The Establishment Of Children's Reading Database And The Exploration Into The Mechanism Of Reading Acquisition

Language is an important characteristic of human being,which is closely related to our survival.Children's reading ability can predict individual learning ability and life achievement.How can children acquire reading ability?In addition to the traditional behavioral and brain imaging experiments,the database based children's corpus can also provide us with another perspective of group dimension,which can be combined with the data of adult reading behavior to investigate the potential impact of early children's reading experience on adult reading skills.Children's reading corpus was of great value.Children's corpus analysis can not only help us understand the characteristics of language input in different stages of reading acquisition,but also provided important linguistic resources for Chinese reading and other psycholinguistic studies.There were still some deficiencies in the existing domestic database of children in terms of size and age.This study analyzed the characteristics of language input in different stages of reading acquisition by building a large-scale children's Reading database,combining with children's database and adults' database,and took the influence of children's word frequency,contextual diversity and other language characteristics on adult's word reading skills as an example to explore the influence of early reading experience on adult's reading acquisition.This study focused on the following points:(1)Study 1 and study 2 improve the existing domestic children's corpus in terms of scale and age,and establish a large-scale and more close to children's daily life reading corpus for pre-school(4-6 years old)and primary school(7-12 years old).(2)Based on the comparison between the self built pre-school and primary school children's reading corpora and the existing large-scale adult corpora,study 3 investigated the statistical characteristics(word frequency,word contextual diversity,etc.)of pre-school,primary school and adult proficient reading.(3)Based on the pre-school and primary school children's reading corpus and adult's corpus,combined with corpus technology and behavioral research,Study 4 preliminarily explored whether the language contact experience of pre-school,primary school and adult proficient reading could predict individual's naming reaction time of single-character word and double-character word in adult reading stage.In study 1 and study 2,the process of building reading corpus for preschool and primary school children was presented.The results of study 3 showed that there existed a significant positive correlation between the word frequency and contextual diversity of each reading acquisition stage.With the development of the reading acquisition stage,the contextual diversity(CD)of onomatopoeia,animal nouns and other words decreased in the database,while the contextual diversity of words with stronger ion and higher socialization increased in the database.The differences between the contextual diversity the word frequency ranking of the common high-frequency and high-CD words were not obvious.Among the statistical characteristics of Chinese words,contextual diversity in adult proficiency stage and primary stage along with the stroke number of the first word of double-character words could significantly predict the response time of word naming task.The contextual diversity of single-character word in adult reading stage,the frequency of single word in primary school stage and the stroke number of single word can significantly predict the naming reaction time of adult single word.In conclusion,word frequency and contextual diversity were important factors affecting word acquisition.The word frequency and context diversity in the low reading acquisition stage could significantly predict that the word experience in the early reading acquisition stage of high reading stage and context diversity could affect the performance of reading tasks in the proficiency stage.The influence of word frequency during reading acquisition on individual reading processing still existed after entering the stage of adult reading proficiency,and to a certain extent,it was independent of the word frequency and contextual diversity of adult words.