家庭和学校环境对儿童语音加工与阅读发展关系的调节机制

Environmental and cognitive factors are considered as two important cornerstones of children's reading development. Previous researches have focused on their independent contribution to reading development. However, environmental and cognitive factors may interact on reading development. Using questionnaire survey, psychological experiment and neuroimaging technology, the present project will combine the environment, cognition and reading together to explore the modulation mechanisms of family and school environment on the relationship between children’s phonological processing and reading development. Study 1 will clarify the developmental trends of the correlation between phonological processing skills and reading abilities. Study 2 and Study 3 will further explore the modulation of family and school environment on the relationship between phonological processing and reading development, from the behavioral and brain levels respectively. Findings of this project will enrich the theoretical models of reading development. It will promote the cooperation between family and school and improve children's brain development and reading ability in China.

环境因素和认知因素被认为是儿童阅读发展的两大基石。已有研究着重从环境或者认知一个层面探讨其对阅读发展的独立贡献。然而，在现实情境中，两者可能通过交互作用共同影响儿童的阅读发展。因此，本项目将结合问卷调查、心理学实验以及神经成像技术，将以前相互分离的环境、认知和阅读结合起来，系统探讨家庭和学校环境对语音加工与阅读发展关系的认知神经调节机制。研究一将阐明低年级儿童和高年级儿童语音加工技能与阅读能力相关的发展趋势。研究二和研究三将分别从家庭环境和学校环境两个层面，揭示环境对语音加工的技能和脑区与阅读能力关系的调节机制。研究结果将丰富和完善阅读发展的理论模型，推进家校合作创设良好的环境，在教育实践中促进中国儿童的脑发育和阅读能力的提升。

本项目结合问卷调查、心理学实验以及神经成像技术，将以前相互分离的环境、认知和阅读结合起来，系统探讨了家庭和学校环境对语言加工与阅读发展关系的认知神经调节机制。首先，研究发现了家庭环境对语言发展与阅读相关脑结构的调节效应。具体来讲，对于家庭环境（亲子阅读互动）良好的儿童，无论语言发展快慢，儿童的弓形束都得到了正常发育，也就是语言发展与弓形束发育无相关。对于家庭环境不利的儿童，如果语言发展较慢，儿童的弓形束发育缓慢，如果语言发展正常，儿童的弓形束发育正常，也就是语言发展与弓形束发育显著相关。这体现了良好家庭环境对儿童脑发育的保护作用。学校环境并没有发现相关的调节机制。另外，我们还发现了语言相关的静息态脑连接对家庭环境与阅读行为的中介机制。最后，利用基于图论的分析方法，我们刻画出儿童阅读的脑网络特点，并进一步探讨家校环境对复杂脑网络的影响。研究结果丰富和完善了阅读发展的理论模型，为阅读教学中的家校共育提供了实证支持。