A Christmas Carol

查尔斯·狄更斯的经典小说《圣诞颂歌》激发了好莱坞剧作家们的无尽灵感。一段专属于圣诞节的特别情怀被改编成不同版本的故事，搬上了大银幕。     

Different Ways of Reading,or Just Making the Right Noises?

What does reading look like? Can learning to read be reduced to the acquisition of a set of isolable skills, or proficiency in reading be equated with the independence of the solitary, silent reader of prose fiction? These conceptions of reading and reading development, which figure strongly in educational policy, may appear to be simple common sense. But both ethnographic data and evidence from literary texts suggest that such paradigms offer, at most, a partial and ahistorical picture of reading. An important dimension, neglected in the dominant paradigms, is the irreducibly social quality of reading practices.     

A Christmas Carol 《圣诞颂歌》

该片根据英国著名小说家查理·狄更斯（Charles Dickens）的同名小说改编．著名导演罗伯特．泽米基斯担任该片的编剧和导演。在这部电影中．迪斯尼公司将会再度使用独特的3D动画技术．再结合罗伯特·泽米基斯擅长的真人与动画结合的电影制作，相信这部电影将带给我们心灵和视觉的双重震撼。我们一起来欣赏这部佳作吧!     

Native Language Self-Concept and Reading Self-Concept: Same or Different?

In assessing verbal academic self-concept with preadolescents, researchers have used scales for students’ self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept.     

Reading, Intensive or Extensive?

Introduction One of the most striking things about teaching in China is that considering the tremendous intrinsic motivation of so many learners and the lengths to which they are prepared to go to try to learn English, their level in some areas (for example, speaking and listening)is often surprisingly low. What can be held mainly responsible for the comparatively low level and slow development of Chinese students in English learning is the traditional teaching method of intensive reading. Chinese readers     

A Passage of Scientific Reading

Scientists have tried to send a man-made earth satellite into space for long. With the rapid development of rocketry, multi-stage rockets were finally designed for this large task.The first of the rockets drops off of itself when its fuel is used up.Then the next rocket starts to fire and finally drops off like the     

Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit?

This study examined whether the characteristic reading speed impairment of German dyslexic children results from a general skill-automatization deficit sensu Nicolson and Fawcett (1990) or from more specific deficits in visual naming speed and phonological skills. The hypothesized skill-automatization deficit was assessed by balancing, peg moving, and visual search. Rapid "automatized" naming tasks served as measures of impaired visual naming speed, and the phonological deficit was assessed by speech perception, phonological sensitivity, and phonological memory tasks. Dyslexic German children and age-matched control children (all boys) were tested at the end of Grade 2 and as participants of a longitudinal study also at the beginning of Grade 1. No evidence for a skill-automatization deficit was found, as the dyslexic children did not differ at all on the balancing tasks and little on the other nonverbal skill tasks. However, the dyslexic children showed impaired visual naming speed and impaired phonological memory performance that were observed not only in Grade 2 but also before learning to read. Overall, the findings support the conclusion that, even in regular orthographies, difficulties in learning to read are due to a phonological deficit and not to a general skill-automatization deficit.     

The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?

We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6–10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.     

Moral Education or Indoctrination in South Africa? A Brief Response to Potgieter

Abstract

This paper is a brief and informal response to Professor P. C. Potgieter's paper Moral Education in South Africa which appeared in the January 1980 edition of this Journal (Vol. 9 No. 2, pp. 130‐3). In response to Potgieter the author attempts to present some of the more obvious philosophical and sociological inconsistencies and problems appearing in Potgieter's paper. He concludes, basically, that Potgieter has assumed a marked consensual model of South African society and, therefore, his analysis serves only to misinform the reader as to the complexities of moral education in South Africa.     

A Different Kind of Careful

短短一篇故事,描述了一个复杂的案情:“我”因为在贩毒过程中有一批货被海岸警备队查抄没收了,所以老板怪罪下来,要“我”承担所有损失,所以“我”就雇凶手杀害老板。“我”的计划是否成功了?     

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children’s cognitive skills, which subsequently underlie reading development? Participants from the Familial Influences on Literacy Abilities (FIOLA) Project included 373 children and their parents. We considered three causal routes from parental reading and children’s putative cognitive endophenotypes to children’s reading. Path analyses showed that half of parental effects on children’s reading bypassed and half operated through children’s cognitive underpinnings. Spousal correlation was small but significant. Findings do not support a strong hypothesis of cognitive endophenotypes with full mediation. Furthermore, we discuss the use of parental skills as a proxy for offspring’s liability. Finally, familial reading difficulties are not fully accounted for by known cognitive skills, which has implications for dyslexia diagnosis.     

Effects of Different Reading Purposes on L2 Learners’IVA

According to the former studies, there are many factors having effects on second language (L2) learners’incidental vo?cabulary acquisition (IVA). This paper is aimed to reveal how reading a text with d...     

Effects of Different Reading Purposes on L2 Learners’ IVA

According to the former studies, there are many factors having effects on second language(L2) learners’ incidental vocabulary acquisition(IVA). This paper is aimed to reveal how reading a text with different purposes might affect IVA of L2 learners. The results of this study show that there is a closed relationship between the efficiency of IVA and reading purposes. Besides,it also has something to do with L2 learners’ reading abilities.     

Schools and Moral Education: Conformism or Autonomy?

In pluralistic Western societies, schools have a specific task in moral education. This task is to be understood neither as the transmission of specific values, nor as the development of moral reasoning skills or universal values, but as teaching pupils to handle plurality in an autonomous way. The concept of autonomy is interpreted from a Vygotskian and Deweyan position, where learning in school means learning to participate in cultural activities in a reflective and critical way. Participation has both intellectual and moral aspects, and thus moral education can never be separated from cognitive education.     

The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?

According to the Lexical Restructuring Model (Metsala & Walley, 1998 Metsala, J. L. and Walley, A. C. 1998. “Spoken vocabulary growth and the segmental restructuring of lexical representation: Precursors to phonemic awareness and early reading ability”. In Word recognition in beginning literacy, Edited by: Metsala, J. L. and Ehri, L. C. 89–120. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.  [Google Scholar]), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) Ziegler, J. C. and Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory.. Psychological Bulletin, 131: 3–29. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness.     

Single or Dual Representations for Reading and Spelling?

Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling.     

Connectedness and Separateness: Cognitive Style or Moral Orientation?

Abstract

This paper reports a study of ‘connectedness’ vs ‘separateness’ orientation in adolescents’ reasoning on friendship, loyalty and understanding of political and social order. Conflict resolution in the connectedness orientation was found to focus on negotiation and an attempt to represent all points of view; in the separateness orientation the focus was on the advocacy of rules or codes of practice. There was a strong relationship between orientation and gender. The paper considers the implications of these findings for Gilligan's perspective of ‘two voices’, and for strategies for moral education.     

多元自主体验 享受阅读精彩——Ways to the wonderful world of English Reading

教学步骤(Teaching Steps) Step 1.Warmingup 1.Sing a song".We can sing and dance". T:Hello,boys and girls.Let's enjoy ourselves.I can sing.I can dance,too. Howa bout you?Ss:We     

A Discussion on Reading Ability of College Students

This article starts with the analysis of the essential factors that restrict the students' reading comprehension and talks about the causes of the problems in reading. Many students feel it difficult to improve their reading ability and don't know how to cope with thses problems. Ways are suggested in the artiue.