已有的相当一部分研究表明过多接触电子媒体对儿童的阅读能力的发展 存在负向的影响,但也有研究得到与之相反的结论。除此之外,大部分有关电 子媒体对儿童阅读能力影响的研究集中在电视等传统电子媒体上。而近年来 新兴的移动电子媒体具有传播范围更广、儿童接受度更高等特点，其会对儿童 阅读能力的发展造成何种影响仍缺乏相关的实证研究，结果尚不明确。因此, 本研究选取阅读流畅性和阅读理解得分来表征儿童阅读能力，研究移动电子 媒体的使用是否会对儿童的阅读能力造成影响。本研究以 104 名小学六年级 以及初一学生作为被试,根据儿童使用移动电子媒体的用途和时间将使用情 况分为六个维度,使用默读的句子验证测验来评估阅读流畅性,使用国际性阅 读评价项目 PIRLS 的测验样题《倒立的老鼠》来评估阅读理解能力,探究移动 电子媒体和阅读能力之间的关系。研究结果表明，儿童阅读流畅性与移动电子 媒体使用情况均无显著的相关；总移动电子媒体使用时间与儿童阅读理解成 绩无显著相关；儿童工作日使用移动电子媒体娱乐情况与其阅读理解成绩呈 现边缘显著的负相关，周末使用移动电子媒体学习情况与其阅读理解成绩呈 现显著的正相关；但在加入了性别变量进行回归分析后并未得到显著结果。

A considerable number of studies have shown that excessive exposure to electronic media has a negative impact on the development of children's reading ability, but some studies have reached the opposite conclusion. In addition, to research the impact of electronic media on children's reading ability, most of the research focus on the traditional ones. In recent years, the emerging mobile electronic media has the characteristics of wider communication range and higher acceptance by children. What impact it will have on the development of children's reading ability isstill lack of relevant empirical research, and the results are not clear. Therefore, this study selects reading fluency and reading comprehension scores to represent children's reading ability, and studies whether the use of mobile electronic media will affect children's reading ability.In this study, 104 students in Grade 6 and grade 1 of primary school were taken as subjects. According to the purpose and time of children's use of mobile electronic media, the use of mobile electronic media was divided into six dimensions. The sentence verification test of silent reading was used to evaluate reading fluency, and the test sample of International Reading evaluation project pirls "inverted mouse" was used to evaluate reading comprehension ability, so as to explore the relation—ship between mobile electronic media and reading ability.The results show that there is no significant correlation between children's reading fluency and the use of mobile electronic media. There was a marginal significant negative correlation between children's use of mobile electronic media entertainment on weekdays and their reading comprehension scores. There was a significant positive correlation between their use of mobile electronic media on weekends and their reading comprehension scores. However, after adding gender variables for regression analysis, no significant results were obtained.