英语语音意识和阅读能力相关关系的研究

对初二学生英语语音意识的发展状况及与阅读能力之间的关系调查研究表明。初二学生的英语语音意识与其阅读能力有显著性相关;语音意识是阅读能力较好的预测指标;初二学生在英语语音意识的三项任务上表现显著的差异,韵脚意识好于音节意识,后者又好于音位意识。     

Learning to read: where should early childhood educators begin?

Learning to read is a process that begins well before children commence formal schooling and well before children learn to decode print. Children's early reading skills are, first and foremost, foundationally contingent upon children's oral language and phonological awareness proficiencies – skills that can be mapped across a continuum of development from speech‐to‐print. Nine educators from Victoria, Australia, were interviewed, asked to share their understandings and planning for literacy learning when working with 2–3‐year‐old children. Findings showed that the educators exposed children to opportunities to develop their communication and oral language skills, privileging general conversation and storybook reading. However, some educators appeared unaware of the various stages of phonological awareness and/or appeared to privilege phonics over and above earlier stages of development. The authors recommend that educators, managers and course designers seeking to support young children's emergent literacy development use a framework such as the one presented in this paper to evaluate their knowledges/practices/programmes and that further, larger scale research be conducted that compares educators' interview data with what they do in practice.     

试论影响阅读理解的几个因素

从认知心理学的角度对影响学习者阅读理解的几个关键因素进行了分析和探讨,指出在影响阅读理解的诸因素中,读者的语言知识和基本技能,观念、文化差异和情感因素(包括态度、动机、兴趣)以及阅读目的和策略对外语阅读理解具有重要影响.     

基于马尔科夫链的外语教学动态评估模型

动态评估近年来成为教育测量领域的热点.在动态评估的定量测量研究中,传统心理测量模式在评估前提、评估过程及预测学习者潜能方面存在局限,阻碍了动态评估在外语教学实践中的应用.基于马尔科夫链构建的动态评估模型以学习者基础的差异性为前提,在评估对象的个体性、评估过程的动态性与评估结果的预测性方面独具优势.本文以大学英语词汇教学...     

提高日语读解能力策略研究

阅读是外语教学中五大基本技能之一,日语读解能力的培养至关重要。本文对如何提高学生日语读解能力提出了自己的看法,认为要提高日语读解能力,首先要加大阅读量,提高理解能力;其次要采用多种阅读方法,掌握多种读解技巧,提高阅读速度;同时加强文化背景知识的学习,提高学习者的综合能力。     

小学生汉英语音意识、句法意识在双语语篇阅读中的作用

通过系列实验,对比小学生的汉语和英语语音意识、句法意识与语篇阅读的关系,发现汉语句法意识是汉语语篇阅读水平的显著预测指标,英语句法意识是英语语篇阅读水平的显著预测指标。通过实验研究发现,虽然语音意识对双语的语篇阅读也有独立的预测作用,但是句法意识对阅读的预测能力更为显著。     

浅谈大学公共英语的阅读教学

抓好阅读教学是提高学生英语水平的关键.要提高学生的阅读能力一定要做到以下二点：语言学习与背景文化知识积累并重;语言学习与阅读技巧训练并重.     

汉语学习困难学生语音加工特征比较的实验研究

采取三种不同语音分割任务,对小学四年级汉语学习困难学生、听力损伤学生和正常学生的汉语语音觉察与加工能力进行了比较实验研究。结果表明,两类特殊儿童的汉语语音意识能力明显低于正常儿童。本结果提示,教育者应关注儿童早期拼音教学中对语音敏感性的训练。     

突破大学英语四级阅读理解这一难关

本文在题材内容、阅读要领,正确的阅读方法及具体的阅读技巧等方面进行了分析,阐明了考生应如何突破大学英语四级的阅读理解这一难关。     

PASS认知成分和语音意识在中英文阅读中的作用

该研究旨在了解PASS理论包含的基本认知过程(计划、注意、同时加工和序列加工)与中英文阅读的关系.对三、四、五年级共102名被试施测了中英文阅读测验,中英文语音意识测验以及CAS认知评估测试.相关分析发现,中文识字量和阅读流畅性均与计划显著相关,英文真词辨认与计划和序列加工的相关显著,英文假词辨认则与计划和同时加工显著相关.回归分析发现,英文中,语音意识对阅读的解释力大于PASS认知过程,但计划、同时加工和序列加工的解释亦达到显著,中文中,PASS认知过程对阅读的解释力大于语音意识,且计划的解释力最高.结果既验证了PASS认知过程在英文阅读中的作用,也发现中文阅读有不同于英文阅读的认知特点.     

Phonological awareness and reading speed deficits in reading disabled Greek‐speaking children

There is evidence that phonological awareness skills secure decoding ability and that phonological deficits underlie failure to acquire adequate word recognition. Slow word‐reading rate may be an additional defining characteristic of reading disability. The present study aimed to investigate whether: (1) reading disabled (RD) Greek‐speaking children showed reading accuracy and reading speed deficits relative to chronological age‐matched controls (CAC) and reading age‐matched controls (RAC); (2) they showed phonological deficits relative to the two control groups who do not present reading difficulties; and (3) they showed reading comprehension deficits over and above any word reading deficits.

Results suggested that the reading accuracy of the RD group was predictably weaker than that of the CAC group but equivalent to that of the RAC group. However, the reading speed of the RD group was significantly slower than the RAC group, who showed the same single word reading speed as the CAC group.

Slow and laboured decoding was found to compromise the reading comprehension of the RD group, whose listening comprehension performance was as good as the two other groups. The RD children performed poorly on phonological awareness tasks and naming speed. Naming speed was not an independent core feature of reading difficulties in the Greek language but was associated with a general phonological deficit.

It is recommended that diagnostic assessments for children with reading difficulties in Greek should include phonological awareness, single word reading and pseudoword reading tasks that measure both accuracy and speed.     

初一英语语音意识、句法意识、工作记忆与英语阅读的关系

通过使用音素定位、句法更正、句子尾词记忆.单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识,句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异.结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异.回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量.     

英语六级考试阅读理解的应试技巧

英语六级考试所应具备的阅读理解能力和应试技巧的培养不是一朝一夕的事。笔者从理论和实践的高度出发,结合具体实例,探讨了应试时的阅读理解过程、解题方法和阅读技巧等问题。     

语音意识研究对大学英语教学的启示

从语音意识的概念入手,明晰了语音意识的内涵。通过回顾国内外相关研究,表明语音意识和英语阅读能力间存在显著正相关关系,文章阐释了语音意识作用于阅读的原因。研究表明,重视语音意识,采取科学的方法对语音意识进行训练是提高大学英语阅读能力的新的有效途径。本文提出了具体的提高语音意识的教学方法。     

A Study on How to Enhance Students’ English Reading Proficiency

The major problems affecting students in reading are lacking time, vocabulary, background knowledge and reading skills. Among them, lacking vocabulary is the utmost problem, therefore, special attention still need to be paid on vocabulary teaching. To solve the above mentioned problems, countermeasures such as enlarging vocabulary, building background information and reading skills as well as reading extensively are put forward.     

The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development

Both sensitivity to speech rhythm and non‐speech rhythm have been associated with successful phonological awareness and reading development in separate studies. However, the extent to which speech rhythm, non‐speech rhythm and literacy skills are interrelated has not been examined. As a result, five‐ to seven‐year‐old English‐speaking children were assessed on measures of speech rhythm sensitivity, non‐speech rhythm sensitivity (both receptive and productive), reading attainment and phonological awareness. Hierarchical regression analyses revealed that productive non‐speech rhythm was unable to predict variance in reading attainment independently of phonological awareness and speech rhythm sensitivity. Receptive sensitivity to speech rhythm and non‐speech rhythm were both able to predict a significant amount of unique variance in reading attainment after controlling for age, vocabulary, phonological awareness, short‐term memory and each other. The findings suggest that receptive sensitivity to speech rhythm and non‐speech rhythm, while related to each other, also make contributions to reading attainment that are independent of each other. These findings provide only partial consistency with the general auditory processing deficit theory of reading difficulties, but are in line with the emerging theoretical claim that sensitivity to speech prosody may be implicated in successful literacy development.