The child,the text and the teacher: reading primers and reading instruction

From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the stricture of the time and, second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces, which fostered a particular, morally formative relation among teacher, child and text.     

The teaching of reading to the visually handicapped child

EDUCATING AN URBAN PEOPLE: THE NEW YORK CITY EXPERIENCE edited by Diane Ravitch &; Ronald K. Goodenow. Teachers College Press, 1981. 287 pp.

TEACHER DEVELOPMENT by Robert F. McNergney and Carol A. Carrier. New York: Macmillan Publishing Company Inc., 1981.     

汉语与英语阅读的区别及语言体系

本文将着力探讨母语与第二语言的阅读的异同之处,尤其是在文化方面的差异,如语言文化内容或背景知识认知体系,形式上的（或字面的）认知体系、语言学（或语言）认知体系等。     

外语阅读课堂教学策略

本文首先叙述了外语阅读课堂教学的本质，然后详细分析了课堂教学的两个核心因素；教师的教学策略和学生的学习策略，以及这两个策略在课堂教学中的具体操作和运用。     

阅读的心理过程模式与外语阅读教学

20世纪60年代以来,随着认知心理学和心理语言学的发展,阅读的心理过程研究先后出现了"自下而上"的信息加工模式;"自上而下"的语言心理模式以及"交互模式和图示理论.其中的交互模式与图式理论对外语教学有较大的影响.     

Neurological basis of language and reading

The central theme of this article is that contemporary neuroanatomical-neurolinguistic models which conceptualize language and reading as multidimensional, interactive functional systems are more able than earlier localizationist viewpoints to contribute to our understanding of individual differences. After providing a theoretical rationale for this position based on Luria (1973,1980), three modern neuroanatomical-neuroloinguistic models, derived from the extensive case study literature of adult asphasia, alexia, and acquired dyslexia, are discussed. Specifically, the Geschwind-Dejerine model of reading which stresses involvement of classical perisylvian structures in the left hemisphere, Bastian's (1898) competing model which postulates more bihemispheric involvement in reading, and a neurolinguistic model to account for the different ways surface, phonological, and deep dyslexics access meaning, are critically evaluated in terms of their empirical validation, utility, and limitations for understanding individual differences. Finally, suggestions for future research are offered.     

Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners

This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.     

浅谈阅读对于小学生语文学习的重要性

阅读是小学生语文学习课程中最重要的环节之一,也是学生理解和掌握新知识的基础,笔者就阅读在小学生语文学习中的重要性结合工作谈谈自己的认识。     

商务日语阅读与语言经济学

本文引入语言经济学理论,提出了商务日语阅读课程与语言经济学理论结合的改革新思路,探讨了经济原则与效用原则在商务日语学习中的作用,为更好地推动商务日语教学和商务日语学科的建设提出了尝试性建议。     

The simple view of second language reading throughout the primary grades

In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners.     

文化能力对目的语阅读理解的影响

影响目的语阅读理解的因素很多.本文以交易阅读模型的理论为基础,在充分考虑阅读理解本质特征的前提下,提出文化能力(广义)对目的语阅读理解水平起着决定性的作用,并从文化能力的组成部分--目的语语言能力、背景知识水平及母语呈现水平三方面阐述其对阅读理解的巨大影响.     

The relationship between language and reading in bilingual English-Arabic children

The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic??a Semitic language characterized by diglossia??in which the oral and written varieties differ across language components. This study examined the relationship among multiple components of language, namely, phonology, morphology, and vocabulary and reading outcomes in 83 bilingual English-Arabic children. Results revealed associations between phonological awareness skills across English and Arabic. These associations did not hold for morphological awareness skills. Results also revealed that for Arabic and English, phonological awareness predicted word and pseudoword reading accuracy and vocabulary predicted reading comprehension. These findings are consistent with the tenets of the extended version of the Triangle Model of reading, which underscores the importance of multiple language components in predicting reading outcomes. Implications for future research, early intervention, and instruction with bilingual children are highlighted.     

Oral English language proficiency and reading mastery: The role of home language and school supports

The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.     

Examining the relations between reading fluency and reading comprehension for english language learners

This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc.     

提高韩语阅读能力的教学方法探究

韩语阅读能力是一项重要的韩语语言基本能力。韩语阅读教学是培养学生能够快速成为具有专业知识技能和外语交际能力人才的有效途径。本文从分析影响韩语专业学生提高阅读能力的问题人手,有针对性地提出了多种行之有效的提高韩语阅读能力的教学方法。     

Toward modeling reading comprehension and reading fluency in English language learners

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed.     

The effects of child maltreatment on language development

The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay.