文言文的阅读与学习

现代教育论认为：教学方法包括教师教的方法和学生学的方法，两者是统一的。文章以《岳阳楼记》为例谈文言文学习的方法步骤。     

Reading and writing self-efficacy of incarcerated adults

This paper is the first to examine the Reading and Writing Self-Efficacy Scale among incarcerated adults. The aim was to examine whether performance of reading and spelling tests (Reading Speed, Nonsense Words and Spelling) explained individual differences in the participants' efficacy beliefs in reading and writing. Six hundred subjects rated their efficacy beliefs in reading and writing, and 92 of them were also sampled for a reading and spelling test. Factor analysis yielded a two-factor solution dividing the reading items and writing items into separate factors and hierarchical regression analysis revealed that education level and test performance accounted for 36.9% and 34.9% of the statistical variance in reading self-efficacy and writing self-efficacy, respectively. The results suggest that assessment of self-efficacy in reading and writing should be included in a screening procedure of reading and spelling difficulties.     

深挖语文教材中的读写结合点

阅读和写作是学生语文能力衡量标准之一。如何培养好学生的阅读和写作能力自然是语文教学中绕不开的话题。足教材的读写结合法,从阅读与写作的内在联系着手,为提高学生的阅读和写作能力提供可操作的教学方法,从教材中深挖读写资源结合点,科学把握读写二者之间的规律,把握教学时机,从而达到从读学写、以写促读,读写结合,实现学生读写能力的提升。     

Poetry immersion: Reading,writing and performing with secondary students

In an attempt to counter the culture of high-stakes testing and the instrumental coverage of poetry, the authors designed and taught a sustained, intensive poetry course to secondary students. In this article they advocate a deep genre study of poetry for students and teachers and highlight important principles from their work that are applicable in a variety of teaching contexts.     

Reading, writing and the Texas supplement to the essential elements for the hearing impaired

Students need educational programs which foster maximum development of their personal knowledge, skill, and competence. To accomplish this, they should have access to a well-balanced curriculum, effective instruction and opportunities to succeed. In accordance with this philosophy, the 67th and 68th Legislatures of the State of Texas (1981-1984) established rules and procedures for the implementation of a state basic curriculum. Under this mandate, school districts are required to implement the provisions of these rules in "a manner which will enable all students to participate actively in a well-balanced curriculum and master, to the best of their ability, the knowledge, skills, and competencies established through the essential elements," in order to become accredited by the Texas Education Agency. To meet these requirements and make the goals wholly appropriate for hearing-impaired students in Texas, the Division of Services for the Deaf of the Texas Education Agency developed an in-depth expansion of these state-mandated essential elements in the area of English Language Arts, grades K-8. This expansion, the Supplement to the Essential Elements for the Hearing Impaired (SEE-HI) includes the original language arts essential elements as well as supplemental goals and sub-goals necessary for students who have language deficiencies, especially those caused by hearing loss.     

Reading–writing connections: Discourse-oriented research

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between these two psycholinguistic processes, particularly from a discourse and cognitive perspective. Argumentative texts were analyzed in the present investigation on reading–writing connections. Four tests were designed and tested on 439 eighth graders. The tests assessed psycholinguistic variables that account for the microstructural, macrostructural and superstructural levels of comprehension/production processing. Correlation results showed significant coefficients between reading and writing of argumentative texts in all the psycholinguistic levels analyzed. These results suggest that the processes involved in both activities share some common knowledge-based strategies.     

Reading to write an argumentation: the role of epistemological,reading and writing beliefs

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the same topic. A total of 118 fourth‐year psychology students took part. Only 76 students performed the written argumentation task. The three types of belief were assessed using different questionnaires. The results show that the different types of belief do not occur in isolation, but have an internal coherence. They also indicate that only reading beliefs, together with the degree of perspectivism shown in a prior argumentation task, help to predict the degree of perspectivism in the written task following the reading of the texts.     

Reading, writing, and remediation: Perspectives on the dyslexic learning disability from remedial outcome data

This article addresses the problem of what constitutes effective remediation for developmental dyslexia, combining neuropsychological and applied cognitive perspectives on specific reading disability. Despite its high prevalence, whether the disorder is amenable to treatment and what constitutes effective treatment were questions which, until recently, remained essentially unaddressed by properly controlled evaluation studies. Positive results from controlled remediation studies and experimental training paradigms with disabled and poor reader samples are reviewed. As part of a clinical research program at The Hospital For Sick Children in Toronto, we have completed a series of treatment outcome studies with dyslexic samples (cumulative N = 285) in which we evaluated the efficacy of different programs designed to remediate the reading and reading-related deficits of dyslexic children and adolescents. Results from one of these studies are summarized to illustrate the unique perspective afforded through remedial outcome data: Emphasis is placed on what the results of such studies may reveal of dyslexic learning disabilities.     

Reading and writing in semi-syllabic scripts: An introduction

Reading and Writing -     

Reading,writing, and relationship: Toward overcoming the hidden curriculum of gender,ethnicity, and socio-economic class

Summary In sum, through our projects these two students, the other 17 students, and myself, were making sociology of education relevant to our emerging personhood — to the person we are always becoming. It became less an abstract course title and more something we engaged in as part and parcel of our lives. In effect, we were beginning to develop a more community-oriented education by attempting to overcome what Jim Harding (1978, pp. 287–289) has characterized as the self-defeating polarizations of form and content of learning, of theory and practice, of political and personal matters.For me, there is no turning back. I do not think I'll ever again feel comfortable in a learning environment that is not moving toward the less-structured end of the continuum. Such an environment will not eliminate the hidden curriculum of institutional sexism, racism, and class bias which permeates this society and its schools at all levels. But as the data from this research indicate, constructing such an environment in your own classroom can make a difference — can be a long beginning step toward bringing inequities grounded in gender, ethnic, and socio-economic differences out of hiding. Then, and only then, can people openly acknowledge these differences and work on keeping some of the most destructive consequences that flow from them from being transmitted as miseducation from generation to generation.     

读写危机:当今英语专业面临的最大挑战

英语专业在新的历史时期面临着诸多挑战,读写危机则是最大的挑战。读写危机的发生有其时代背景,但更有其深刻的语言学和语言教学原因。本文指出,读写危机的发生折射出优秀外语教育传统的丢失,反映出对读写在高素质英语人才培养中的作用存在认识误区。要化解危机,必须在教学实践中恢复读写的应有地位,正确处理好读写与听说的关系,通过加强读写能力的培养,提升英语人才的质量。     

Assessing the overall value of an online writing community

The advent of internet has brought in changes to many existing stable business models. With the technological shift, the concept of community writing has undergone several changes. Using a sample of 181 participants, it was found that online community, of late, has been greatly impacted by technology. Community writing involves amalgamation of writers in the internet space; collaboration among the writers has evolved as a crucial aspect. Moreover, the members of the community play a pivotal role in terms of reading, sharing and voting for the appropriateness of content. In addition, it was found that social media, ranking of the website, the community maturity lifecycle and the returns that the investors expect on their investment too have a role to play. In this backdrop, several factors have emerged as important in determining the performance of these communities. This paper aims to elicit those significant factors and analyse their interdependencies and influences in assessing the overall value of an online writing community. Based on the literature in this respect and the gap, an entire list of factors were noted and a framework was developed. This model was then tested using PLS-SEM tool. The inferences from this study can assist in giving priorities to certain factors, which are found out to be important, while making this assessment. It shall also facilitate better and efficacious decision making and aid in developing effective strategies.     

Reading and writing to learn science: Achieving scientific literacy

A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school-based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science.     

Reading and writing ability and drop out in the Swedish upper secondary school

A three-year programme in upper secondary school is compulsory in Sweden. In reality, some youngsters refrain from applying to the upper secondary school (8 per cent) or drop out in advance (9 per cent). In Stockholm the Youth Centre has been assigned to arrange individual programmes for these pupils. The aim of this study is to investigate their reading and writing ability and to relate this retrospectively to their school experience. Instruments measuring reading comprehension, vocabulary and dictation were carried out on 286 respondents; in addition, background information concerning school attainment was collected. Ten respondents were selected, five high and five low achievers. An unstructured interview was used to investigate their home background, school and reading experiences. Students attending individual programmes at the Youth Centre had lower than average reading and writing abilities in comparison to students at the vocational programmes in upper secondary school. The whole group is characterized by low marks, immigrant background and partial school attendance. The analyses of interview statements reveal a common category - powerlessness - for those with and without reading disabilities. Separate categories were for high achievers - boredom - and for low achievers - lack of opportunity.     

初中读写训练层级要求

阅读与写作教学是初中语文教学的重要内容之一,加强层级训练是提高学生阅读、写作水平的很好方法。层级训练的主要内容有：词句积累、感知主题。领悟写作技巧、观察与联想等。