反馈和互动对外语网络阅读能力的影响

随着计算机和网络技术的发展,语言教学中使用网络进行教学越来越受到人们的重视,相关的教学试验也验证了网络教学的问题和优点．运用网络和软件进行学生的外语阅读理解能力的培养,相关的试验目前还不是很多．如何使反馈和互动运用到网络教学中,使有效反馈与互动和网络阅读教学结合,具有一定的理论和实践意义．     

CET公共英语考试阅读理解部分应试技巧

CET考试中阅读理解部分相当重要，在考试中，考生应注意掌握一定的阅读方法，把握阅读速度，应用机应的阅读技巧，以便在答题中准确、快捷的找到答案，提高考试成绩。     

The Skills of Improving Reading Ability

Speaking and listening are important to them who wants to improve their ability in English.It is the same to reading.The paper focuses on the skills of improving reading ability.An efficient reader determines beforehand why he is reading a particular selection and he decides which strategies and skills he will use to achieve his goal.There are two basic skills: language skills and reading skills.     

推理技巧在英语阅读理解中的运用

推理判断与阅读密不可分,它直接影响着阅读效率。结合实例介绍和说明阅读中常用的推理技巧,帮助学生在实践中加以运用,以达到提高其阅读效率和质量的目的。     

Reading Comprehension and Search Skills in the Subject Areas

Every school should have an organised policy for language across the curriculum establishing every teachers' involvement in language and reading development throughout the years of schooling. Language for Life     

阅读理解的技巧和归宿

本文就阅读理解的有关技巧和目的,从实践的角度和理论的高度,进行了一些讨论,目的是为了引起英语学习者对于技巧训练的重视,使得阅读更有针对性,更富于成效。此外兼谈阅读理解与综合英语教学上的一些区别。     

英语阅读理解题解题思路技巧谈

英语考试的阅读理解题型是对考生心理素质和分析判断能力的一种重要测试,只有保持良好的心志,依据题型特点,抓住中心,透章,重视语感,猜测等解题方法,才能收到准确快速的答题效果。     

Effects of Repeated Reading with the Instruction of Different Task on Improving Reading Comprehension for High School Students

Effective reading strategies are essential for student reading success.This paper studied the effects of repeated reading on the comprehension for high school students.Two classes of students with 50 in each were asked to read repeatedly and the control group with no intervention reading a new text.Results show that the repeated reading has a positive effect on reading comprehension especially when the reading task was finished under the instruction of different task contents.Discussion focused on future research on reading strategies for high-school students.     

改善大学生英语阅读水平的策略研究

提高学生英语阅读水平的主要策略与方法有三:一是教师转变教学观念,提高理论水平;二是培养学生良好的阅读习惯;三是重视对学生进行系统的英语阅读策略训练。     

Answering the New SAT Reading Comprehension Questions Without the Passages

It has been reasonably well established that test takers can, to varying degrees, answer some reading comprehension questions without reading the passages on which the questions are based, even for carefully constructed measures like the Scholastic Aptitude Test (SAT). The aim of this study was to determine what test-taking strategies examinees use, and which are related to test performance, when reading passages are not available. The research focused on reading comprehension questions similar to those that will be used in the revised SAT, to be introduced in 1994. The most often cited strategies involved choosing answers on the basis of consistency with other questions and reconstructing the main theme of a missing passage from all of the questions and answers in a set. These strategies were more likely to result in successful performance on individual test items than were any of many other possible (and less constructrelevant) strategies.     

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the Woodcock–Johnson Passage Comprehension subtest (WJPC), and the Reading Comprehension test from the Peabody Individual Achievement Test (PIAT). Modest intercorrelations among the tests suggested that they were measuring different skills. Regression analyses showed that decoding, not listening comprehension, accounts for most of the variance in both the PIAT and the WJPC; the reverse holds for the GORT and both QRI measures. Large developmental differences in what the tests measure were found for the PIAT and the WJPC, but not the other tests, both when development was measured by chronological age and by word reading ability. We discuss the serious implications for research and clinical practice of having different comprehension tests measure different skills and of having the same test assess different skills depending on developmental level.     

上下义理论在解答阅读理解主观题型中的运用

上下义理论是重要的语义理论之一,在英语教学中具有很大的指导意义。阅读理解在英语教学中占有重要的位置,主观题型又是难点所在。主观题型中需要进行概括和总结的这一特点又和上下义关系理论的特点相吻合。本文尝试利用上下义理论来指导英语的阅读理解教学。     

试论大学生思维技能与英语阅读能力的培养

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。     

浅议提高英语阅读速度的方法与技巧

本文从培养良好的阅读习惯和掌握科学的阅读方法等四个方面简要地介绍了提高英语阅读速度的技巧.     

大学英语阅读教学模式探索

为了有效地提高学习者的阅读理解力和英语综合运用能力,大学英语阅读教学应选择适当的教学模式,激发学习者的阅读兴趣,讲授基本的阅读策略,培养和提高认知推理能力。     

Development of Lexical Mediation in the Relation Between Reading Comprehension and Word Reading Skills in Greek

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique contribution of word reading to comprehension became negligible after vocabulary measures were entered in hierarchical regression analyses, particularly for higher grades, suggesting that any effects of decoding on comprehension may be mediated by the lexicon, consistent with lexical quality hypothesis. Structural modeling with latent variables revealed an invariant path across grades in which vocabulary was defined by its covariation with reading accuracy and fluency and affected comprehension directly. It is argued that skilled word reading influences comprehension by strengthening lexical representations, at least when phonological decoding can be relatively effortless.     

英语阅读理解题型漫谈

在各类英语考试中 ,阅读理解都占有很大的比重 ,一般来说 ,占总分数的三分之一左右。因此 ,阅读理解部分做得成功与否 ,是决定英语考试能否取得理想成绩的关键。如果把握好阅读理解部分 ,那就很可能取得较好的成绩。但是 ,怎样才能把握好这部分呢 ?首先 ,最好对所读的材料有所了解。从题材方面 ,阅读材料涉及的面很广 ,通常有各国概况、天文地理、历史典故、名人轶事、政治风云、交通运输、环境保护、地球科学、宇宙探索等。这就要求考生在平时多读文章、书籍或杂志 ,尽量对各方面的知识有所了解。从文章体裁上看 ,多为记叙文、说明文和议论…     

A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties

This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice.     

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy.