共查询到20条相似文献，搜索用时 15 毫秒
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Louise Flensted Rønberg Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. 相似文献
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认知语言学研究领域中的图式理论在英语阅读理解中具有十分重要的作用。本文介绍了图式理论,探讨了图式理论在阅读教学中的实际应用。 相似文献
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词切分是中文阅读的必要环节,为了解聋生中文词切分的发展特点,本研究以355名小学四年级至高中三年级聋生和健听生为对象,采用词切分任务收集数据,结果发现:(1)聋生和健听生均未严格按照词汇词的边界进行词切分;(2)随学段升高,聋生和健听生均表现为词切分差异和主观词平均长度增大、词组现象增多、非词错误减少,但聋生这四方面的发展均晚于健听生;(3)聋生非词错误数高于健听生。结果表明,主观词具有心理现实性,聋生中文词切分的发展方向和健听生一致,但进程相对落后。 相似文献
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The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading comprehension task. Lexical-semantic processing was evaluated with a semantic priming experiment. Correlations were conducted in order to examine the relations between semantic priming effects (SPEs) and performance in reading tasks. Regression analyses were performed to test the hypothesis that word reading mediates the relation between semantic priming and reading comprehension. The results showed that SPEs correlated with both word reading and reading comprehension measures. Additionally, partial mediation by word reading was found for the prediction of reading comprehension by SPEs. The results are discussed in the context of reading models and other studies relating semantic priming and reading measures. 相似文献
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Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献
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徐方 《和田师范专科学校学报》2006,26(5):136-138
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。 相似文献
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信息时代要求进行英语阅读教学的变革。在借鉴美国三种阅读理论的基础上,以哲学阐释学的理解理论来观察英语阅读,英语阅读的本质是读者“前见”与英语文本的“视域融合”过程。因此,英语阅读教学的任务就在于引导学生获得和使用英语阅读所需要的“真前见”,这就需要与过去不同的教学内容和方法。 相似文献
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党文霞 《延安教育学院学报》2005,19(4):47-48
图式理论在英语阅读理解中具有十分重要的作用.该理论认为阅读理解的过程就是新信息与大脑中原有知识相互作用的过程.本文通过对图式理论的发展以及图式理论与阅读理解的关系的探讨,提出了以图式理论为依据,英语阅读教学可采取的方法. 相似文献
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AbstractThis study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1. 相似文献
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通过介绍图式理论在阅读理解中的作用,指出在大学英语阅读课的教学中,设法启动学生已有的图式知识和为学生创建新的图式知识是阅读课成功的关键所在.并初步探讨了在大学英语阅读课的教学中,创建和激发学生阅读图式的方法. 相似文献
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张小雁 《山西财经大学学报(高等教育版)》2011,(3):67-69
针对大学生在大学英语四级考试（CET-4）快速阅读中遇到的困难,提出了把语篇分析中的信息结构理论运用到大学英语快速阅读教学中的教学方法。实验研究证实,这种教学方法比传统的教学方法更能有效地提高学生的快速阅读能力。 相似文献
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从图式理论的视角看阅读理解的心理过程 总被引：3，自引：0，他引：3
阅读理解是个复杂的心理活动过程,在这个过程中,读者往往借助“自下而上”和“自上而下”两种信息加工方式的交互作用来解读阅读内容。因此,图式理论将阅读过程解释为读者所具备的背景知识和阅读材料相互作用的过程。影响阅读理解的主要因素是内容图式和形式图式。对图式理论的研究,有助于揭示阅读理解的认知心理过程并对外语教学有所启示。 相似文献
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论背景知识在阅读理解中的作用 总被引：1，自引：0，他引：1
邱凯端 《Journal of Zhangzhou Technical Institute》2005,7(1):64-67
背景知识的作用在近20年已引起语言学家的广泛注意。本文首先介绍了几种阅读理论,然后依据图式理论,阐述了该理论在阅读理解中的作用,认为充分利用读者所具有的图式,即背景知识,并发挥其认知能力,将会改查传统的阅读理解中所存在的不足之处,使读者在阅读理解中积极的参与思考,从而提高他们的理解技巧,使理解更快,更准确,更全面,最后指出该作用对教学的启发。 相似文献
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Christopher Day 《Teachers and Teaching》2013,19(1):101-115
Governments in all parts of the world recognize the value of education to the personal, social and economic health of the community. Once the responsibility to provide basic educational opportunities for all is fulfilled, as it has been in most developed countries, emphasis is placed upon raising standards of teaching, learning and achievement. More recently, calls for investing in lifelong learning across the community have increased. Arguably, attitudes to this should be formed in the years of schooling yet often the measures put in place to drive student progress forward have neglected the needs of teachers themselves - arguably the most important component in engaging the motivation and commitment of students, and in the transmission of knowledge and values. This paper considers the contexts and range of challenges for teachers in the twenty first century and suggests that investment in maintaining their intellectual and emotional selves is key to the educational success of schools in changing times. 相似文献
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This study was aimed at investigating the development of reading and spelling skills in French. First graders were tested twice (in February and in June). Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, i.e. letter by letter, a complexity effect was predicted as well. In other words, subjects would read and spell words containing one-letter graphemes more accurately than words containing multi-letter graphemes. Further, processing was assumed to be strictly alphabetical at the beginning of acquisition, no frequency effect was expected. Overall, the role of phonological mediation is confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. The hypothesis of a strict reliance on alphabetical processing is not confirmed since a frequency effect was observed in both reading and spelling. These findings are discussed in the light of the Frith, Morton, and Seymour models. 相似文献
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陈芳 《商丘职业技术学院学报》2007,6(6):86-88
阅读是人们获取信息的重要手段之一。阅读测试是语言测试的一个重要部分。介绍阅读的有关理论、阅读测试的设计原则和题型以及与阅读、阅读测试有关的实证研究,可以促进对我国各种英语考试中阅读测试的研究,改进我们的测试和教学。 相似文献