如何提高英语阅读水平

阅读是外语学习中获得信息的主要手段 ,要想提高阅读水平 ,首先要具备一些基本阅读条件 ,掌握足够的词汇、常用的短语及扎实的语法知识。同时 ,要想正确理解文章 ,还要具备一些常识 ,专业知识和背景知识 ,掌握了这些要素将对提高阅读能力有很大的帮助     

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials.     

阅读理解困难儿童的理解监控特点

使用错误觉察任务,设计无意义词、经验错误和逻辑错误三种破坏文章意义的错误信息,考察阅读理解困难儿童的理解监控特点。结果发现:(1)阅读理解困难儿童只是对破坏整体意义的逻辑错误觉察水平落后,对破坏命题意义的经验错误觉察水平与正常儿童相当,对破坏解码流畅性的无意义词觉察水平反而比正常儿童高。(2)阅读理解困难儿童对无意义词的觉察水平最高,其次是经验错误和逻辑错误;正常儿童对经验错误的觉察水平最高,其次是逻辑错误和无意义词。     

How to Improve English Reading Comprehension

Comprehension is the base of reading and also the purpose of reading. Improving reading comprehension is one of the most important tasks in English study. Only mastering English basic knowledge, accumulating rich vocabulary and using proper reading strategies and techniques can reading comprehension be improved effectively.     

How to Improve Your Reading Comprehension

When seeking to improve any skill, it is important to have a positive attitude, to set clear goals, and to practice regularly. The same is true of improving your reading comprehension skills. First, I want to discuss some positive thinking strategies, and then we will discuss some more practical ways of improving in the area of reading comprehension.     

谈英语学习中阅读理解能力的培养

随着中国对外开放的一步步深入，英语已成为每位当代人的必修课。通过英语阅读获取外来信息是学习英语的最终目标之一。因此，快速而准确地阅读英文资料成为应具备的一项基本技能。从打好基础，培养技巧和如何处理阅读中理解与速度的关系几方面对阅读理解能力的培养提出了一些看法。     

Effectiveness of Four Supplemental Reading Comprehension Interventions

Abstract

This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students’ understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200 schools, and more than 10,000 fifth-grade students. Schools interested in implementing 1 of the 4 supplemental curricula were randomly assigned to 1 of 4 treatment groups or to a control group. The impact analyses in the study's first year revealed a statistically significant negative impact of Reading for Knowledge on students’ reading comprehension scores and no other significant impacts. The impact of ReadAbout was positive and significant in the study's second year among teachers with 1 year of experience using the intervention.     

How to Improve College Students' English Reading Comprehension

To improve college students'reading comprehension,the author studies student factors-patience and reading motivation.The author views that reading motivation is the main element,and analyzes the instrumental motivation,enjoys mental motivation and the relation between the reading proficiency and the above motivations.Therefore,advice on the English reading teaching is put forward.     

如何培养和提高英语阅读理解能力

英语阅读理解能力是一种技能,它不仅是对大量知识和信息的积累,更重要的是对这些知 识和信息的获取和广泛运用。为了获得这种能力,我们就必须本着词不离句,句不离段,段 不离篇的原则对词汇、语句、语段和语篇进行科学的分析。这些方法和技巧会是阅读理解 中最为省时、省力,最有把握,效率最高的法宝,对提高英语阅读理解能力具有决定性的作 用。     

浅谈文化导入对提高英语阅读能力的作用

阅读能力是反映语言能力的重要标志,它的强弱决定了外语学习者水平的高低。因此,培养较强的阅读能力是英语教学的首要任务。英语教学中的文化导入至关重要,要把语言和文化教学紧密结合起来。     

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.     

浅谈中学生如何提高阅读理解能力

在英语高考试题中 ,词汇量最大 ,分值最高 ,考试分配时间最长的是阅读理解题。而且 ,近几年来 ,高考试题中的阅读量在不断增加 ,生词量逐年增多 ,且题型多变。《中学英语教学大纲》也明确指出 :“在进行听、说、写训练的同时 ,要侧重培养阅读能力。”因此 ,培养阅读能力越来越被广大中学师生所重视。现在我就如何提高高中学生的阅读理解能力 ,谈谈自己的粗浅看法。1 细节题型这类题型的提问方式有以下几种 :(1)以ｗｈｅｎ/ｗｈｏ/ｗｈｅｒｅ/ｗｈｙ/ｗｈａｔ/ｗｈｉｃｈ等ｗｈ及ｈｏｗ的方式出题。(2 )以Ｆｒｏｍｔｈｅｔｅｘｔ,Ａｃｃｏｒ…     

英语阅读中的词汇问题与在上下文中猜词的策略

在阅读英语过程中,难免会碰到一些陌生的单词,为了能更好地理解所读材料,如何处理这些生词是很重要的。一直以来,生词的辨认与猜测是阻碍英语阅读的一个瓶颈。对此,我们需要一些技巧,并将这此技巧综合运用到阅读中去。本文就阅读中碰到的生词问题,学生的识词过程,猜测生词所应遵循的步骤,以及如何有效地从上下文中猜测生词的含义等方面进行了系统的阐述。     

谈谈英语阅读中的词汇问题

从词汇量与阅读、教法对词汇能力的提高、词汇习得及运用三方面论述了英语阅读与词汇知识之间的关系     

如何提高英语阅读理解能力

要提高英语阅读理解能力,需要培养良好的阅读习惯、掌握英语语篇知识和阅读方法。     

培养英语阅读技巧提高阅读理解能力

阅读理解是文本信息输入与大脑中固有知识之间的动态交互过程,也是一个包含多种技能的心理语言思维过程.在分析英语阅读理解多项选择题型及命题规律的基础上,就如何培养学生良好的阅读习惯、形成正确的阅读技巧和合理运用应对策略等方面进行了较为详细的探讨,旨在提高学生的阅读理解能力.     

如何突破实用英语阅读理解部分

高专实用英语"应用能力测试"是为了贯彻专科层次英语教学的方针而出台的一项新型教学--水平考试.贵州省地处英语教学水平落后的西部,该项考试通过率极低.对考试中的阅读理解部分学生反映最集中的几个难点是读不懂、速度慢、准确率低.本文结合教学实践及有关理论对此作出分析,给出了解决方法.对于该项测试阅读理解部分中的特色文章,如广告,商务函件,索引及目录等,本文亦围绕解题技巧作出了分析.     

论如何有效提高中学生英语阅读能力

中学英语教学的核心是阅读教学。解决中学生阅读中存在的问题的方法是：运用构词记忆法、联想记忆法、广泛阅读等方法,扩大学生词汇量;补充各类阅读材料,拓宽学生文化背景知识;传授正确的阅读技巧,培养学生良好的阅读习惯。     

如何突破实用英语阅读理解部分

高专实用英语“应用能力测试”是为了贯彻专科层次英语教学的方针而出台的一项新型教学——水平考试。贵州省地处英语教学水平落后的西部,该项考试通过率极低。对考试中的阅读理解部分学生反映最集中的几个难点是读不懂、速度慢、准确率低。本文结合教学实践及有关理论对此作出分析,给出了解决方法。对于该项测试阅读理解部分中的特色文章,如广告,商务函件,索引及目录等,本文亦围绕解题技巧作出了分析。     

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.