阅读中句子语境的研究

句子语境在阅读加工中占有重要地位。关于句子语境条件下词的认知的研究 ,始于英文阅读中的研究。语境效应的来源及效应产生的作用点等问题是句子语境研究的焦点。由此产生的三种理论模型分别为 :词 -词激活模型、基于课文的模型及混合模型。快速系列视觉呈现、跨通道及眼动技术是句子语境效应的研究方法。目前 ,研究中存在的问题是实验材料的评定、各种实验任务的运用以及中文文字的特殊性和研究方法的差异性     

A History of Errors in the Analysis of Oral Reading Behaviour

Abstract Behavioural analyses of oral reading behaviour have ascribed different functions to errors and the correction of errors. Two positions are discussed. One is the legacy of Skinner which views errors as problematic and which advocates near error‐less learning. The other position views errors and potential errors as providing opportunities for self regulation and enhanced feedback. On the basis of recent research this paper argues that errors can have generative and inhibiting effects on oral reading, depending on the instructional context and the literacy goals of the classroom.     

Developing Information Fluency in Introductory Biology Students in the Context of an Investigative Laboratory

Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study.     

Effects of Item Order and Context on Estimation of NAEP Reading Proficiency

What can be learned about the effects of item order and context on invariance of item parameter estimates? Are common-item equating methods appropriate when measuring trends in educational growth?     

《近代汉语读本》札记四则

《近代汉语读本》中刽子熬肉多样时一家等的注释尚有不足。在近代汉语中,刽子常用来称呼执行死刑的人,下面并不脱手字;熬肉的熬指干煎;而并非在微火上煨熟;多样时即多时,样不是误字。一家在文中指每人,不是大家。这些用法在近代文献、相关辞书以及各地方言中可以找到依据。     

语境在大学英语阅读理解中的作用

语言的理解依赖于语境,语境理论对大学英语阅读理解起着重要作用。只有借助语境才能正确理解词义、句意和篇章。教师要培养学生的语境意识,进而提高学生的篇章解读能力。     

The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children

What began as a case study of intergenerational initiatives in university-based early childhood programs evolved into a comparative study of two different program implementation processes. Despite operating with the same goals, university partners, and resources, two early childhood centers pursued fundamentally different strategies for launching their intergenerational programs. One site followed what we call an explicit intervention with a set timeline and series of planned steps for finding, placing, and involving seniors in classroom activities. The other pursued what we call an emergent (or organic) strategy with no predetermined plan for finding senior volunteers and integrating them into classroom activities. Drawing on data collected from interviews with program staff and parents, and observations of intergenerational activities, this study serves to describe, compare, and contrast these alternative program initiation strategies. Both models are effective, but represent different approaches to valuing the contributions of older adults in the lives of young children.     

具体化与读者在阅读中的能动作用

“具体化”是接受关学中的一个重要概念,指的是读者在阅读过程中,对文本中“不确定”和“意义空白之处”,通过积极想像填充完成的活动。“具体化”概念体现了读者是文学活动中的接受主体,文学作品的最后完成、存在价值,文学意义的最终实现都依赖于读者在阅读过程中的能动性阅读。同时,因读者的个人背景不同,文本的“具体化”因人而异,“具体化”也就期待着读者加强文学素养、提高文学阅读能力,以达到文学价值的最大化实现。     

试论语境知识在阅读教学中的运用

在语文教学中 ,引导学生根据语境把握词义是一个重要的环节 ,其方法是准确揣摩词语本义 ,清除歧义 ;灵活把握词语的特殊含义 ;探究词语的隐含意义。     

全语言教育理念下的幼儿早期阅读

幼儿早期阅读的重要性早已得到广大教育者的认可和重视,但目前在幼儿早期阅读实践中存在着大量问题,已严重影响了幼儿早期阅读作用的发挥。本文将幼儿早期阅读置于全语言教育的视域下进行考察,提出整体性学习、整合性学习、开放式语言教学等建议,以为提升幼儿早期阅读效果提供参考。     

图像时代背景下对学生阅读方式的反思

随着信息技术的飞速发展,图像时代已经来临,大多数学生的阅读方式也随之发生了很大的偏移,对视觉效果刻意追求的,存在着很多局限。这就需要以合理的教育价值观对学生的阅读方式进行引导,转变学生的角色,从传统阅读方式中的被动地位向读图时代的主动地位转变。     

语境在阅读理解中的作用

阅读理解和语境是密切相关的;语境对阅读理解有巨大的制约力,语境可以排除歧义,可以帮助理解语篇中的省略意义,可以帮助确定所指和理解隐含的意义。     

课堂语境视角下的范读

语文教师在课堂上的范读是一种特殊的语用活动.针对传统范读重操作轻实效的现状,笔者尝试通过分析课堂语境及其对范读的影响来为范读寻找出路.本文主要从言内语境、言伴语境和言外语境三个方面来讨论课堂语境对范读的影响.     

The Effects of an Intensive Reading Intervention for Ninth Graders with very Low Reading Comprehension

This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth‐grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90‐min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated‐measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ‐III PC and Bridge‐IT, with large effect sizes (η_p² .16 and .12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills.     

An Evaluation of the Delacato Method For The Facilitation of Reading Behaviour∗

This study examines the effectiveness of the Delacato program on reading behaviour by the utilization of three treatment groups. Sixty reading disabled twelve and a half year‐old boys from the one technical school were randomly assigned to three treatment groups. One group was a conventional Delacato group, one a gymnastics group, and the third a phonics treatment group. The results indicated that there was no significant difference between any of the three groups in respect to reading ability after one school year of treatment. Because the motor program groups did less reading per week than the others, it was concluded that motor programs are of value in that these appear to stimulate reading responses. However, since there was no difference between the two motor program groups, it was also concluded that there was no justification in believing in any special efficacy of the Delacato program.

     

认知语境与英语阅读教学

以关联理论为基础,分析认知语境与语篇理解的关系,探索认知语境在英语阅读教学中的运用;提出利用学习者的认知语境提高英语阅读能力,同时,发挥学习者的认知主体作用,在阅读教学的过程中重构认知语境。     

英语阅读课教学中的言语互动

该文探讨了以言语互动为核心的英语阅读课的教学改革,依据克拉申的语言输入假设,将课堂互动式交流、任务教学、学生自主学习等以学生为中心的教学模式应用到英语阅读课堂教学中,注重以人为本的教学思想,注重课堂中语言的使用,而不是仅仅停留在关于语言知识的学习上。这种对英语阅读教学的尝试,能有效地发挥学生英语阅读能力的潜在效力,从而提高学生英语语言的使用能力。     

认知语境在英语阅读教学中的功能探析

传统语境观认为语境是一种客观存在,是先于交际而存在的使用和理解语言的环境。而认知语境理论则强调了语境构成的认知要素,其本质特征是动态性。认知语境的构成要素及本质特征,对于深化理解语篇主旨和准确把握作者意图发挥了重要功能。     

Reader Positioning in The Story of an Hour

This paper introduces The Story of an Hour, and researches stylistic analysis in the perspective of reader positioning.