阅读的心理过程模式与外语阅读教学

20世纪60年代以来,随着认知心理学和心理语言学的发展,阅读的心理过程研究先后出现了"自下而上"的信息加工模式;"自上而下"的语言心理模式以及"交互模式和图示理论.其中的交互模式与图式理论对外语教学有较大的影响.     

商务日语阅读与语言经济学

本文引入语言经济学理论,提出了商务日语阅读课程与语言经济学理论结合的改革新思路,探讨了经济原则与效用原则在商务日语学习中的作用,为更好地推动商务日语教学和商务日语学科的建设提出了尝试性建议。     

The neurobiological basis of reading

The results from studies using positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) in adults have largely revealed the involvement of left-hemisphere perisylvian areas in the reading process, including extrastriate visual cortex, inferior parietal regions, superior temporal gyrus, and inferior frontal cortex. Although the recruitment of these regions varies with the particular reading-related task, general networks of regions seem to be uniquely associated with different components of the reading process. For example, visual word form processing is associated with occipital and occipitotemporal sites, whereas reading-relevant phonological processing has been associated with superior temporal, occipitotemporal and inferior frontal sites of the left hemisphere. Such findings are evaluated in light of the technical and experimental limitations encountered in functional brain imaging studies, and the implications for pediatric studies are discussed.     

Toward modeling reading comprehension and reading fluency in English language learners

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed.     

Alexia and the neural basis of reading

Three main types of acquired reading disturbance (alexia) have been described and accepted by clinicians. Each features a group of distinct findings and each is found following damage to a separate location within the language dominant hemisphere of the brain. Many different names have been applied to these entities, but posterior alexia, central alexia, and anterior alexia appear to represent both the clinical differentiations and the basic anatomical loci. A fourth type of acquired alexia, called deep dyslexia, has recently been reported, again with separate clinical findings and a different anatomical locus postulated. By comparison of the clinical features of the four alexias with features of alexia in Oriental languages and the reading competency of the nondominant hemisphere, a hypothetical neural basis for the act of reading can be outlined. Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.     

First and second language vocabulary affect early second language reading comprehension development

The aim of this study was to examine variation in early reading comprehension development for second language (L2) readers compared with first language (L1) readers and to investigate the impact of vocabulary knowledge in their first and second language. Participants were 75 Dutch monolingual children (L1 readers) and 71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the start of the study. In a longitudinal design, three waves of data were collected across second and third grades. The L2 readers had lower reading comprehension scores than the L1 readers on average, but this performance gap narrowed over time. To further investigate variation among the L2 readers, four categorical subgroups of L2 readers were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge by means of cluster analysis. Group membership was related to reading comprehension and showed an interaction with time, indicating that reading comprehension performance of the two L2 subgroups with high L1 vocabulary increased more over time compared with L1 readers. The L2 subgroup with high vocabulary in both languages even caught up with their monolingual peers in third grade. These findings demonstrate how individual differences in L1 and L2 vocabulary knowledge explain variation in early L2 reading comprehension development and highlight the importance of considering L2 readers' first language in research and education.     

Writing and reading: connections between language by hand and language by eye

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.     

Examining the relations between reading fluency and reading comprehension for english language learners

This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc.     

汉语与英语阅读的区别及语言体系

本文将着力探讨母语与第二语言的阅读的异同之处,尤其是在文化方面的差异,如语言文化内容或背景知识认知体系,形式上的（或字面的）认知体系、语言学（或语言）认知体系等。     

A prediction model of foreign language reading proficiency based on reading time and text complexity

In textbooks, foreign （second） language reading proficiency is often evaluated through comprehension questions. In case, authentic texts are used as reading material, such questions should be prepared by teachers. However, preparing appropriate questions may be a very demanding task for teachers. This paper introduces a method for automatically evaluating proficiency, wherein comprehension questions are not required. This method assesses a learner＇s reading proficiency on the basis of the linguistic features of the text and the learner＇s reading time. A reading model following this method predicted reading proficiency with an ER （error rate） of 18.2%. This ER is lower than those of models proposed in previous studies. Furthermore, the ER of the authors＇ reading model for various learner groups classified by their RS （reading speeds） was examined. The result of this examination showed that the error rate was the lowest for the group of learners with fast RS.     

Oral reading fluency of Chinese second language learners

Reading and Writing - The present study examined the components of oral reading fluency (ORF) via various indices and their relationships with comprehension and learner-perceived difficulty of oral...     

An investigation of reading and language abilities of college freshmen

The purpose of this study was to compare a range of reading–related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Reading comprehension ability groups were formed using American College Test reading scores. The groups were compared on measures of oral language vocabulary and syntax, phonemic awareness and print decoding skills. Results indicated that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence frames, recall of meanings for spoken words and conversion of printed to spoken words.     

Word identification and reading disorders in the Spanish language

In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups.     

Phonological processing, language comprehension, and reading ability

Previous research has indicated a relationship between reading ability and the integrity of certain phonological processing skills--skills that operate on the sound structure of language. This study shows how the deficient phonological processing skills of poor beginning readers can impair their comprehension of spoken phrases and sentences that are disambiguated by prosodic cues (i.e., pitch, stress, and pause). Following a brief summary of the available research literature, two new experiments are reported to illustrate that poor readers do not interpret certain sentences as accurately as good readers do, because they are less able to hold phonological material temporarily in working memory. Further insight into the basis of these differences between good and poor readers is provided by two additional pieces of evidence: The differences between good and poor readers are analogous to those between older and younger children readers, and the performance of poor readers tends to resemble that of younger children reading at their same level (i.e., reading-ability-matched controls). Apparently, good and poor readers tend to differ in the rate at which they develop phonological processing skills.     

Relationship between language proficiency and growth during reading interventions

Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed.