英国公学的寄宿制

本文对英国公学的寄宿制进行了介绍和评述。笔者认为它的借鉴意义主要体现在封闭式的和人性化的管理模式上。     

寄宿制学校英语阅读环境的营造

英语阅读是英语教学中必不可少的部分,而英语阅读环境的营造又是英语阅读的重要前提。结合寄宿制学校的特点,以营造良好的的英语阅读环境为视角,分析了阅读环境的构成要素,提出了营造寄宿制学校英语阅读环境的措施。     

论近代英国阅读文化的发展

中世纪早期,英国的阅读文化和其他文化现象一样受到宗教文化的制约而发展缓慢,但到中世纪晚期时,随着文艺复兴和宗教改革运动在英国的兴起,阅读文化凭借着民族语言——英语的普遍运用而得到较快地发展。阅读文化的发展促进着思想和知识的传播,提高了民众的文化素养,有利于加强文化联系而塑造共同的文化心理,也推动了近代民族国家形成和发展的进程。阅读文化的发展也推动了图书出版制度的变革,而图书出版制度的变革又进一步解放了阅读文化,使阅读文化逐步走向繁荣。阅读文化的发展对于知识的传播、思想的培育、道德的培养、技术的传承和整个社会精神面貌的塑造都有着非常重要的意义,而所有这些都汇聚成文化的力量推动着英国近代社会的发展进步与国家的崛起。     

早期阅读活动中必备的幼儿文学素养

在热闹非凡的早期阅读活动中,幼儿教师作为早期阅读活动的组织者,应该具备的基本幼儿文学素养问题是影响早期阅读活动质量的关键问题。并阐述了基础的幼儿文学素养与早期阅读活动之间的关系。     

Evaluating the Effectiveness of Reading Recovery: a critique

This paper attempts to examine critically evaluation studies concerned with the implementation of Reading Recovery, an intensive individualised early intervention programme, by focusing on teacher, child and systemic change. Some conceptual and methodological shortcomings which have characterised many evaluations to date are discussed, together with ways in which these weaknesses could be redressed in future studies.     

早期阅读活动中必备的幼儿文学素养

在热闹非凡的早期阅读活动中,幼儿教师作为早期阅读活动的组织者,应该具备的基本幼儿文学素养问题是影响早期阅读活动质量的关键问题。并阐述了基础的幼儿文学素养与早期阅读活动之间的关系。     

Using LOGO with Infant School Children

Abstract The recent introduction of micro‐computers into schools is opening up many new avenues for developmental psychologists interested in studying how children learn. Of particular interest at present are approaches in which children program computers themselves, using languages such as LOGO and PROLOG. This paper describes a study in which a simplified version of LOGO was introduced to a group of six‐year‐olds in a severely deprived area of Edinburgh. The children used a special touch‐sensitive keyboard (Concept Keyboard) to control the movements of a floor‐crawling robot called a Turtle. The sessions with the Turtle were marked by high levels of concentration, collaborative problem‐solving and the use of mathematical language. Pre‐ and post‐tests on the British Ability Scales revealed statistically significant gains on the sub‐scales concerned with number and shape: these gains, however, were found only in the boys.     

追寻小学语文阅读教学中情感朗读的有效性

小学阶段的语文课程教学是奠定学生基本学习能力与人文理解能力的基础环节,而该课程教授过程中的阅读教学是其重点组成部分。随着新课程教学的大力推广,传统阅读教学方式的弊端在逐渐暴露和落后于时代。因此,教师应在小学阅读教学中增强情感朗读教学方式,以实现教学的有效性。     

Solitary Reapers: Reading Cultural Interjections in a London School

This essay explores the problematic nature of an enforced monolingual culture promoted by the current Conservative-led UK government. It comments upon the paradoxical nature of the 2014 curriculum that promotes heritage texts and ‘proper’ English, when such poets embraced a Bakhtinian tolerance of languages. It focuses primarily upon the social relationships fostered with a Year 10 class by a new teacher within the English department in North London school. It questions the rejection of the Bullock Report and explores the importance of culture and linguistic interjections in pupils’ negotiation of meaning in and outside the classroom.     

British and American History in English Extensive Reading

<正>In this part,we mainly talk about British and American history in English Extensive Reading.There are some information related to the textA Useful Stick.London ranks as one of the world’s oldest and most historic cities.It is the capital of the United Kingdom of Great Britain and Northern Ireland.The city was founded about 43A.D.,when the armies of the Roman Empire conquered Britain.     

Reading Recovery: Myth and Reality

Barrie Wade, School of Education, Birmingham University, describes the Reading Recovery programme, reviews the evidence for its effectiveness and concludes that it is 'a possible way forward'.     

Predictors of Reading Recovery book levels

The purpose of this paper is to determine whether predictor variables, selected from readability research and from teacher nomination, might be used to grade children’s early reading books. Two hundred Reading Recovery books were rated on five variables thought to represent ‘semantic’, ‘syntactic’ and ‘phonic’ features of text. The variables accounted for 83% of book level variance. In a cross‐validation exercise they were found to be stable and reliable. It is suggested that the data support the validity of the Reading Recovery book levels, and that the formula can be used by teachers to grade children’s early reading books.     

An International Meta-Analysis of Reading Recovery

ABSTRACT

Reading Recovery is one of the most researched literacy programs worldwide. Although there have been at least 4 quantitative reviews of its effectiveness, none have considered all rigorous group-comparison studies from all implementing nations from the late 1970s to 2015. Using a hierarchical linear modeling (HLM) v-known analysis, we examined if effects differed in the United States versus other nations, if experiments yielded larger effects than quasi-experiments, if the effects changed over time, and if the type of outcome mediated the impact estimates. We also considered the sustained effects of the intervention. After reviewing 203 primary studies, we identified 16 that met our criteria, such as treatment fidelity and experimental or high-quality quasi-experimental design. Based on a random effects model, the estimated overall effect was .59, with larger effects for outcomes based on the Observation Survey (Clay, 2013 Clay, M. M. (2013). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. [Google Scholar]), and stronger effects in certain literacy domains, such as text reading, print knowledge, and general literacy. Although United States studies produced a larger point estimate (.61) compared to other countries (.52), and experiments (.69) yielded a larger estimate than quasi-experiments (.43), neither difference was statistically significant. Overall, effects did not change over time, but effects based on the Observation Survey did improve significantly from earlier to later studies. We also found that the long-term effect may diminish, but there were too few studies to estimate the sustained impact with confidence. The .59 overall effect places Reading Recovery in the top 10% in terms of impact of early literacy programs reviewed by the What Works Clearinghouse.