现代社会，阅读理解能力对学生的成长和发展至关重要。在心理学和教育学领域中，越来越多的研究者关注阅读理解能力的习得、发展、评估和指导等。研究者们普遍支持，阅读理解是一个动态的构建过程，成功的阅读理解反映了多种技能和能力的存在。基于已有的阅读理解理论、模型和研究，本研究从认知和元认知加工的角度出发，探究了阅读中理解的加工过程和能力组成，提出了阅读的理解成分层级加工任务模型（CM-CHPT），并在此基础上开发了理解的成分层级加工任务（CHPT），用于评估个体的阅读理解能力。
本研究的研究对象为183名来自全国133所学校的大学生。研究工具为自编的成分层级加工任务、解码测验、阅读理解测验和成分加工任务。首先，本研究基于已有的阅读理解理论、模型和研究，构建了阅读的理解成分层级加工任务的理论模型，并在该模型的指导下开发了成分层级加工任务。接着，研究一通过项目分析、信效度分析评估了成分层级加工任务的质量。最后，研究二构建了结构方程模型，验证了阅读理解的成分层级加工任务模型中对各个加工过程间层级关系的假设。
研究结果表明：（1）阅读理解是一个读者自主参与的动态过程，推理和理解监控在其中具有重要作用。（2）CM-CHPT的模型拟合良好，阅读理解的加工过程包括解码过程、文本建构过程、整合过程和理解监控过程。阅读理解加工的初始阶段为解码过程，读者会将书面文字提取为心理意义单元（命题），用于后续的加工。第二阶段为文本建构过程和整合过程中的知识获取阶段。在文本建构过程中，读者会逐步形成文本的微观结构和宏观结构，最终形成完整的文本库；在知识获取阶段中，读者会基于命题信息，在长时记忆中提取相关的先验知识和经验。第三阶段为整合过程中的知识整合阶段，读者将会整合文本库与激活的相关知识和经验，形成较为连贯完整的情境模型。理解监控过程在整个加工过程中并行发生。随着阅读进程的不断推进，读者最终形成了完整连贯的情境模型，实现了成功的阅读理解。（3）CHPT具有良好的信效度，个体阅读的理解能力包括文本记忆、局部推理、全局推理、知识获取、知识整合和理解监控六部分。
本研究中，CM-CHPT提出的阅读理解加工阶段和理论层级结构，为研究者们提供了分析阅读理解的新视角，对未来指导开发阅读理解能力测验具有一定的理论价值，对学校的阅读教学具有重要的指导意义。同时， CHPT可以用于评估不同年龄阶段学生阅读理解能力的发展状况，用于建立客观的阅读理解能力评估量尺。 
 

In 21st century, reading comprehension is critical to the development of students. In psychological and educational fields, researchers are paying more and more attention to the acquisition, development, assessment and teaching of reading comprehension. It is generally supportted that, reading comprehension is a dynamic and constructive process, thus, successful reading comprehension reflects many different abilities. Based on the classical theoretical models and research, this study, from the cognitive and metacognitive processing perspective, explored the sub-process and ability composition of reading comprehension, and proposed a Comorehension Model of Component Hierarchy Process Task of Reading (CM-CHPT). Based on this model, a Component Hierarchy Process Task (CHPT) was developed.
The subjects of this study were 183 young adult students from 133 universities and colleges. The tools were CHPT, decoding tests, reading comprehension tests, and Component Process Task. Based on classical theories, models and tests of reading comprehension, this study constructed the theorecial hypothesis of CM-CHPT. Then, this research developed CHPT based on CM-CHPT. In the first study, correlation analysis, reliability analysis, and validity analysis were used to evaluated to quality of CHPT. And in the second study, a structural equation model was constructed, in order to verify the hierarchical relationship among the various processing processes proposed in the CM-CHPT.
The results showed that: (1) Inferencing and comprehension monitoring played an important role in reading comprehension, as reading comprehension is dynamic process, which need the readers participate autonomously. (2) The CM-CHPT fitted well, which means the reading comprehension process includes decoding, text construction, integration and comprehension monitoring. In a single porcess, the initial stage is decoding process, in which the reader extracts the written text into propositions. The second stage includes text constrcution process and knowledge access in integration process. In the text constrcution process, readers will form the microstructure and macrostructure of the text, and finally form a complete textbase. Meanwhile, in the integration process, readers will extract relevant information from long-term memory based on proposition. The third stage is knowledge integration in integration process, readers will integrate the textbase and relevant knowledge, and form initial situation model. Besides, comprehension monitoring happens parallelly during the whole process of reading comprehesnion. With the recycle of theses sub-process, readers would form a complete and coherent situation model and achieve successful reading comprehension. (3) CHPT has qualified reliability and validity. The ability of reading comprehension includes six parts, text memory, local inferencing, global inferencing, knowledge access, knowledge integration and comprehension monitoring.
In this study, the processing stages and theoretical hierarchy relationship proposed by CM-CHPT provides researchers a new perspective to analyze reading comprehension. This model also has theoretical value for guiding the development of reading comprehension tests, and school reading teaching. Besides, CHPT can be used to evaluate the development of individual reading comprehension ability, and to establish an objective ability assessment scale.