为了更好地理解语素意识和字词阅读能力在词汇知识和阅读理解间的作用，本研究分别用词汇定义、同音语素意识、同形语素意识、复合语素意识、部件知识、汉字识别、词表阅读以及阅读理解来考察小学1年级169名学生的词汇知识、语素意识、字词阅读能力和阅读理解。本研究假设：（1）词汇知识能显著预测阅读理解；（2）语素意识在词汇知识和阅读理解间起中介作用；（3）字词阅读能力在词汇知识和阅读理解间起中介作用；（4）字词阅读能力在语素意识和阅读理解间起中介作用；（5）语素意识和字词阅读能力在词汇知识和阅读能力间起链式中介作用。采用结构方程模型的方法，结果发现：（1）词汇知识能显著预测阅读理解；（2）语素意识在词汇知识和阅读理解间起中介作用；（3）字词阅读能力在词汇知识和阅读理解间不起作用；（4）字词阅读能力在语素意识和阅读理解间起中介作用；（5）语素意识和字词阅读能力在词汇知识和阅读能力间起链式中介作用。研究结果总体上验证了先前的假设。该结果说明，词汇知识主要通过两个途径影响阅读理解：一种是通过语素意识最终影响阅读理解；另一种是通过语素意识和字词阅读能力的链式作用最终影响阅读理解。

To better understand the role of morphological awareness and word reading in the relation of vocabulary knowledge and reading comprehension, a sample of total 169 typically developing Grade 1 students was assessed on measures of verb definition, homo phone awareness, homo graph awareness, compounding word awareness, sematic radical function, character recognition and word list reading as well as reading comprehension to assess vocabulary knowledge, morphological awareness, word reading and reading comprehension. It is hypothesized that: 1) Vocabulary knowledge has a significant influence on reading comprehension; 2) Morphological awareness mediates the relation of vocabulary knowledge and reading comprehension; 3) Word reading mediates the relation of vocabulary knowledge and reading comprehension; 4) Word reading mediates the relation of morphological awareness and reading comprehension; 5) Morphological awareness and word reading co-mediate the relation of vocabulary knowledge and reading comprehension. Structural equation model analyses revealed that: 1) Vocabulary knowledge has a significant influence on reading comprehension; 2) Morphological awareness mediates the relation of vocabulary knowledge and reading comprehension; 3) Word reading does not mediate the relation of vocabulary knowledge and reading comprehension; 4) Word reading mediates the relation of morphological awareness and reading comprehension; 5) Morphological awareness and word reading co-mediate the relation of vocabulary knowledge and reading comprehension. The results basically demonstrated the hypotheses above. It means that the vocabulary affects the reading comprehension in two ways: one is through morphological awareness; another is through the co-mediation of morphological awareness and word reading.