在教育心理学领域，阅读理解及其影响机制一直受到高度关注。前人围绕这个主题进行了大量研究，但对这些研究的回顾发现了几个问题。首先，已有研究大多孤立地聚焦于单一影响因素，对其他因素予以控制，从而忽略了多个因素之间可能的复杂互动和它们对阅读理解的共同（而非简单加权）影响。其次，大多数研究只关注了某一个特定年龄阶段，而较少探讨阅读理解影响因素和影响机制的发展变化。同样地，少数几个同时关注多个影响因素的研究也大多停留在单一的年龄层面上，没有跨多个年龄阶段展开研究。为了解决以上问题，本文从发展的角度出发，跨不同年龄段，研究了多个影响因素对阅读理解的综合影响机制，及影响机制的发展变化趋势。 此外，本文还关注了不同年龄段下，“阅读落后者”（poor reader）的缺陷和成因。在此主题上的相关研究1）大多关注阅读障碍，而较少关注阅读落后；2）大多关注年龄较小的儿童，而较少关注青少年。为了弥补这些不足，本研究探讨了不同年龄段下，阅读落后学生所存在的缺陷及其成因。 来自三个年级的795名中小学学生（四年级258人，七年级253人，十年级288人）参加了实验。结果分析和讨论分四个部分进行。研究一描述了包括推理、阅读动机、词汇量、阅读流畅性等在内的七个阅读理解过程性影响因素的跨年级发展趋势，并通过相关和回归初步探讨了它们与阅读理解的关系。研究二在研究一的基础上，采用了多样本结构方程模型的方法，详细探讨了各影响因素之间的关系；它们对于阅读理解的共同影响；以及不同年级下这种影响机制的稳定性和变化趋势。研究三则探讨了被试的家庭文化背景和阅读行为对阅读理解的各影响因素，及阅读理解本身的影响。研究四比较了不同年级下，阅读落后学生与阅读正常、阅读优秀学生之间在各因素上的差异，并探讨了阅读落后的成因。 研究一的分析结果表明：（1）各阅读理解过程性影响因素，包括背景知识、词汇量、推理、阅读流畅性等随年级升高而显著提高，但阅读动机随年级升高显著降低；（2）这些因素与阅读理解的相关随年级升高有显著变化；（3）多元回归分析发现各因素的内部成分对阅读理解的影响程度各有不同。 研究二的分析结果表明阅读理解影响机制的结构方程模型在四年级和七年级上具有较大的一致性，而在十年级上则与其它两个年级存在一定差异。具体结果如下：（1）在三个年级中，推理、阅读流畅性对阅读理解都有直接影响，背景知识对阅读理解有直接和间接的影响；（2）四、七年级下，词汇量对阅读理解有直接和间接的影响，而在十年级下，词汇量对阅读理解无显著影响；（3）在三个年级下，工作记忆通过推理和阅读流畅性对阅读理解有间接影响；在四、七年级，阅读动机通过推理对阅读理解有间接影响；（4）在三个年级下，积极阅读策略的使用都受到个体阅读动机的直接影响，但它对阅读理解的影响不显著。 研究三的分析结果表明：（1）与低年级学生的父母相比，高年级学生父母的平均学历较低、阅读时间较少、阅读频率较低、亲子阅读活动较少；（2）阅读频率无显著年级差异，阅读时间随着年级的增长有所增加；（3）四、七年级学生的家庭文化背景和阅读行为对多个阅读理解过程性影响因素有显著影响；此外，四、七年级学生的家庭文化背景和阅读行为对其阅读理解也有直接的显著影响；但这两类影响在十年级学生中却未能发现。 研究四的分析结果表明：（1）除了阅读动机之外，四年级和七年级的阅读落后学生在其他六个过程性影响因素上与阅读正常学生相比均显著偏低；十年级的阅读落后学生在词汇量、背景知识和阅读策略使用上与阅读正常学生相比无显著差异，但在工作记忆、阅读流畅性和推理能力上仍然显著偏低；（2）家庭文化背景和阅读行为方面，阅读落后学生的与阅读正常学生差异不大，但是与阅读优秀学生相比则存在显著差异；（3）知识和认知技能的缺陷是导致四、七年级学生出现阅读落后的原因；认知技能的缺陷是导致十年级学生出现阅读落后的原因是。 综上所述，本文从发展的角度探讨了影响中小学生阅读理解的内在心理因素和不同因素之间的相互作用，考察了影响这些因素的外部家庭环境和行为，分析了阅读落后学生在这些因素上的缺陷。这些探讨对于阐明阅读理解的影响机制、丰富阅读理解理论以及丰富“阅读落后”的研究有重要的理论意义，对中小学教师开展阅读教学，提高学生阅读水平，帮助阅读落后学生提供了有力的实践依据。

The factors that influence reading comprehension have been one of the most active research topics in the field of educational psychology. Whereas numerous studies have been done on this topic, a review of the previous work has revealed two issues. Firstly, most of the studies have focused on a single factor and controlled for other factors. Such simplification may have overlooked the complex interactions among multiple factors that jointly, instead of additively, function to influence reading comprehension. Secondly, most of the previous studies have been conducted on a specific age group, instead of on multiple age groups, which allows for investigations of the developmental trends of the influencing factors and their functioning. In an attempt to address these two issues, this paper investigated the mechanism of how reading comprehension was influenced by multiple factors, as well as how the proposed mechanism changes across multiple age groups. Moreover, this paper also investigated, across multiple age groups, factors that may contribute to the emergence of “poor readers”. Previous research on similar topics has 1) mainly focused on reading disorders, few on poor reading; 2) mainly focused on children, few on teenagers and adolescents. To address these issues, this paper studied the contributing factors of poor reading across multiple age groups. Participants were 795 students from two schools in Midwest China, 258 from grade 4, 253 from grade 7, and 288 from grade 10. Results and discussions were divided onto four parts. Part 1 includes the group-mean differences of the influencing factors of reading comprehension: e.g., inference, motivation, vocabulary, and reading fluency. Also, correlation and regression analyses were used as primary analysis of the relationship between these factors and reading comprehension. Following the analyses in Part 1, Part 2 used multi-sample structural equation modeling to investigate the direct and indirect effects of the influencing factors on reading comprehension, the correlational or causal relationships among the factors, and the invariance or differences of these effects/relationships across multiple groups. Part 3 studied the relation of the students’ home literacy environments and parent-child literacy-related activities with the influencing factors of reading comprehension, and with reading comprehension itself. Part 4 compared between students with normal and good reading with students with poor reading on the influencing factors of reading comprehension and proposed several causes of poor reading. The analyses in Part 1 demonstrated that 1) Mean scores of multiple influencing factors, including background knowledge, vocabulary, inference, and reading fluency, increased with grade, however, the score of reading motivation decreased with grade; 2) Correlation coefficients between these factors and reading comprehension differed significantly across different groups; 3) Multiple regression analyses shown different prediction powers of different factors’ sub-components on reading comprehension. The analyses in Part 2 demonstrated, in sum, that the structural equation model which described the effects of the influential factors on reading comprehension showed a high level of invariance across grade 4 and grade 7, however show a moderate level of invariance between grade 10 and the two other grades. Specifically, the results showed that 1) for all three grades, inference and reading fluency had direct effects on reading comprehension; background knowledge had direct and indirect effects on reading comprehension; 2) For grade 4 and 7, vocabulary had direct and indirect effects on reading comprehension, while for grade 10, no such effect was found; 3) For all three grades, working memory had indirect effect on reading comprehension, mediated by inference and reading fluency; similarly, for grade 4 and 7, reading motivation also had indirect effect on reading comprehension; 4) For all three grades, reading motivation had direct effect on the usage of active reading strategies, which however showed no effect on reading comprehension. The analyses in Part 3 demonstrated that 1) compared to grade 4 and 7, parents of grade 10 students had lower education level, less reading time and frequency, less parent-child literacy-related activities, and smaller book collections; 2) No grade difference was found for reading frequency, while reading time increased with grade; 3) For grade 4 and 7, home literacy environments and parent-child literacy-related activities were significantly related to a number of influencing factors of reading comprehension and to reading comprehension, however similar patterns were not found for grade 10. The analyses in Part 4 demonstrated that 1) except for reading motivation, poor readers in grade 4 and 7 showed lower scores on all the other 6 influencing factors of reading comprehension, as compared to normal readers in the same grades; compared to normal readers in grade 10, poor readers in grade 10 did not show significant difference on vocabulary, background knowledge, and active reading strategy, but did show lower scores on working memory, reading fluency, and inference; 2) Poor readers did not show differences on family educational background and reading activities as compared to normal readers, but did show significant differences on these variables as compared to good readers; 3) Results using logistic regression analyses indicated that the poor reader in grade 4 and 7 difficulties could be accurately predicted by low knowledge and low cognitive skills; while only the low cognitive skills can predict the poor reader in grade10. In sum, taking a developmental perspective, the present paper investigated the psychological factors that influence reading comprehension of Chinese primary and middle school students, the interaction between different factors, how they are influenced by external factors including family background and daily reading activities, and how they may influence poor readers. It is hoped that the investigations can contribute to the understanding of the underlying mechanism of reading comprehension and to the body of reading comprehension theories as well as the theories of “poor reader”. As to the field of teaching practice, they may also provide useful guidelines for school teachers to effectively improve their student’s reading comprehension competency, and to help the poor readers in their classes.