CAJ | 학술논문

探讨不同汉字解码技能在小学生阅读理解发展中的作用。208名二、四年级学生完成了认读准确性、流利性、声旁意识、形旁意识等汉字解码技能测验及阅读理解和言语理解测验。结果表明，汉字解码技能是阅读理解变异的重要来源。汉字认读准确性对二、四年级学生的阅读理解均有显著的独立贡献，汉字认读流利性仅对二年级学生有显著的独立贡献，声旁与形旁意识没有显著的独立贡献。结果对认识儿童阅读发展及有效促进阅读学习具有启示。
탐토불동한자해마기능재소학생열독리해발전중적작용。208명이、사년급학생완성료인독준학성、류리성、성방의식、형방의식등한자해마기능측험급열독리해화언어리해측험。결과표명，한자해마기능시열독리해변이적중요래원。한자인독준학성대이、사년급학생적열독리해균유현저적독립공헌，한자인독류리성부대이년급학생유현저적독립공헌，성방여형방의식몰유현저적독립공헌。결과대인식인동열독발전급유효촉진열독학습구유계시。
Learning how to decode the print is the primary task for children after entering into elementary school. Decoding is about converting written symbols into sound and meaning. Researchers often tested decoding skills by word reading accuracy, grapheme-phoneme corresponding rules （GPC rules） using and word reading fluency. In alphabetic languages such as English, decoding was repeatedly revealed as playing an important role in reading for early graders. However, the importance might decrease as children entered into higher grades. In Chinese, there are a large number of semantic - phonetic compound characters, which contain a semantic component that gives a clue to meaning and a phonetic component that may give a clue to pronunciation. In contrast to English, there are no direct and transparent corresponding rules like GPC for Chinese character reading. Chinese character decoding skills also can be examined with respect to character reading accuracy, Chinese character orthography-phonology and orthography - semantic connection rules and character reading fluency. The present study aimed to examine the roles of various Chinese character decoding skills in Chinese reading comprehension among native Chinese - speaking children in grade 2 and grade 4. One hundred and two 2nd graders （45 boys, 57 girls, mean age =8.33 years; SD =0.33） and 106 4^th graders （50 boys, 56 girls, mean age = 10.43 years; SD =0. 35） completed Chinese language comprehension test, Chinese reading comprehension test, Chinese character reading accuracy test, Chinese character reading fluency test, phonetic decoding and semantic radical decoding test. Results showed that after controlling for the effects of Chinese language comprehension, Chinese character decoding skills significantly accounted for considerable amount of variance of Chinese reading comprehension at both 2^nd grade and 4^th grade. Among the four character decoding skills, after controlling for the effects of language comprehension and other Chinese character decoding skills, character reading accuracy significantly accounted for unique variance of Chinese reading comprehension in both 2^nd grade and 4^th grade; character reading fluency accounted for unique variance Of Chinese reading comprehension in the 2^nd grade, but not in the 4^th grade ; phonetic decoding and semantic decoding didn＇ t account for unique variance in either grades significantly. These results were discussed with respect to the educational implications of Chinese reading instruction in elementary grades.