培养英语阅读能力的基本方法

在学习英语的过程中，听说读写贯穿始终，阅读是最基本的、也是最重要的语言技能。章就如何培养学生的英语阅读能力问题进行了探讨，提出了5种培养阅读能力的基本方法：1．选择阅读材料。2．选择阅读方法。3．提高阅读速度。4．加强语言能力培训。5．补充使用所学语言的国家的化背景知识。     

阅读理解精练精讲(英文)

Food Fear Are you noticing fewer snacks in your cupboards? Smaller portions on your dinner plates? Are your lunch boxes missing an extra treat or two? If so,you aren’t the only one.According to the U.S. Department of Agriculture     

用话语行为理论指导英语教学论析

话语行为理论是一种语言意义理论,它对提高大学生听觉感知理解英语能力有重要价值和作用.论文分析了造成大学生听觉感知理解英语困难和理解反应失误的原因及外在影响因素,并以话语行为理论为指导思想,就如何规范听觉感知理解英语话语的方法、如何增强听觉感知理解英语言语的能力等方面提供了策略性的建议.     

Improving Reading Comprehension Strategies through Listening

The goal of this study was to determine whether it is possible to teach children with serious decoding problems four text comprehension strategies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questioning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant programme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading comprehension tests was not found. The poor listeners within the experimental group did not perform better than the normal listeners.     

Improving Comprehension Ability in Silent Reading

Abstract

This study was designed to compare the retention of material presented by programmed instruction and the conventional lecture method. Subjects were divided into two matched groups; one received programmed instruction and the other received the conventional lecture method of instruction. Subjects were retested at intervals of one day, one week, and two weeks. There were no significant differences between the two groups at any time. In view of some practical advantages of programmed instruction, and the results of this study, it is felt that it deserves careful attention as an effective teaching method.     

大学英语阅读教学方法与策略

影响大学生阅读理解能力的因素主要是学生词汇量不足,语法基础知识不扎实和阅读技能欠缺。因此,在阅读教学中要有针对性地加强这几方面的训练。     

How to Improve College Students' English Reading Comprehension

To improve college students'reading comprehension,the author studies student factors-patience and reading motivation.The author views that reading motivation is the main element,and analyzes the instrumental motivation,enjoys mental motivation and the relation between the reading proficiency and the above motivations.Therefore,advice on the English reading teaching is put forward.     

择“善”而读：大学生专业与兴趣阅读探微

“阅读”是世纪之交西方图书馆学的主流研究领域,在我国却一直处于边缘化。高校图书馆通过开展阅读辅导服务,推广专业与经典阅读的方法和具体措施,促使其形成主动发展的智力背景和情感商数,并在“大阅读观”的指导下,逐渐感悟读书与人生相关联的意义,具备成年后参与社会的能力。     

Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students

The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board.     

在英语阅读中培养学生逻辑思维能力

英语阅读理解能力不仅与学生的英语水平有关,与其逻辑思维能力也有着密不可分的关系.文章分析了英语阅读与逻辑思维的关系,以三个最基本的逻辑思维形式为角度,结合阅读理解实例,阐明了如何通过培养学生的逻辑思维来提高英语阅读理解能力,即明确概念、正确判断和合理推理.     

大学英语阅读理解应试技巧

阅读理解既可以检验学生的语言水平,也能检验学生的阅读速度和理解能力.它是考试的重头戏,也是得分的关键.培养良好的阅读习惯,掌握熟练的应试技巧,是学生平时准备工作和应试中的重中之重.     

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。     

运用语境策略提高英语阅读理解能力

语境是语言理解的一个基本条件,阅读理解的构建过程实质上是一个语境化过程,而语境的构建又能促进阅读理解。基于语境理论,文章探讨了如何利用语境构建来提高大学生英语阅读能力。     

加强课外阅读，增强学生的英语阅读能力

《普通高中英语课程标准》指出,新一轮英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力培养的倾向,规定高中英语课程应在进一步发展学生综合语言运用能力的基础上,着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,并且对阅读内容标准作出了具体的规定,仅从阅读量来看,其中七级读的目标要求,除教材外,课外阅读量应累计达到23万词以上;八级应达30万词以上。况且,高考英语试题中阅读理解部分的分数所占的比重很大,考生想在做阅读理解时从容面对,获取高分,就必须在高中阶段扩大英语课外阅读量,真正做到厚积薄发。在这一背景下,加强对学生课外阅读的指导,成为高中英语教学的重要内容。     

如何做听力测试中的计算题

英语听力测试中 ,数字题计算往往让学生头疼 ,如果找出其中一些规律 ,掌握一定的应试技巧 ,就会收到事半功倍的效果     

提高学生听力理解的实证研究

如何有效提高学生的英语听力理解水平一直是英语教学中的一道难题。基于实证研究观察＂听前了解相关主题并进行讨论法（TP法）＂对学生英语听力理解的影响,结果表明：两平行班学生听力课后的英语学习情况相似,但后测英语听力水平在统计学意义上有显著差异,实验组学生的听力理解表现明显比对照组学生好。TP法能有效提高学生的英语听力理解表现。     

建立正确的阅读模式 提高阅读理解能力

Kettneth Goodman的“心理语言猜测活动”阅读模式可以帮助读者迅速提高阅读能力。而这种阅读模式的建立来自于积累丰富的知识,树立积极的学习动机,培养正确的阅读习惯,运用整体阅读的阅读方法以及进行大量的阅读实践。     

语文阅读理解过程中学生自我提问的探讨

学生自我提问就是在阅读过程中学生自己提出问题,是深入理解课文的一种有效策略。西方关于阅读理解过程中学生自我提问的研究形成了积极信息加工理论、元认知理论和图示理论三种理论观点。在阅读过程中。教师要在这三种基本理论的指导下,引导学生提出高质量问题、自我监控式问题和激活相关背景知识的问题,促进学生对阅读内容的理解。     

中高段听障学生语文阅读理解能力提升策略

到了中高年级,听障学生阅读理解能力呈现两极分化的现象。在教育教学活动中,可以利用直观性教学原则、演示课文主要情节、让学生动手画画、利用思维导图等策略,激发听障学生阅读兴趣,提高阅读理解能力。     

Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344 first- through fourth-grade students in three schools in a large Midwestern U.S. city. The results of hierarchical linear modelling analyses indicated that the computer-assisted learning program had a statistically significant positive impact on student reading gains when compared with traditional reading instruction alone. The impact corresponded to a moderate effect size (d = 0.38).