comprehension at T₃ and T₄ respectively. Path analysis was utilized for analysis. Vocabulary breadth was found to contribute to reading comprehension via a full mediator role of listening comprehension with a lapse of 1 and 1.5 years; however, vocabulary depth directly influenced reading comprehension with the same time lapse over the effect of decoding and listening comprehension.

摘要

本研究调查听力理解是否在词汇和阅读理解之间起中介作用。127 名说普通话的儿童在 6;4、6;10、7;4 和 7;10 时接受了纵向评估。在一年级开始时实施的四组测试中收集数据（T ₁）；在一年级中（T ₂）；在二年级开始时（T ₃）；和在二年级（T ₄）。参与者的智商、解码、词汇广度和知识深度在 T _{1 时}测量，听力理解在 T _{2 时测量}，阅读理解在 T ₃和 T _{4 时测量}分别。路径分析用于分析。发现词汇广度通过听力理解的完全中介作用对阅读理解有所贡献，时隔 1 年和 1.5 年；然而，词汇深度直接影响阅读理解，同时影响解码和听力理解的效果。