讀詞者是指能夠流暢地進行字詞識別和解碼，卻難以很好地理解文本內容的學生。以840名小學一到六年級學生為研究對象，對其進行閱讀速度、閱讀理解、語素意識(包括同音語素意識、同形語素意識和復合語素意識)、漢字識別、口語詞匯、工作記憶、一般智力等測查，通過現狀描述和多分類logistic回歸分析，結果發現:(1)一年級漢語兒童讀詞者的檢出率為0.7%，二年級之后的檢出率在6.5%~10.1%之間;(2)在語言特異性認知因素上，控制了年齡和智力后，與其他學生相比，讀詞者在漢字識別任務上表現較好，在語素意識各個任務及口語詞匯上表現較差;(3)年齡和智力是造成讀詞者比率增加的一般因素;(4)同音語素意識和口語詞匯是造成讀詞者比率增加的語言特異性認知因素。

According to the Simple View of Reading, reading comprehension is the product of word decoding and linguistic comprehension. Both components are necessary for reading comprehension, but neither is sufficient alone. If a child can read words quickly and accurately, but does not understand the meaning of words, he or she will not understand the text. Some readers can efficiently decode the words in the text into their spoken forms without comprehending the passage. These students are called word callers. Although many researchers agree that word callers indeed exist in reading comprehension, few studies pay attention to Chinese word callers and the factors that may impact poor comprehension in Chinese word callers are unknown. The present cross-sectional study involved 840 students(428 males, 412 females) from grade 1 to grade 6 in two primary schools of Shanxi province, China. At the beginning of autumn semester, a battery of measures were administered, including IQ, word list reading, reading comprehension, homophone awareness, homograph awareness, compound word production, character recognition, vocabulary definition and working memory. ANOVAs and logistic regression were conducted to answer three research questions:(1) What was the prevalence of word callers for Chinese children?(2) What were the linguistic and cognitive characteristics of word callers?(3) What are the underlying difficulties in reading comprehension for word callers? The results showed:(1) The prevalence of word callers in Chinese primary schools was similar to that of alphabetic language reader, ranging from 0.7% ~ 10.1% in grade 1 to grade 6. The prevalence of word callers in the first grade was 0.7%, and the prevalence was between 6.5% and 10.1% after the second grade;(2) Controlling for age and IQ, word callers performed better than typical readers in character recognition, however, word callers had poorer performance in morphological awareness and vocabulary definition;(3) The logistical analysis showed that age and IQ contributed to the prevalence rate of word caller, and both standard regression coefficients were significant(β = 0.87, p<0.001; β =-0.43, p < 0.001 respectively);(4) As the linguistic factors, homophone awareness and vocabulary also contributed to the incidence rate of word caller(β =-0.28, p < 0.05; β =-0.30, p < 0.05 respectively). The results demonstrated that not only the general factors(e.g. age and IQ) but also the linguistic and cognitive factors(e.g. homophone awareness and vocabulary) impact poor comprehension in word callers. The phenomenon of word caller in the current study indicates that there is a gap between word reading fluency and reading comprehension for some Chinese elementary-age children. Understanding word caller has both theoretical and practical implication for improving reading instruction.