Reading Comprehension

Who talk more,then,women or men?The seemingly contradictory evidence isshown by the difference between what Icall public and private speaking.More menfeel comfortable doing“public speaking”,     

On Listening Comprehension

<正> Introduction     

Rapid Reading Comprehension

The number of people with loss of hearing in America is about 250,000 people at the present time.Some of these people are fortunate enough to have hearing aids. The ear is a very complex part of the human body.A sound starts with sound waves traveling through the auditory canal towards the eardrum. The sound waves will cause the eardrum to vibrate. This vibration will be conducted by three small     

A Passage for Comprehension

The Internet has led to a huge increase in credit-card(信用卡)Fraud.Your card information could even be for sale in an illegal Web site(非法网站). Web sites offering cheap goods and services should be regarded with     

A Passage for Comprehension

Therearethreeseparatesourcesofdangerinsupplyingenergybynuclearpower（原子能)．First，theradioactivematerialmusttravelfromitsplaceofproductiontothepowerstation．Althoughthepowersta鄄tionsthemselvesarestronglybuilt，thecontainersusedforthetransportofthematerialsarenot．Normally，onlytwomethodsoftransportareinuse，namelyroadandrail．Unfortunately，bothofthesemayhaveaneffectonthegeneralpublic，sincetheyaresuretopassnear，oreventhrough，heavilypopulatedareas．Second，thereisaproblemofwaste．Allnuc…     

上期Read＆、Comprehension答案

The name, not necessarily respectively, of the brakeman, fireman, and engineer of a certain train are Smith, Jones and Robinson. The three passengers on the train who happen to have the same names - Smith, Jones, and Robinson - will be referred to hereafter as Mr. Smith, Mr. Jones, and Mr. Robinson to distinguish them from the employees.     

How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.     

How to Improve Your Reading Comprehension

When seeking to improve any skill, it is important to have a positive attitude, to set clear goals, and to practice regularly. The same is true of improving your reading comprehension skills. First, I want to discuss some positive thinking strategies, and then we will discuss some more practical ways of improving in the area of reading comprehension.     

Suggestions for Conducting a Reading Comprehension Lesson

I. Aims and Content of a Reading Comprehension Lesson As stated in the New English Course curriculum, "the aim of senior school English teaching is to develop students' overall abilities of listening, speaking, reading and writing, with more emphasis on reading". The main task of a reading comprehension lesson is to develop students' reading ability and help them form good habit of reading. Enabling students     

TheSignificanceofBackground Knowledge onStudents’English Listening Comprehension

The background knowledge has the stimulating function in English listening comprehension; it can reduce the psychological pressure before listening, strengthen the confidence and enhance the predictive ability. Therefore, the paper mainly discusses the importance and influences of linguistic background knowledge and non-linguistic background knowledge in listening comprehension. The author also gives some suggestions on teaching English listening according to the analysis of significances of background knowledge in the paper.     

How to lncrease Students'listening Comprehension

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On the Comprehension and Translation of English Proverbs

本文就如何正确翻译英语谚语这一话题展开讨论，指出正确的谚语译文不应源自错误的字面意义上的理解，而有时应根据其用法，并提出谚语翻译应注意的问题及主要翻译方法。     

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.     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher’s role in listening comprehension. For the purpose of proving the necessity of the teacher’s role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher’s role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.     

Teaching of Listening Comprehension to Chinese College Students

1.ContextEnglish is now the most popular learnedforeign language in China.But generally speaking,English teaching in all levels of Chinese schoolsis still very test centered.The real ability oflanguage usage or the communicative ability inlanguage studies is comparatively neglected.Thatleads to a great dissatisfaction due to the obviousdeficiency of Chinese students’language ability.I have taught listening comprehension to firstyear college students in Nanchang University forseveral years.…     

Reading and Reading Comprehension in CET-6

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Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from eye movements

The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers’ sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers.     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency....     

Improving Students’ Diagram Comprehension with Classroom Instruction

The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition.