Diagnosing English reading ability in Chinese senior high schools

To diagnose the English as a Foreign Language (EFL) reading ability of Chinese high-school students, the study explored how an educational theory, the revised taxonomy of educational objectives, could be used to create the attribute list. Q-matrices were proposed and refined qualitatively and quantitatively. The final Q-matrix specified the relationship between 53 reading items and 9 cognitive attributes. Thereafter, 978 examinees’ responses were calibrated by cognitive diagnosis models (CDMs) to explore their strengths and weaknesses in EFL reading. Results showed strengths and weaknesses on the 9 attributes of the sampled population, examinees at three proficiency levels and individual learners. A diagnostic score report was also developed to communicate multi-layered information to various stakeholders. The goodness of fit of the selected CDM was evaluated from multiple measures. The results provide empirical evidence for the utility of educational theories in cognitive diagnosis, and the feasibility of retrofitting non-diagnostic tests for diagnostic purposes in language testing. In addition, the study also demonstrates procedures of model selection and a post-hoc approach of model verification in language diagnosis.     

A comparison of reading aloud,silent reading and follower reading. Which is best for comprehension? / Una comparación de lectura en voz alta,lectura en silencio y lectura de seguimiento. ¿Cuál es mejor para la comprensión?

When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice.     

理解＂阅读脑＂提高儿童阅读素养——儿童阅读的脑科学研究及其教育启示

儿童阅读是一个复杂的研究领域,“阅读脑”的研究成为儿童阅读领域一个崭新的研究方向。近年来,随着脑成像技术的迅速发展,涌现出很多儿童阅读的脑科学研究新成果,这些研究成果表明,儿童阅读是一个多系统的复杂认知过程,儿童阅读学习过程是循序渐进的,不同的发展阶段受不同脑机制的调节;儿童阅读困难在脑机制层面也有新的解读,为传统儿童阅读中的问题解决提供了新的角度,解释并澄清了传统阅读研究中出现的很多争议,为相关问题解决提供了科学的证据。由此,我们应遵循儿童学习阅读过程中的脑活动规律,分阶段设定阅读教学目标;基于儿童阅读的脑与认知科学规律,选择恰当的教学方式;结合儿童阅读困难的脑机制研究,开展差异性阅读教学。     

阅读策略与大学英语阅读能力的提高

以认知理论为依据，在分析了阅读策略等的基础上，探讨了如何提高学生的阅读能力，提出了适合于现代英语阅读教学的新思路。     

语文阅读课堂与原形阅读理论

教材、学生、教师三方各以自己的方式决定着语文阅读课堂的生成。课文是一个相对完整的语文教材基本单位。学生的阅读思维可分为两种:原形阅读——顺着文思流动的方向而流动的阅读思维;超原形阅读——先触摸作者文思,然后跳出作者文思,根据自己的知识经验对课文某一局部或某一方面作思考的阅读思维。教师掌握“原形阅读理论”对于设计阅读教学,提高课堂效率会有直接的帮助。     

试论体验式语文阅读教学

体验对于语文阅读教学具有重要意义,它不仅可以促进学生阅读个性的发展,可以调动学生已有的知识经验,还可以促进情感的内化。体验式语文阅读教学,非常重视学生主体的参与、思想的陶冶和情感的涌动。在阅读教学中,我们可以从阅读兴趣、生活经验、角色转换以及对话交流等角度出发,促进体验的生成,增强阅读教学的魅力。     

Flexible phonics: a complementary ‘next generation’ approach for teaching early reading

We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called ‘Flexible Phonics’. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential, maximally efficient, and truly generative approaches to allow early independence in reading for all children that apply to all words in the opaque spelling system of English. Building from these three principles, contemporary reading theory and evidence from cognitive science, linguistics and scaled educational implementation research, FP embodies a 5-element intervention differentiated to children's current attainment levels. FP augments mandated synthetic phonics through use of quality real books allowing ‘Direct Mapping’ of taught grapheme-phoneme correspondences, targeted oral vocabulary teaching, strategy-instruction on ‘Set-for-Variability’ and targeted preventative intervention for the most at-risk readers to then access wider FP content. Implications for policy and enhanced professional practice in English schools are considered.     

Reading,complexity and the brain

Brain imaging offers a new technology for understanding the acquisition of reading by children. It can contribute novel evidence concerning the key mechanisms supporting reading, and the brain systems that are involved. The extensive neural architecture that develops to support efficient reading testifies to the complex developmental processes that underpin the acquisition of literacy. Here, I provide a brief overview of recent studies, analysed within a cognitive framework of reading development.     

英语专业学习者朗读能力对听力水平的影响

本文从认知心理语言学角度出发,对48位英语专业二年级学生的听力测试和朗读录音数据进行分析,得出如下结论:不论从宏观还是微观角度,英语专业学习者的朗读能力与听力水平相关度均比较高,朗读可以促进学习者听力水平的发展,英语教学中要重视朗读训练。     

体验哲学与体验式教学法在英美文学阅读教学中的应用研究

简要介绍了基于认知语言学和体验哲学理论原则的体验式教学法的提出,及其在英关文学阅读教学中的应用。此教学法从英美文学阅读的教学需要出发,可以引起学生的情感体验,帮助学生准确地理解教学内容。从而促进他们的外语学习和全面发展。     

大学英语教学中认知策略的运用

优化教学模式,提高学生能力,是当前大学英语教学改革的目标。该文以认知策略理论为指导,探讨了大学英语教学的改革思路。首先认知策略的类型,然后从听力、口语、阅读、写作三个方面探讨了认知策略在大学英语教学中的运用。     

基于关键词共现分析的阅读障碍研究热点

借助Bicomb文本挖掘软件和SPSS17.0软件对我国近年来阅读障碍的研究热点进行分析,对高频关键词进行统计分析,经过矩阵转化,构造高频关键词聚类图和高频关键词多维尺度分析图,挖掘出阅读障碍的五大研究领域,分别是阅读障碍的认知和脑机制研究、脑功能和事件相关电位研究、眼动和病例对照研究、发展性阅读障碍的认知研究、阅读理解障碍的教育对策。     

The development of verbal efficiency,metacognitive strategies,and their interplay

This article explores the interplay between low-level reading subcomponents, metacognitive aspects of reading, and how this relation changes developmentally. First, theories relevant to the question of how subcomponent efficiencies, available resources, and metacognitive aspects of reading interrelate are reviewed. Second, research documenting increases in a reader's subcomponent efficiencies is briefly surveyed. Next, research revealing the child's developing metacognitive competencies is explored. To conclude, compensatory-encoding theory (Walczyk, 1993) is used to propose a model of the development of the interplay between resources, subcomponent efficiencies, and metacognitive aspects of reading. Diagnotic and intervention implications are considered.     

当代大学生阅读倾向中值得关注的几个问题

本文阐述了当代大学生阅读倾向中所存在的层次性、盲从性、功利性、指定性、消遣性几个主要特征,就如何加强对大学生阅读的引导提出了相应的对策。     

Reading practice in Irish primary classrooms: too simple a view of reading?

This article investigates issues surrounding the adoption of the ‘simple view’ of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish teachers. This article argues that a less simple view of reading recognising the importance of cognitive flexibility, metacognition and explicit comprehension strategy instruction in reading needs to be promoted among all educators. A lack of emphasis on such explicit reading comprehension instruction has been found to be a common thread in research conducted in the United States, in England and in Ireland and is often linked to reading underachievement. Hence, the authors conclude that the implementation of a more holistic and inclusive ‘balanced’ model of reading development is immediately imperative in reading classrooms, both in Ireland and internationally.     

Metacognition,comprehension monitoring,and the adult reader

This article provides an overview and synthesis of the current literature on metacognition and comprehension monitoring among adult readers. It is organized around three major research questions: (1) How do adults conceptualize their own comprehension-fostering and comprehension-monitoring activities? (2) How effectively do adults evaluate and regulate their ongoing efforts to understand? (3) How successfully do adults assess the final products of their comprehension efforts? Cutting across these broad issues are questions concerning metacognitive differences as a function of reading ability, academic success, domain expertise, developmental level, and task variables. The research reveals that adults' conceptions of how they comprehend and how they monitor their comprehension are quite variable. In general, those who have more expertise, who are better readers, and who are more successful students seem to have greater awareness and control of their own cognitive activities while reading. The research also reveals that adults evaluate and regulate their ongoing efforts to understand, although there is considerable room for improvement in these skills. Finally, the research shows that adults are remarkably unsuccessful at assessing how well they have comprehended a text and whether or not they are ready to take a test on the material. The article closes with a discussion of recent intervention efforts aimed at enhancing the metacognitive skills of adult readers.     

Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects

Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.     

Evolution and development of folk knowledge: Implications for children's learning

Abstract

A central theoretical issue in evolutionary developmental psychology concerns the relation between evolved systems of folk knowledge and academic learning in modern schools. A model for conceptualizing motivational biases, cognitive competencies (e.g., language), and children's inherent developmental activities that compose these systems of folk knowledge is presented. Implications for children's learning of culture-specific academic competencies, such as reading, and associated motivational and instructional issues are then discussed. The thesis is that the motivational, cognitive, and developmental systems that compose folk knowledge are not sufficient for academic learning, but are the foundation from which academic competencies are built. Implications for educational theory and research are profound     

Perspectives on dealing with reading difficulties

ABSTRACT

Learning to read is an expectation rather than an exception in society today. Despite this, some children experience reading difficulties. The purpose of this article is to review recent and seminal research on reading difficulties through the lenses of three perspectives: cognitive, social and cultural and interactive. The three perspectives are reviewed and the contribution they make to our understandings of how to support children with reading difficulties are considered. The implication of these perspectives on instruction is explored by examining one contentious contemporary debate in the field of reading instruction; choice of texts to support reading development. To conclude, an argument for a more holistic approach to reading difficulties is provided with reference to two contemporary assessment tools.