阅读规律与阅读教学

“披文入情”，熟读记诵；“以意逆志”，自得自求；博约相兼，“循序渐进”；“专心致志”，坚韧有恒，是我们的古人从长期汉语文教学实践中总结出来的阅读规律。它的应用曾为灿烂的华夏古代文明建设和华夏精英的育养做出重要贡献。它根源于中华民族心理特征和汉语的非形态性、汉字的表意性。它至今仍具有很大的实践价值。继承并发展它，将有效提高阅读教学水平，使语文教学早日摆脱少慢差费的困扰。     

Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.     

The use of computer-automated reading in reading instruction

This study evaluates the use of computer-automated reading in reading instruction and illustrates a resource role for school psychologists in providing consultative assistance for computer-assisted instruction. A reading specialist serving as the teacher's aide was taught to write computer programs for automated reading on a personal computer with a speech synthesizer. The teacher selected six beginning-reading books for her remedial reading classes with 1st- and 2nd-grade students. Five 1st-grade and five 2nd-grade students, enrolled in a compensatory education program, were randomly assigned to two experimental groups; five 1st-grade and five 2nd-grade students, enrolled in the same program, were randomly assigned to two control groups. The students in the experimental groups received automated reading with their instruction; the students in the control groups received instruction in the same books, without automated reading. Pre- and posttests of word recognition, phrase reading, and reading comprehension were administered. The random selection of 1st-grade students failed to yield comparable groups, and the contrast of adjusted posttest scores was nonsignificant. Analyses of covariance on the reading criteria for the 2nd-grade groups indicated significant achievement gains for the experimental group.     

Higher-order units in reading instruction

Gibson and her colleagues have presented arguments and evidence suggesting that the most appropriate unit to teach in reading is neither the single letter nor the whole word but a higher-order unit determined from examining grapheme-phoneme correspondences. The present study employed a computer analysis of the most frequently occurring (approximately 18,000) words in the English language. All letter strings from two to seven letters in length (here after called ngrams) were output with all the words in which the ngram appeared printed beneath the ngram. In addition type and token frequencies of each ngram were calculated and printed in separate rank order and alphabetic lists. Preliminary analysis of the consistency of mappings of various ngrams suggests that many are potentially useful for reading instruction. Current research with the computer is designed to extend the preliminary analysis.     

Strategies for initial reading instruction

Summary While the strategies we have presented do not constitute a complete instructional program for beginning reading, the techniques can be integrated into a wide variety of initial reading approaches. Teachers can selectively use any or all of these techniques to meet the particular needs of the individual reader or group. We hope that the ideas presented here will encourage further exploration of approaches for both initial and remedial reading instruction.     

素质教育下的课堂教学

实施素质教育,使教与学的关系得到和谐统一的发展,要求在课堂教学中,培养学生良好的习惯及课堂参与意识,采用讨论式的课堂教学增强学生的学习能力。     

Computer-based phonological awareness and reading instruction

Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses. The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS. Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with difficult words, after one semester’s training.     

Some observations on beginning reading instruction

In this article, I review findings from 25 years of my own reading research that bear on the issue of skill-oriented versus holistic approaches to beginning reading. Several studies suggested that successful beginning readers demonstrate early development of word-recognition skills. These studies also indicated that both more and less successful readers make extensive use of contextual information when reading. Two experimental studies suggested that increased instructional and curriculum support for word recognition result in improvements in reading skill compared to whole-language instruction. In conclusion, I suggest that it is a mistake to treat systematic instruction of word-recognition skills as an alternative to instruction that emphasizes reading "authentic" texts and building language comprehension. Both word-recognition skills and building comprehension should be part of a reading program aimed at creating effective independent readers.     

浅谈课堂教学中的素质教育

本文主要从四个方面，即优化课堂教学目标是实施素质教育的前提，优化课堂教学结构是初稿素质教育的基础，优化课堂教学方法是实施素质教育的手段，优化课堂教学环境是实施素质教育的保障来谈如何结合课堂教学实施素质教育这一重要课题。     

Effects of metacognitive strategy instruction and instruction time on reading comprehension

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.     

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.     

Using curriculum-based measurement to inform reading instruction

The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general and special educators tailor more effective reading instruction for developing readers. The development process for this CBM diagnostic reading assessment is described; the resulting assessment is presented; and preliminary data on its technical features and utility are provided. This research was supported in part by Grant #H324C000022 from the US Department of Education, Office of Special Education Programs, and Core Grant #HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University. Statements do not reflect the position or policy.     

Adolescent personality theory and adolescent reading instruction

Freud postulated that there are two types of drives, primary and secondary, and that these drives are in a homeostatic balance. The drives encompass linguistic, physiological, social, and logical growth. During adolescence, there are massive structural changes in physiology and in social role, and adjustment to these changes dominates adolescent personality dynamics. The optimal method of teaching reading to adolescents is one in which substance and format are designed to aid in confronting issues that engage and influence the homeostatic exchange between primary drives and secondary drives. A set of guidelines for developing an effective program is outlined.     

Functional color components used in reading instruction

One hundred ninety third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not receive FCC instruction. The results showed that: (a) FCC brought about improvement in reading scores for disability and nondisability children, (b) increasing months of FCC did not bring accelerated improvement in rate of reading, and (c) nondisability children showed greater improvement than did disability children from FCC.     

教师如何实施课堂教学评价

树立正确的教学观和评价观是实施课堂教学评价的前提。教学评价与教学活动是一个不可分割的有机整体。当前,教学评价改革面临着三大主题:由单一目标向多维目标转变;由单一主体向多元主体转变;由单一方法向多样方法转变。这三大主题应该成为教师实施课堂教学评价改革的关键。实施课堂教学评价的目的是诊断和改进教学,因此,要特别重视对评价结果的解释和运用。     

对话式大学英语阅读教学的前景探索

对话式教学由来已久,但将其运用到大学英语阅读教学中却并不多见。大学英语阅读教学中的对话不仅是言语的交流,更是主体间视界的融合、精神的相遇、思维的碰撞和心灵的呼应。文章以社会建构理论,社会文化理论为理论支持,分析大,学生是一个已经掌握了一定的英语知识,已经具备独立思考的能力的群体,即他们能够从自身经验出发通过师生以及生生间的英语对话建构起对话题的深入理解。这个过程既能够充分发挥学生学习的能动性,也能培养合作学习共同探索的意识,建立起良好的运用语言开展阅读教学的自由开放的学习氛围。     

The core components of reading instruction in Chinese

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposed—oral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.