赵英 - 南京师范大学

个人简介

赵英，北京师范大学心理学部发展与教育心理学博士，现为南京师范大学心理学院讲师。承担课题国家社会科学基金重大项目：残疾人语言障碍与学习机制研究（13&ZD188），参与，已结题。教育部基础教育质量监测中心委托课题：义务教育阶段四（八）年级学生语文学习质量监测测试工具研制（AD201909、AD201806、2015AD011等），参与，已结题。认知神经科学与学习国家重点实验室开放课题：残疾儿童语言障碍的认知神经机制研究（CNLYB1311），参与，已结题。教育部哲学社会科学研究重大课题攻关项目：学生语言能力发展研究（11JZD041），参与，已结题。个人荣誉博士研究生国家奖学金河南省优秀应届大中专毕业生北京师范大学研究生学术创新奖特等奖

研究领域

主要为汉语儿童的语言与阅读发展，研究兴趣包括（但不限于）元语言意识、字词识别、流畅性与理解等认知因素;家庭阅读环境、学业情绪、效能感等非认知因素;汉语儿童阅读能力的教学促进

近期论文

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Zhao, Y., & Wu, X. (2022). Predicting reading fluency in Chinese deaf and hard of hearing students: Contributions of character recognition, expressive vocabulary, and syntactic awareness. American Annals of the Deaf, 166(5), 663–680. Zhao, Y., Wu, X., Sun, P. & Chen, H. (2021). Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 26(4), 546–555. Zhao, Y., & Wu, X. (2021). Impact of visual processing skills on reading ability in Chinese deaf children. Research in Developmental Disabilities, 113, 103953. Zhao, Y., Wu, X., Chen, H., Sun, P. Xie, R., & Feng, J., (2020). Exploring the potential impact of sentence-level comprehension and sentence-level fluency on deaf students’ passage comprehension. Journal of Speech, Language, and Hearing Research, 63, 2281–2292. Zhao, Y., Sun, P., Xie, R., Chen, H. Feng, J., & Wu, X. (2019). The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese. Research in Developmental Disabilities, 92, 103444. Zhao, Y., Wu, X., Sun, P., Xie, R., Feng, J., & Chen, H. (2019). The relationship between morphological awareness and reading comprehension among Chinese children: Evidence from multiple mediation models. Learning and Individual Differences, 72, 59–68. Zhao, Y., Cheng, Y., & Wu, X. (2019). Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: Evidence from a longitudinal mediation model. Reading and Writing, 32(8), 2013–2036. 赵英，伍新春，谢瑞波，冯杰，孙鹏，陈红君.（2020）. 视觉语言对听觉障碍人群阅读能力的影响及作用机制. 心理科学进展， 28（6）， 969–977. 赵英，伍新春，陈红君.（2019）. 汉语儿童语素意识对阅读理解的影响：默读流畅性的中介效应. 心理发展与教育， 35（4）， 430–438. 赵英，程亚华，伍新春，阮氏芳.（2016）. 汉语儿童语素意识与词汇知识的双向关系：一项追踪研究. 心理学报， 48（11）， 1434–1444. Sun, P., Zhao, Y., Chen, H. & Wu, X. (2022). Contribution of Linguistic Skills to Word Reading in DHH Students. Journal of Deaf Studies and Deaf Education, 1–14. https://doi.org/10.1093/deafed/enac003 Xie, R., Xia, Y., Wu, X., Zhao, Y., Chen, H., Sun, P., & Feng, J. (2021). The role of morphological awareness in listening comprehension of Chinese blind children: The mediation of vocabulary knowledge. Psychology Research and Behavior Management, 14, 1823–1832. Xie, R., Wu, X., Nguyen, T. P., Zhao, Y., & Feng, J. (2020). Bidirectional longitudinal relationship between Chinese children’s compounding awareness and vocabulary knowledge from Grades 3 to 6. Journal of Research in Reading, 43(4), 482–495. Feng, J., Liu, C., Li, M., Chen, H., Sun, P., Xie, R., Zhao, Y., & Wu, X. (2019). Effects of blindness on mismatch responses to Mandarin lexical tones, consonants, and vowels. Hearing Research, 371, 87–97. Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T. P., Zheng, M., Zhao, Y., & Sun, P. (2017). Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from Grade 1 to Grade 2. Reading Research Quarterly, 52(1), 91–104. 陈红君，赵英，伍新春，孙鹏，谢瑞波，冯杰.（2019）. 小学儿童词汇知识与阅读理解的关系：交叉滞后研究. 心理学报， 51（8）， 924–934. 程亚华，周婷娜，赵英，李虹，伍新春.（2019）. 小学低年级儿童阅读流畅性的发展轨迹及其对阅读理解的预测作用. 心理发展与教育， 35（6），686–696. 伍新春，赵英.（2018）. 听障儿童情绪发展的特点及促进. 中国听力语言康复科学杂志， 16（3）， 170–173.