A deficit in rime awareness in children with Down syndrome

This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols.     

从霍桑的《红字》看自然人与社会人之间的冲突

以霍桑的《红字》中自然人与社会人的矛盾冲突为线索,从两个层次探讨了作品中主要人物之间的冲突:代表自然人利益的人与代表社会人利益的人之间的冲突;三个主要人物的自然属性与社会属性的冲突。     

高中语文选文《报任安书》(节选)注释商兑

高中语文课本第六册所选《报任安书》(节选)的注释有些地方值得商榷,如对篇名的注释,对“而世又不与能死节者比”句中的“与”的注释,对“刑不上大夫”的处理。本文对课本注释不当之处进行分析说明,并提出参考性的处理意见。     

《红字》中海丝特·白兰的多重性格特征解读

纳撒尼尔.霍桑的代表作《红字》的伟大之处离不开小说中美丽的女主人公海丝特.白兰。在这部小说中,女主人公海丝特.白兰具有多重性格:她既有可贵的反抗精神与独立自主精神,也有脆弱性与妥协性的一面。     

《红字》中红色的象征意义

红色在《红字》中反复出现，有着丰富的含义。本文结合红色在西方文化、宗教中的艺术传统和象征意义，着重探讨红色体现在《红字》中不同的人物身上的多重象征意义。     

现世的悲歌生命的颂歌——从《报任安书》看司马迁的生死观

司马迁的《报任安书》是我们解读司马迁和他的《史记》的一个切入点。在这篇文章中不仅有作者不幸身世的诉说,也有对“发愤著书”原由的阐释,更有对生死观的全新理解,这些也都对后世产生了巨大的影响。     

异曲同工--《德伯家的苔丝》与《红字》中象征艺术手法探析

哈代的《德伯家的苔丝》和霍桑的《红字》两部作品最显著的艺术特色都是其象征主义表现手法。它打破了浪漫主义所惯用的直抒胸怀的手法，通过象征暗示，来表达人与自然，人与事物，人与人之间的隐秘关系。文章通过对这两部小说中的三个主要象征人物进行对比分析，从而了解到两住大师的象征艺术写作手法的异曲同工之妙。     

Unified expression for failure of reinforced concrete members in bridge

INTRODUCTION Reinforced concrete elements with box section are commonly used in horizontal subsystems and in vertical support of bridge structures. The horizontal structural members normally have box section and top flange. The vertical supports of the bridge usually have a box section also. To simplify the deduction of such structural member under combined forces, the box sections without top flange are discussed here. Fig.1 shows the typical section types of reinforced concrete members.…     

Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship

This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word.