阅读是个体积累知识、提升自身素质的重要途径。良好阅读能力的培养可以使儿童受益终生。然而，阅读能力并非是自然而然就可以轻易习得的。因此，儿童的阅读教育和干预受到各个国家的重视。要想了解儿童阅读能力的发展规律并在此基础上有效地促进儿童阅读能力的提升，就需要明确表征儿童阅读能力的指标，并进一步明晰其影响因素和机制。以往研究多仅仅关注儿童阅读理解的能力，而这些仅以阅读理解为核心的研究也较少对处在小学不同阶段汉语儿童的阅读发展规律进行系统地探讨与比较。近些年来，阅读流畅性逐渐进入研究者及教育者的视野。虽然文本层面的阅读流畅性与阅读理解一样，均可以表征儿童的阅读能力，但二者所反映的阅读能力的实质却不尽相同。基于此，本研究致力于通过三个系列研究（共包括六个小研究），在明晰并考虑了二者关系的基础上，逐步阐明汉语儿童阅读理解与阅读流畅性影响机制的共享性与特异性。

研究一通过元分析的方法对过往实证研究中阅读理解与阅读流畅性的关系进行了梳理，并进一步聚焦到小学阶段，对年级的调节作用进行了检验。然而，文献检索的结果表明，以往同时涉及这两个变量的研究多为拼音文字。因此，研究二一方面采用横断设计，对小学一至六年级的汉语儿童进行了测查，分析了同一时间点阅读理解与阅读流畅性相关系数的大小随年级变化的趋势；另一方面采用分年级段的追踪设计，分别对二、四以及六年级的汉语儿童进行为期半年的追踪，分析了不同阅读发展阶段二者的纵向预测关系。在理清了二者的关系之后，研究三首先从影响因素的层面对不同年级二者影响因素的共享性与特异性进行了探讨，以期解释二者横断关系变化的趋势并阐明二者显著的影响因素；其次，基于二者的横断关系、纵向关系及共享的与特异的显著影响因素，对二、四、六年级三个不同发展阶段儿童两项阅读能力的影响机制（字词层面阅读技能的中介作用）进行了比较；最后，通过长时程的纵向研究设计，追踪一年级汉语儿童至六年级，对一年级底层认知技能和元语言意识影响六年级阅读理解及阅读流畅性的中介机制进行了分析和比较。具体研究如下：

研究一通过元分析技术对阅读理解与阅读流畅性的关系进行了系统的梳理，但最终只有一篇汉语研究纳入了元分析。结果表明，整体而言，阅读理解与阅读流畅性存在着密切关系，二者之间呈高等程度的正相关。进一步聚焦于小学阶段，分年级的结果表明，从小学一年级至六年级，阅读理解与阅读流畅性关系效应量的大小有下降的趋势。分组比较的结果表明，年级阶段的调节作用显著，从低年级到中年级再到高年级阶段，二者之间关系效应量的大小显著降低。

研究二包含两个子研究。研究2a以小学一至六年级的汉语儿童为对象进行横断分析，结果表明，除四、五年级间的差异不显著或呈边缘显著外，高年级儿童阅读理解与阅读流畅性的得分要显著高于低年级儿童。与研究一中元分析的结果相一致，就二者的关系而言，从低年级到中年级再到高年级阶段，汉语儿童阅读理解与阅读流畅性横断相关系数的大小呈降低的趋势。研究2b以小学二、四、六年级三个不同年级段的汉语儿童为对象进行为期半年的追踪研究，结果表明，阅读理解与阅读流畅性的纵向预测关系随儿童阅读发展阶段的不同而有所差异。具体而言，对于小学二年级的汉语儿童而言，阅读理解与阅读流畅性之间的纵向预测作用不显著；对于四年级的儿童而言，上学期阅读流畅性可以显著地正向预测下学期的阅读理解；对于六年级的儿童而言，上学期的阅读理解则会反过来显著地正向预测下学期的阅读流畅性。

研究三包含三个子研究。研究3a以小学六个年级的汉语儿童为对象，对阅读理解与阅读流畅性的影响因素进行了比较，结果表明，两项阅读能力在其影响因素层面存在一定的共享性与特异性。一方面，阅读理解与阅读流畅性共享的影响因素主要是字词识别准确性，但其对阅读理解的影响主要体现在早期，而对阅读流畅性的影响虽然也随年级有减弱的趋势，但还是持续到了中、高年级阶段。另一方面，相对而言，语素意识、词汇知识是阅读理解较为独特的影响因素，其中语素意识的直接影响主要体现在早期，而词汇知识的影响则主要体现在中、高年级阶段；而快速命名和字词识别流畅性则是阅读流畅性较为独特的影响因素，二者的影响几乎贯穿了整个小学阶段。

接着，研究3b通过纵向研究，对二、四、六年级三个不同年级段汉语儿童阅读理解与阅读流畅性的影响机制进行了检验和比较。结果表明，对于二年级儿童而言，上学期的语素意识、快速命名均可以通过字词识别准确性影响到下学期的阅读理解与阅读流畅性；同时，上学期的快速命名通过字词识别流畅性影响下学期阅读流畅性的中介效应也显著。对于四年级儿童而言，上学期语素意识和快速命名对下学期阅读理解的间接影响不显著，但二者通过字词识别准确性和字词识别流畅性影响阅读流畅性的中介效应均显著。对于六年级儿童而言，上学期的语素意识、快速命名对阅读理解的间接作用不显著，但上学期的语素意识可以通过字词识别准确性影响下学期的阅读流畅性；同时，上学期的快速命名也可以通过字词识别准确性和字词识别流畅性影响到下学期的阅读流畅性。

最后，研究3c追踪小学一年级的汉语儿童至六年级，探讨和比较了儿童一年级语素意识和快速命名影响其小学末期两项阅读能力的机制的共享性与特异性。结果表明，四年级时的词汇知识在一年级语素意识影响六年级阅读理解的过程中发挥中介作用，而四年级时的字词识别流畅性在一年级快速命名影响六年级阅读流畅性的过程中发挥中介作用。

综合以上结果，本研究指出应当将阅读流畅性作为儿童阅读能力的表征之一，在探讨其与阅读理解的关系以及比较二者影响机制时应该考虑到儿童所处的阅读发展阶段。汉语儿童中阅读理解与阅读流畅性的横断相关关系随年级有降低的趋势，这可能是因为二者在不同年级受到来自不同语言单元因素的影响存在一定的差异。此外，阅读理解和阅读流畅性作为两项关系密切但又本质不同的阅读能力，二者的纵向预测关系随儿童阅读发展阶段的不同而有不同的体现，且二者在不同阶段的影响机制也存在一定的共享性与特异性。最后，从为期五年的长程追踪的结果来看，二者影响机制的特异性而非共享性则更为突显。本研究为了解汉语儿童阅读发展的规律提供了科学的证据，对未来研究和阅读干预也具有重要的启示作用。

Reading is an important way for individuals to accumulate knowledge and improve their quality. The development of reading competence can benefit children throughout their lives. However, reading is not a skill that can be acquired automatically or easily. Therefore, children’s reading education and intervention are valued by the national governments and society. In order to understand the law of children’s reading development and, on this basis, to promote the improvement of children’s reading ability, it is necessary to clarify the indicators representing children’s reading ability and clarify their influencing factors and underlying mechanisms. However, most of the previous studies only focused on children’s reading comprehension, and few of them systematically discussed and compared the influencing mechanisms of children's reading comprehension across the whole elementary school. In recent years, reading fluency gradually came into the vision of researchers and educators. Just like reading comprehension, reading fluency at the text level can represent children’s reading ability, but the nature of reading ability reflected by these two indictors is different. Therefore, through a series of three studies (including six small studies), this study clarified the sharability and specificity of influencing mechanisms of Chinese children’s reading comprehension versus reading fluency on the basis of clarifying their relationship.

In the first study, the relationship between reading comprehension and reading fluency in previous studies was analyzed through meta-analysis, and the effect size of the relationship between reading comprehension and reading fluency in different stages of elementary school was compared. The literature search results of meta-analysis showed that most of the previous studies involving these two variables focused on alphabetic languages. Therefore, the second part of this study, on the one hand, using cross-sectional study design, carried on the survey to six grades in the elementary school respectively, and analysed the cross-sectional relationship between reading comprehension and reading fluency, namely the trend of the effect size of the correlation coefficient changing with grade; On the other hand, a six-month longitudinal study was conducted to investigate the longitudinal predictive relationship between reading comprehension and reading fluency across different stages of reading development, including grades 2, 4 and 6. After clarifying the relationship between two kinds of reading albilities, the third part of this study firstly discussed the sharability and specificity of influencing factors across different grades, in order to explain the trend of the cross-sectional correlation from the level of influencing factors; Then, based on the results of cross-sectional relationship, longitudinal relationship and significant factors, the influencing mechanisms of reading comprehension versus reading fluency (the mediating role of reading skills at the word level) of children at grades 2, 4 and 6 were compared; Finally, using five-year longitudinal research design, the underlying mechanisms by which the cognitive skills and meta-linguistic awareness of the first-grade children affected their reading comprehension and reading fluency in the sixth grade were analyzed.

The first study systematically analyzed the relationship between reading comprehension and reading fluency by using the meta-analysis technique. However, only one Chinese study was included in the meta-analysis. The results showed that, generally, reading comprehension was closely related to reading fluency, and there was a high degree of positive correlation between them. Further focusing on the elementary school, the results showed that the effect size of the relationship between reading comprehension and reading fluency decreased from grade 1 to grade 6. The results of group comparison showed that the moderating effect of grade was significant, and the effect size of the relationship between reading comrephension and reading fluecy decreased significantly from the lower to the middle and then to the higher grades.

The second study consists of two sub-studies. In study 2a, a cross-sectional study was conducted on Chinese children in six grades of elementary school. The results showed that from grade 1 to grade 6, the scores of reading comprehension and reading fluency in higher grades were significantly higher than those in lower grades, except that the differences between grade 4 and Grade 5 were not significant or marginal significant. Consistent with the results of the meta-analysis in Study 1, the correlation coefficient between reading comprehension and reading fluency of Chinese children showed a decreasing trend from the lower grades to the middle grades and then to the higher grades. Study 2b conducted a longitudinal study on Chinese children in grade 2, grade 4 and Grade 6. The results showed that the longitudinal predictive relationship between reading comprehension and reading fluency varied with children’s grade or reading development stage. Specifically, the longitudinal predictive effect between reading comprehension and reading fluency was not significant for Chinese children in grade 2. For children in grade 4, reading fluency in the first semester positively predicted reading comprehension in the next semester. For Chinese children in grade 6, reading comprehension in the first semester significantly predicted reading fluency in the next semester.

The third study consists of three sub-studies. Study 3a took Chinese children in six grades of elementary school as the participants, and compared the influencing factors of reading comprehension versus reading fluency. The results showd that there were sharability and specificity of the influencing factors of reading comprehension versus reading fluency. On the one hand, word recognition accuracy was the main shared factor of reading comprehension and reading fluency, but the influence of word recognition accuracy on reading comprehension was mainly reflected in the early stage of reading development; whereas its role in reading fluency also tended to weaken with the grade, but still continued to middle and senior grades. On the other hand, morphological awareness and vocabulary knowledge were relatively unique factors of reading comprehension, in which morphological awareness played a direct role in the early stage of reading comprehension, while vocabulary knowledge played a significant role in the middle and higher stages. Relatively speaking, rapid automatized naming and word recognition fluency were unique influencing factors of reading fluency, which influenced reading fluency throughout the whole elementary school.

Next, study 3b using longitudinal research design examined and compared the influencing mechanisms of reading comprehension versus reading fluency of Chinese children in three different stages of grades 2, 4 and 6. Results showed that for Chinese children in grade 2, morphological awareness and rapid automatized naming in the first semester significantly predicted the reading comprehension in the next semester via word recognition accuracy, and also could affect reading fluency in the next semester via word recognition accuracy. At the same time, the mediating effect of word recognition fluency in the contribution of rapid automatized naming in the first semester to reading fluency in the second semester was also significant. Secondly, for Chinese children in grade 4, the indirect effects of morphological awareness and rapid automatized naming in the first semester on reading comprehension in the next semester were not significant, whereas morphological awareness and rapid automatized naming of the first semester could predict reading fluency through the accuracy and fluency of word recognition. Finally, for children in grade 6, the indirect effects of morphological awareness and rapid automatized naming on reading comprehension were not significant. However, morphological awareness of the first semester could affect the reading fluency of the next semester via the word recognition accuracy, and rapid automatized naming of the first semester predicted the reading fluency of the next semester significantly via word recognition accuracy and word recognition fluency.

Finally, study 3c conducted a five-year longitudinal study on first-grade Chinese children to explore and compare the underlying mechanisms of the effects of morphological awareness and rapid automatized naming in grade 1 on reading comprehension and reading fluency in grade 6. Results showed that in the control of general cognitive ability, working memory, phonological awareness and orthographic awareness in grade 1, vocabulary knowledge in grade 4 mediated the effect of morphological awareness in grade 1 on the reading comprehension of grade 6, whereas word recognition fluency in grade 4 mediated the effect of rapid automatized naming in grade 1 on the reading fluency of grade 6.

Based on the above results, this study suggests that reading fluency should be regarded as one of the indicators of children’s reading ability, and children’s reading development stage should be taken into account when discussing the relationship and comparing the influential mechanisms between reading fluency and reading comprehension. The cross-sectional relationship between them might weaken with the increase of grade, while the longitudinal prediction relationship varied with children's reading development stage. Additionally, there are sharability and specificity in influencing factors and influencing mechanisms of reading comprehension versus reading fluency across different stages of development, to some extent. Finally, the specificity of the underlying mechanisms was more prominent over a long period of five years for reading comprehension and reading fluency. This study provides evidence for understanding the law of reading development of Chinese children, and has important implications for future research and reading intervention.