阅读能力是个体的发展获得关于外界社会大量信息以及较高的学业成绩的必备条件。 而能否对言语或篇章进行准确高效的意义理解是我们阅读的最终目的，影响着我们的工作、 学习和生活，这对处于学业期的初高中生来说更是重要。大量研究已经证实了阅读相关的 基本的阅读相关认知技能对阅读理解的重要作用，并且近年来基于布朗分布鲁纳的生态环 境系统理论，研究者更多的向家庭读写环境和学生动机这一外一内因素进行扩展，但是以 往研究大多数都只关注一个或两个因素，且主要选取中小学的低年级被试，并较少针对汉 语独特性将家庭读写环境、学生阅读动机和阅读认知技能这三个维度结合到一起考察的。 因此本篇文章综合考虑上述三个因素，目的是探讨如下问题：第一，家庭读写环境与阅读 理解能力的关系是否会受到学生动机和阅读认知技能的中介作用；第二，学生动机与阅读 理解能力的关系是否会受到阅读认知技能的中介作用；第三，语义、语音和字形加工三方 面的阅读认知能力对阅读理解水平有怎样的影响。结果发现：第一，家庭读写环境对阅读 理解能力的影响是通过阅读认知技能的完全中介作用；第二，学生内部动机对阅读理解能 力的影响是正向的，并且是通过阅读认知技能的部分中介作用，学生外部动机对阅读理解 能力的影响是负向的，并且是通过阅读认知技能的部分中介作用；第三，语义加工能力正 向影响阅读理解能力，语音加工能力对阅读理解能力无显著影响，而字形加工能力负向影 响阅读理解能力。本研究的意义在于，对于高年级的学生来说，发展语义加工能力对其阅 读的学习有更加明显的作用；想要学生拥有较强的自主阅读意识，更多的是要激发其内部 动机，而不是通过督促施压等手段增加外部动机；在儿童早期的学习中，家庭为孩子营造 良好浓厚的阅读氛围非常重要，父母要通过一系列的互动增强与儿童的阅读交流频率与质 量，从而为后续多年的学生时期阅读发展奠定良好的基础

Reading ability is an essential condition for individual development to obtain a large amount of information about the outside society and to achieve high academic performance. Whether we can accurately and efficiently understand the meaning of words or texts is the ultimate goal of our reading, which affects our work, study and life, and it is especially important for junior and senior high school students in their academic period. A large number of studies have confirmed that the reading related basic reading related cognitive skills to the important role of reading comprehension, and in recent years, based on Bronfenbrenner’sthe ecological environmentsystem theory, researchers more home literacy environment and student motivation this external factors within an extension, but previous studies mostly focus on one or two factors, In addition, it mainly selects the lower grade subjects of primary and middle schools, and seldom combines the three dimensions of home literacy environment, students' reading motivation and reading cognitive skills according to the uniqueness of Chinese language. Therefore, this paper comprehensively considers the above three factors to explore the following questions: First, whether the relationship between home literacy environment and reading comprehension ability is mediated by students' motivation and reading cognitive skills; Second, whether the relationship between students' motivation and reading comprehension will be mediated by reading cognitive skills; Third, how does the semantic, phonetic and font processing of reading cognitive ability affect reading comprehension level? The results showed that: (1) the influence of home literacy environment3 on reading comprehension was mediated by reading cognitive skills; Second, the influence of students' internal motivation on reading comprehension is positive and partly mediated by reading cognitive skills, while the influence of students' external motivation on reading comprehension is negative and partly mediated by reading cognitive skills. Thirdly, semantic processing ability positively affects reading comprehension ability, phonetic processing ability has no significant effect on reading comprehension ability, and glyph processing ability negatively affects reading comprehension ability. The significance of this study lies in that, for senior students, the development of semantic processing ability has a more obvious effect on their reading learning; If we want students to have a strong sense of independent reading, it is more important to stimulate their internal motivation, rather than to increase external motivation by means of supervision and pressure. In the early learning of children, it is very important for families to create a good and strong reading atmosphere for children. Parents should enhance the frequency and quality of reading communication with children through a series of interactions, so as to lay a good foundation for the development of reading in the following years of school