SATs for Some but Not for All?

How did pupils with special educational needs and their teachers tackle this year's first full run of SATs at Key Stage 1? David Bartlett, senior psychologist, Birmingham Education Authority, was previously coordinator for special needs and bilingualism working with the writing team for Key Stage 1 SATs, Consortium for Assessment and Testing in Schools. He comments on Birmingham schools' experiences with SATs and proposes improvements.     

Reading Is Important

A lot of students think it very diffcult to learn English well.     

英语听力、词汇和阅读理解的应试技巧

分析了英语考试中听力、词汇和阅读理解三方面试题的考试重点和难点,通过解析典型例题,提出了具体的应试技巧,认为在英语考试中解决听力、词汇和阅读理解这三类题型时,有针对性的掌握一些答题的技巧和方法不仅可以提高回答问题的效率,更能够提高考试的质量,达到事半功倍的效果。     

特色是第三位、第四位的

现在有些人、有些部门喜欢抓典型,抓经验,于是到处去找特色.学术也想出经验,成典型,也去天天想着搞出个什么特色来.     

阅读在我们的生活中是非常重要的

<正>阅读在我们的生活中是非常重要的,我们通过阅读可以获取丰富的知识。阅!读不仅能够开阔我们的视野,而且让我们更聪明、更快乐。书读得越多,我们的学!!习能力就提升得越快。阅读也可以帮助我们成长为一个对社会有用的人。!但是,可惜的是,有如此多的活动,如听音乐、看电视、上网等等占居了我们大     

阅读在我们的生活中是非常重要的

<正>阅读在我们的生活中是非常重要的。通过阅读我们可以获取丰富的知识。阅读不仅能够开阔我们的视野,而且能让我们更加聪明和快乐。书读得越多,我们的学习能力就提升得越快。阅读也可以帮助我们成长为对社会有用的人。但是可惜的是很多的活动,如听音乐,看电视,上网等等占据了我们大量的阅读时间。     

The Double-Deficit Theory of Reading Disability Does Not Fit All

The double-deficit theory of reading disability (Wolf & Bowers, 1999) was examined in a sample of 56 reading-disabled and 45 normal-reading elementary school children (aged 8 to 11). As hypothesized, the two groups differed markedly on all phonological analysis tasks and on rapid continuous naming of digits and letters (the double deficits), but they differed as well on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization. Within the reading-disabled (RD) sample, children in the double-deficit subgroup were no more impaired in reading and spelling than those with a single deficit in phonological analysis, and those with a single deficit in rapid naming were no more impaired than those with neither deficit. Multiple regression analyses suggest that a multiple causality theory of RD is more plausible than a double-deficit theory.     

Relation Between Reading Comprehension,Vocabulary, Reading Pleasure,and Reading Frequency

The purpose of this longitudinal study was to determine (a) the degree to which reading comprehension, vocabulary, reading pleasure, and reading frequency later in life can be predicted by earlier measures of the same variables; and (b) the degree to which path models and common-factor models explain the correlational structure of the development of these four aspects of reading. During five years, a cohort of 363 primary school children was followed. A variety of tests for the four aspects of reading was administered in grades 2 through 6. To answer the first question the quasi-simplex model from Guttman and Jöreskog was used. To answer the second question a path model and the ‘multi-wave, multi-variable’ model from Jöreskog and Sörbom was employed. It appeared that the scores for reading comprehension, vocabulary, reading pleasure, and reading frequency measured at a particular point in time could be predicted quite well by measures of the same variables at the preceding point in time. The precision of the prediction for reading comprehension and vocabulary was found to be better than for reading pleasure and reading frequency. Further, a shared common factor did not appear to underlie the development of reading comprehension, vocabulary, reading pleasure and reading frequency. Just as the development of reading comprehension and vocabulary appears to have a common source, the development of reading pleasure and reading frequency also appears to have a common source. Reading pleasure and reading frequency run rather autonomously with respect to reading comprehension and vocabulary. Résumé Cette étude longitudinale avait pour objectifs de déterminer (a) le degré de fiabilité des prédictions de la compréhension de la lecture et du vocabulaire, du plaisir de lire et de la fréquence des activités de lecture par une mesure antérieure des mêmes variables et (b) le degré d’explication des interactions entre l’évolution de ces quatre aspects de la lecture, fourni par l’analyse des pistes causales et les modèles factoriels courants. L’enquête a suivi une cohorte de 363 élèves de l’enseignement primaire pendant cinq ans. Toute une série de tests portant sur ces quatre domaines a été administrée aux élèves du deuxième au sixième degré. Pour répondre à la première question, nous nous sommes servis du modèle “quasi-simplex” de Guttman et Jöreskog. Pour répondre à la seconde, nous avons utilisé l’analyse des pistes causales et les modèles “multi-wave” de Jöreskog et Sörbom. Nous avons constaté que les résultats de la compréhension de la lecture et du vocabulaire, du plaisir de lire et de la fréquence de l’activité de lecture mesurés à un moment détermin? pouvaient être prédits de manière satisfaisante par la mesure des mêmes variables à un moment précédent. La précision de la prédiction de la compréhension de la lecture et du vocabulaire était plus élevée que celle obtenue pour les aspects “plaisir de lire” et “fréquence des lectures”. En outre, aucun facteur commun sous-jacent à l’évolution de la compréhension de la lecture et du vocuabulaire, du plaisir de lire et de la fréquence de la lecture n’a pu être mis en évidence. Nous avons tout au plus constaté que la compréhension de la lecture et du vocabulaire ont une source commune, tandis que le développement du plaisir et de l’intensité de la lecture en ont une autre. Plaisir de lire et intensité de lecture semblent se développer d’une manière plutôt autonome par rapport à la compréhension de la lecture et du voculabulaire. (Traduction: Norberto Bottani, directeur SRED, Genève, Suisse.)     

Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)

Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations.     

研究生的读书技巧

作者总结了在研究生学习期间的读书经验,重点从选择性,广与专的关系,撰写读书笔 记,搜集和处理文献资料,克服读书期间的浮躁心理,保持思维创新过程中的心理优势等方面谈了 自己的心得。     

加强词汇教学是提高阅读能力的关键

英语水平的高低取决于所掌握的词汇量的多少，词汇量的大小直接影响阅读能力和速度，也影响学生应用能力的培养，因此在大学生英语教学中应加可词汇教学，教师应帮助学生学习单词，记忆单词，巩固单词， 尽快地扩大学生的词汇量，提高阅读能力和速度。     

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。     

英语快速阅读的技巧

本文对英语对快阅读中出现的问题进行了分析，并针对这些问题提出了建设性的建议。     

快速阅读技巧

全国英语四级考试新题型中．快速阅读要求考生在15分钟内完成一篇1200字左右的文章和后面的10道题。前面7个题是判断正误（包括NOT GIVEN题型）．后3个是填空题（答案基本都是原文中出现的原词）。从文毫的篇幅和题目的设置都让我们感觉到．     

Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills

Books can be a rich source of learning for children and adults alike. In the present study, the contribution of shared reading and parent literacy to a variety of child outcomes was tested. Child outcomes included measures of expressive vocabulary, morphological and syntax comprehension, and narrative ability (story grammar, cohesion, and language complexity) for book stories as well as personal stories. A total of 106 English-speaking 4-year-old children and their parents participated. As predicted, shared reading accounted for unique variance in children's expressive vocabulary and morphological knowledge after controlling for child nonverbal intelligence, parent education, and parent literacy (i.e., book exposure). Although shared reading predicted syntax comprehension, the effect was mediated by parents' own level of literacy. Contrary to expectation, shared reading was not correlated with any of the narrative measures. Interestingly, the narrative measures for telling stories from a book and telling a personal story were not related to each other and were differentially related to the other child measures, suggesting that book and personal stories may represent different genres requiring different skills.     

旋度为零的矢量场并非都是保守场

本文通过简单的例子对应用矢量与场论的知识进行分析,说明了判断矢量场是否是保守场的具体方法,否定了矢量场的旋度为零就是保守场的错误观点.     

生活最终是指向实用的

如果把“真理是有用的”这句话理解为：真理是能指导实践取得成功的认识，那么，我们完全可以说：能指导实践取得成功的认识就是真理，即“有用就是真理”。其实，生活中人们就是这样想、这样做的。邓小平理论是“管用的”马克思主义。他的“猫论”、摸着石头过河、三个是否有利于，把人们的注意力从注重动机的正误，转变到侧重于效果的优劣，为中国由计划经济向市场经济过渡作了理论上的铺垫。中外实用思想的发展历程说明：人们奋斗所争取的一切都同他们的利益有关，生活离不开实用。实用是东西方不同世界的共同追求。     

From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

This article explores the preschool teachers’ use of concrete and abstract comments and questions within the classroom contexts of storybook reading and guided play to promote classroom conversations. Early childhood educators promote oral language development by creating a language-rich environment in which children become active participants in classroom dialogue. Teachers must intentionally plan and scaffold this learning through interactive storybook reading and storybook extensions using props through guided play. This article provides examples of the types of comments and questions that can serve to model and facilitate children’s vocabulary and comprehensive language development and subsequent literacy skills.