基于拼音文字发展起来的简单阅读观，是一个得到广泛验证和认可的青少年儿童阅读获得的模型，它指出影响阅读理解的两种成分是解码和语言理解。本研究的主要目的是根据汉语这种表意文字的特殊性，探讨汉字正字法知识、词切分能力以及阅读流畅性对解码、语言理解和阅读理解的影响机制，从实证的角度探讨和验证汉语阅读获得的理论模型。 本研究以二年级和四年级的学生为研究对象。其中有二年级学生168人，学生平均年龄为8.14岁（SD=0.71），其中男生84人，占总人数50%，女生84人，占总人数的50%。四年级学生153人，学生平均年龄为9.96岁（SD=0.42），其中男生83人，占总人数54.2%，女生70人，占总的45.8%。对这些学生实施识字测验、正字法测验、听力理解测验、词切分测验、阅读理解测验和阅读流畅性测验。首先对测验进行质量分析，然后使用结构方程模型验证本研究提出的假设模型，以及使用偏差校正后的非参数Bootstrap法来进行中介效应的检验。 研究结果表明：（1）在汉语中，简单阅读观的有效性得到验证。模型结果显示，阅读理解包含解码和语言理解两个成分。同时两个成分之间不是独立存在的，二者之间是相互关联的。（2）在汉语中，解码的测量除了一般所测量的识字能力外，还应该包含正字法知识的测试。此外，解码对于阅读理解的作用即使到了高年级（四年级）也同样具有重要作用。（3）在汉语中，词切分对解码、语言理解以及阅读理解都具有重要的影响，实际的数据支持了基于词切分的汉语简单阅读观模型。（4）在汉语中，阅读流畅性不能加入简单阅读观中，同时也不能成为解码和语言理解与阅读理解之间的中介变量。

Simple view of reading (SVR) is one model that attempts to explain the reading acquisition of students in phonetic language, which has been well supported and verified by empirical findings. According to it, the two important elements of reading are decoding and linguistic comprehension. Chinese, as one of ideographic language, is different from the language that the model is initially applied to, and has its own special characteristics. The aim of present study was to explore the influence mechanism of Chinese character orthographic knowledge, word segmentation ability and text oral fluency on decoding, linguistic comprehension and reading comprehension. The participants were students from Grade 2 and Grade 4. In Grade 2, there had 168 students, including half boys and half girls, and their average age was 8.14 (SD=0.71). In Grade 4, there had 153 students, including 83 boys (54.2%) and 70 girls (45.8%), and their average age was 9.96 (SD=0.42). All the students took six tests Chinese character recognition, Orthographic knowledge, listening comprehension, word segmentation, reading comprehension and text oral fluency. We firstly analyzed the parameters of all items in the tests, then we used structural equation model method to test the hypothetical models and offset correction of non-parametric Bootstrap method to test the mediating effect between variables. The results of this study showed that (1) SVR was applicable to Chinese writing systems, and reading comprehension had two important elements, decoding and linguistic comprehension. The two elements were correlated, not dissociated. (2) The measurement of decoding should not only include Chinese character recognition, but also Orthographic knowledge. In addition, decoding had significant effect on reading comprehension, even if children were in higher grade (e.g. fourth grade). (3) word segmentation had important influence on decoding, linguistic comprehension and reading comprehension, and the data analysis supported the model of SVR in Chinese was based on word segmentation. (4) Text oral fluency wasn’t one element in SVR, and wasn’t the mediator variable between decoding and reading comprehension, the same result in linguistic comprehension and reading comprehension.