图书情报工作

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2025 , Vol. 69 >Issue 15: 14 - 25

DOI: https://doi.org/10.13266/j.issn.0252-3116.2025.15.002

研究论文

家庭读写环境对儿童阅读能力的影响机制研究

  • 白宇婷 ,
  • 马捷 ,
  • 姚金凤
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  • 1 吉林大学商学与管理学院 长春 130022;
    2 吉林大学信息资源研究中心 长春 130022;
    3 长春汽车经济技术开发区第四小学 长春 130062
白宇婷，硕士研究生，E-mail: byting101@163.com；马捷，教授，博士，博士生导师；姚金凤，书记，校长，一级教师。

收稿日期: 2024-08-07

  修回日期: 2025-02-22

  网络出版日期: 2025-07-21

基金资助

文系国家社会科学基金年度重点项目“面向阅读障碍群体的公共阅读服务研究”（项目编号：23ATQ005）研究成果之一。

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Study on the Influence Mechanism of Home Literacy Environment on Children’s Reading Ability

  • Bai Yuting ,
  • Ma Jie ,
  • Yao Jinfeng
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  • 1 School of Business and Management, Jilin University, Changchun 130022;
    2 Information Resources Research Center, Jilin University, Changchun 130022;
    3 NO. 4 Primary School of Changchun Automobile Economic and Technological Development Zone, Changchun 130062
Bai Yuting, master candidate, E-mail: byting101@163.com; Ma Jie, professor, PhD, doctoral supervisor; Yao Jinfeng, secretary, president, first-grade teacher.

Received date: 2024-08-07

  Revised date: 2025-02-22

  Online published: 2025-07-21

Supported by

This work is supported by the National Social Science Fund of China project titled “Research on Public Reading Services for Population with Dyslexic” (Grant No. 23ATQ005).

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摘要

[目的/意义] 发现家庭读写环境对儿童阅读能力的影响机制，指出家庭读写环境及阅读自我效能感在儿童阅读能力发展中的作用，为揭示儿童阅读能力发展的动态机制提供新视角，在此基础上结合S-O-R模型提出改善儿童阅读能力的建议，为提升儿童家庭读写环境提供参考。[方法/过程] 以二年级、四年级、六年级学生为研究对象，通过问卷调查法收集家庭读写环境数据，通过儿童阅读自我效能感量表及阅读能力测试收集儿童数据，运用统计分析法对数据进行处理和分析，揭示家庭读写环境、阅读自我效能感与儿童阅读能力之间的关系，探究三者之间的影响机制。[结果/结论] 研究表明，家庭读写环境对儿童阅读能力显著影响且存在年级差异，家庭读写环境对儿童阅读能力的直接影响随年级升高而减弱；阅读自我效能感的中介作用具有阶段性特征，高年级学生的阅读自我效能感在家庭读写环境、读写资源对儿童阅读能力的影响中均起部分中介作用，阅读自我效能感的基本能力感在家庭读写环境对儿童阅读能力的影响中起部分中介作用。

关键词： 家庭读写环境; 阅读能力; 阅读自我效能感; S-O-R模型

本文引用格式

白宇婷 , 马捷 , 姚金凤 . 家庭读写环境对儿童阅读能力的影响机制研究[J]. 图书情报工作, 2025 , 69(15) : 14 -25 . DOI: 10.13266/j.issn.0252-3116.2025.15.002

Abstract

[Purpose/Significance] This study aims to explore the mechanism through which the home literacy environment affects children’s reading ability, revealing the roles of the home literacy environment and reading self-efficacy in the development of children’s reading ability. It provides a new perspective for understanding the complex process of children’s reading ability development. Based on this, suggestions for improving children’s reading ability are proposed by integrating the S-O-R model, offering references for enhancing the home literacy environment for children. [Method/Process] Taking second, fourth, and sixth-grade students as the research subjects, data on the home literacy environment were collected through questionnaires, while data on children’s reading self-efficacy and reading ability were gathered using the children’s reading self-efficacy scale and reading ability tests. Statistical analysis methods were employed to process and analyze the collected data, revealing the relationships between the home literacy environment, reading self-efficacy, and children’s reading ability, and exploring the influence mechanisms among the three. [Result/Conclusion] The results show that the home literacy environment has a significant impact on children’s reading ability, with differences across grades. The direct impact of the home literacy environment on children’s reading ability weakens as the grade level increases. The mediating effect of reading self-efficacy demonstrates stage-specific characteristics. In higher grades, reading self-efficacy plays a partial mediating role in the influence of the home literacy environment and reading materials on children’s reading ability. Specifically, the basic ability dimension of reading self-efficacy partially mediates the impact of the home literacy environment on children’s reading ability.

Key words： home literacy environment; reading ability; reading self-efficacy; S-O-R model

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