共查询到20条相似文献,搜索用时 93 毫秒
1.
2.
吴云珍 《常熟理工学院学报》2005,19(5):84-86
阅读技能和阅读方法是提高英语阅读能力的重要因素,本文通过对英语阅读技能中的思维技能、思维手段及其发展趋势的分析,探讨如何提高大学生英语阅读能力的行之有效的途径。 相似文献
3.
英语阅读技能是最重要的语言技能之一,是发展其他语言技能的基础和前提,也是学生必须掌握的学习技能之一。本文剖析了影响高职高专学生英语阅读能力的因素以及应对策略,以便于在教学中针对薄弱环节有的放矢,加强阅读技能的训练,培养和提高学生阅读理解能力。 相似文献
4.
郭占燕 《中国科教创新导刊》2010,(5):124-125
英语阅读技能是最重要的语言技能之一,是发展其他语言技能的基础和前提,也是学生必须掌握的学习技能之一。本文首先剖析了影响高职高专学生英语阅读能力的因素以及应对策略,以便于在教学中针对薄弱环节有的放矢,加强阅读技能的训练,培养和提高学生阅读理解能力。 相似文献
5.
戴谦 《阜阳师范学院学报(社会科学版)》2007,(1):107-108
阅读是一种重要的语言行为,有效地培养阅读技能是大学英语教学的主要任务之一。本文通过对大学英语阅读技能重要性的分析,提出在大学英语教学过程中培养英语阅读兴趣的原则和培养提高阅读技能的几个环节。 相似文献
6.
英语阅读智能是指读者阅读英语时所需要的智力.它体现在阅读中的猜词能力、推理判断能力、概括能力等方面,在解决阅读理解问题中起着决定性作用.英语阅读技能是指读者阅读英语时所运用的技能.它包括用眼技能、阅读习惯、阅读方式等.本文旨在对英语阅读及其智能和技能在英语阅读中的作用进行分析和阐述. 相似文献
7.
8.
阅读作为基础语言技能,习惯和教学方法非常重要。教学中训练阅读技能和培养阅读习惯比提供语言知识更为重要。教师在课堂上应少讲解,多培养,指导学生实践,并通过大量阅读材料,让学生高效地习得语言阅读技能。 相似文献
9.
英语阅读写作一体化教学就是把阅读教学和写作教学自然地结合起来,在培养学生阅读技能的过程中提高其写作技能,在训练学生写作技能的过程中提高其阅读能力,实现以阅读帮助写作、以写作促进阅读的良性循环。本文介绍了与写作相结合的阅读策略以及与阅读相结合的写作策略。 相似文献
10.
运用词典的技能、猜测技能、推断技能、预测技能、掠读技能、寻读技能是英语阅读技能的重要组成部分,本文对这些技能进行了专门论述,对提高英语阅读学习有一定的指导意义。 相似文献
11.
全阅读教育理念与儿童早期阅读 总被引:1,自引:1,他引:0
基于全语言教育的全阅读教育理念强调为幼儿早期阅读提供多重开放的阅读情境、对象与方式、途径等.遵循这一阅读理念,有助于克服当前早期阅读教育单调、枯燥,被等同于识字教育等弊端.幼儿园应在开展绘本式阅读,让儿童在阅读绘本过程中深刻体会童年意义的基础上,多组织开展环境式阅读,促进幼儿亲社会性品质的形成;在亲子共读中感受亲情的温暖与支持,形成良好的阅读习惯与浓厚的阅读兴趣;在阅读自然之书中形成亲近自然的和谐精神. 相似文献
12.
曲英梅 《齐齐哈尔师范高等专科学校学报》2002,21(1):90-91
本通过阐释阅读原理,剖析种种影响阅读速度的原因,提出一整套克服发声读,摇头读,指读,倒读及心读等阅读陋习的方法,从而在理解的基础上提高阅读速度,培养阅读能力。 相似文献
13.
随着新课程标准对高中语文整本书阅读提出了明确的规划和要求,整本书阅读教育理念正逐步渗透到高中语文阅读教学中。通过分析当前高中语文阅读教学模式存在的不足之处,结合整本书阅读教育理念,采取厘清阅读轻重,进行有效阅读;营造阅读氛围,增进阅读兴趣;创建阅读分享与奖励机制,优化阅读体验等方式,进行整本书阅读教育理念下高中语文阅读教学模式的创新与优化,以期促进学生更好地阅读理解与进步。 相似文献
14.
15.
Amanda P. Goodwin A. Corinne Huggins Maria S. Carlo Diane August Margarita Calderon 《Reading and writing》2013,26(9):1387-1415
This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding. The role of word reading and reading vocabulary as mediators of this relationship was also explored. Results showed that fourth grade morphological awareness did not make a significant unique direct effect on fifth grade reading comprehension, controlling for phonological decoding, word reading, and reading vocabulary. Fourth grade morphological awareness did, though, make a unique moderate total contribution to fifth grade reading comprehension with reading vocabulary, but not word reading, mediating the relationship when controlling for phonological decoding. In contrast, phonological decoding made a nonsignificant total contribution to reading comprehension with neither word reading nor reading vocabulary mediating the relationship when controlling for morphological awareness. Alternative models were also explored, showing the importance of including both predictors in a model of ELL reading comprehension, primarily to include the support of phonological decoding to word reading and the support of morphological awareness to reading comprehension via reading vocabulary. Results highlighted the importance of morphological awareness in facilitating reading comprehension via improving reading vocabulary knowledge, and also the potential of interventions involving morphological instruction to support reading achievement for Spanish-speaking ELLs. 相似文献
16.
We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self‐perception of reading skill, self‐perception of reading speed, actual reading skill and actual reading speed to determine the relations that exist. The results supported our predictions. Primarily, self‐perceived reading speed strongly correlated with self‐perceived reading skill, whereas the correlation between actual reading speed and actual reading skill was low. Next, a multiple regression analysis showed that self‐perception of reading speed significantly predicted self‐perception of reading skill after controlling for actual reading skill. Lastly, how highly correlated reading skill was with self‐perceived reading speed was found to affect how accurately one perceived his or her reading skill. Consequently, the study results suggest a negative impact of self‐perceived reading speed on accuracy of self‐perceived reading skill, as hypothesised. 相似文献
17.
Marloes M. L. Muijselaar Nicole M. Swart Esther G. Steenbeek-Planting Mienke Droop Ludo Verhoeven Peter F. de Jong 《Scientific Studies of Reading》2017,21(3):194-209
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies. 相似文献
18.
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. 相似文献
19.
开展课外阅读活动,对培养农村学生的课外阅读能力和语文素养有重要的作用。农村语文教师可以采取以下策略培养学生的课外阅读能力:创设阅读环境,营造浓厚的阅读氛围;激发阅读兴趣,做学生的阅读榜样;制定阅读规则,培养良好的阅读习惯;开展读书活动,在趣味阅读中激发活力;转变家长观念,形成家校合力。 相似文献
20.
Minna Torppa Pekka Niemi Kati Vasalampi Marja-Kristiina Lerkkanen Asko Tolvanen Anna-Maija Poikkeus 《Child development》2020,91(3):876-900
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading. 相似文献