On the Use and Usefulness of Stress Diacritics in Reading Greek

The assignment of stress when reading Greek can be based on lexical and orthographic information. One hundred and seventy seventh-grade children read lists of isolated words and pseudowords. A large proportion of stress assignment errors were made in pseudoword reading, especially on the items that do not follow the most frequent penultimate stress pattern. Analysis of text corpora indicates that ignoring written stress diacritics would result in less than 1% errors, without taking into account disambiguating effects of context. It is tentatively suggested that, in reading Greek, stress assignment is primarily lexical. The results are consistent with a hypothesis that the bisyllabic trochee is the default metrical frame in Greek.     

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.     

The Effect of Articulatory Suppression on Greek Children's Reading of Greek

Abstract The objective of this study was to investigate the role of phonological recoding in young children's reading of Greek. For this, third‐grade Greek children were asked to read and comprehend text while they were concurrently suppressing subvocal articulation. Their performance (in terms of reading times and free recall) was compared to that of a control group of normal reading. The results showed a disturbing effect of articulatory suppression on the subjects’ reading latencies and retention of text. These findings were taken to imply that third‐grade children's reading of text was partly based upon pre‐lexical phonological representation and also that their retention of text partly depended upon a phonological memory code.     

信息加工阅读法初探

21世纪是信息时代，人们需要不断获取大量的信息，才能适宜社会的发展。阅读是获取信息的最根本的手段。阅读的实质是获取信息。认识心理学把人们的认识心理过程理解为信息的获得、贮存、加工和使用的过程，即信息加工过程。语文阅读是一种认知活动，因此，语文阅读也是一个信息加工过程，这一过程依次包含信息的获取、筛选、整合、贮存、使用五个过程。     

朗读中重音的确定与表达

文章认为，要准确、鲜明、生动地表达作品的思想内容，使作者写作的目的在朗读的过程中得到表现，需要把握好语法重音、逻辑重音、感情重音。     

朗读中重音的确定与表达

要准确、鲜明、生动地表达作品的思想内容,使作者写作的目的在朗读的过程中得到显露,需要把握好语法重音、逻辑重音、感情重音.     

当代阅读困难儿童认知加工过程研究的热点

语音意识、视觉空间认知、工作记忆和元认知与阅读障碍的关系的研究 ,目前已成为西方国家从心理语言学和认知心理学角度对阅读障碍问题研究的热点。语音意识障碍被视为是阅读障碍的主要原因 ;视觉空间认知被视为不可忽视的因素 ;而工作记忆障碍和元认知障碍则是预测阅读障碍的有效指标。这些成果也启发了国内研究者从多角度、深层次地对阅读障碍问题的研究。     

On Lexical Processing in Teaching of College English Reading

As Constructivist theory is applied into lexical processing in teaching of college English reading, understanding word meaning should be seen as a reconstruction rather than a transmission of knowledge. Teachers should set up linguistic environment where students as sociate what they are learning with previous experience, and accomplish the construction of meaning in collaborative circumstance.     

充分地读重在感悟——浅谈小学语文阅读教学的地位、作用及训练方法

阅读教学是语文教学的中心.要从教师阅读的思路转为学生阅读的思路,要以学生潜心读书为本.要通过多种形式的读,悟情传情,培养语感.在读中理解词义,领悟文章内容,把握文章构思的精妙.阅读教学一般可以分为感知性的读、理解性的读、品味性的读、记忆性的读等四个基本步骤.     

Models of Speech Perception and Phonological Processing in Reading

Multiple measures of speech perception, phonological awareness, naming speed, verbal short-term memory, and word reading were concurrently administered to 136 third- and fourth-grade children. Structural equation modeling was used to contrast 5 models of the relations of speech perception and phonological processing skills to reading with IQ controlled. The best-fitting model, the Indirect Model, was one in which the effect of speech perception on reading was mediated by its relations with phonological processing abilities. Naming speed was particularly highly associated with speech perception, possible evidence for the Motor Theory. Phonological awareness was also substantially correlated with speech perception.     

Literature Circles: Reducing Reading Stress

The concept of literature circles is now familiar in American and Australian literature about reading, but it does not as yet have great currency in this country. This article by Charlotte Keefe may do much to change this as it very lucidly explains the benefits of and teaching strategies underlying the use of literature circles. As Charlotte points out, they may do much to alleviate those of children's problems with reading which stem from not seeing the point and deriving little pleasure from the experience.     

Neuroimaging Studies of Reading Development and Reading Disability

Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers.     

Reading Skill and the Processing of Text Structure

Backman, J., Lundberg, I., Nilsson, L.‐G. & Ohlsson, K. 1984. Reading Skill and the Processing of Text Structure. Scandinavian Journal of Educational Research 29, 113‐128. Oral reading speed, free recall and summarization of narrative stories presented on videotex were studied as a function of reading skill, text structure and physical factors such as paragraphing and color cueing of clauses on various levels of importance. A total of 144 subjects (13‐14 years old) participated in the experiment, half of them being rated as poor readers and half as good readers. Good readers outperformed poor readers on all dependent variables. Important propositions were better recalled and were more often included in summaries than less important parts of the texts, especially if they were signalled by a different color. However, the impact of graphical cueing depended on reading skill, text type and task. The interactions were discussed in terms of differences in processing strategies and prior knowledge.     

材料加工工程学科经典著作导读研究

根据多年教学经验以及材料加工工程学科学生的现状,提出了经典著作导读的教学模式,并将其应用于本科生的专业教学中。实践表明,通过引导学生进行经典著作的研读,能够夯实学生的专业基础,拓展其专业国际视野,培养学生的自主学习能力和专业创新能力。在新时代的高等教育中,应积极探索精英人才培养模式、教学内容与课程体系、教学方法的改革,培养"厚基础、重实践、有能力的专业创新型人才"。     

Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.     

朗读中重音的确定与表达

重音是体现语句目的重要手段。语句中陈述、判定的中心词 ,修饰、描摹的关键词语和语句中的呼应词语一般处理为重音。重音的表达除了用重读法外 ,还可用轻说法、放慢拖长法和前后停顿法。     

汉语阅读中词汇通达的认知加工机制

阅读中词汇通达的模型主要有三种,即直通模型、语音中介模型、二重通路模型。汉字是一种不同于拼音文字的表意文字,汉字字形的表意作用大于拼音文字,在汉字词汇通达中,汉语字(词)义的提取可能更符合直通理论的假设,不同于英文更符合双通道理论的假设。所以应针对不同文字类型提出相应不同的词义通达理论,探讨出不同文字类型间认知加工的差异,才能真正弄清汉语阅读的词汇通达机制。     

浅析古希腊文化高度发展的原因

研究古希腊文化发展的原因，是与当时社会的政治、经济、增长率、宗教及对外文化交流高度发展为基础，是古铖腊文化高度发展的一个不可忽视的因素。     

浅议语文教学中延伸阅读的开展

在语文教学实践中教师要从延伸阅读兴趣培养、形式的选择、延伸阅读效果的调控、延伸阅读要注意的问题等方面引导启发学生根据个体实际情况,自觉地在课外选择与课堂所学知识对应、由课堂教学的诸多层面生发延伸开去的相关读物,开展课外延伸阅读,以拓展学生视野,提高学生语文能力,促进学生全面发展。