Can the simple view deal with the complexities of reading?

We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word‐reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a blueprint for instruction. Nevertheless we argue that the model is helpful in conceptualising these broad skills and thus in planning for teaching and learning. We review empirical evidence concerning the SVR, suggesting that it provides a good fit to much scientific data on typical and atypical development, and variation among students across the school age range. We also indicate several areas in which we think the SVR is incomplete or in need of further empirical support. These include the way in which word decoding is conceptualised, the ways in which RC is measured, RC strategies, the role of reading fluency, reading with illustrations and second‐language reading.     

Decoding Reed-Solomon codes using Euclid’s algorithm

Reed-Solomon codes are indeed an elegant illustration of a very practical application of abstract algebra. An interesting discovery was the fact that Euclid’s algorithm for finding greatest common divisors of polynomials, could be used for decoding these codes. In this article we explain this connection. Priti Shankar is with the Department of Computer Science and Automation at the Indian Institute of Science, Bangalore. Her interests are in theoretical computer science and error correcting codes.     

Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.     

单片机通信的汉明码

差错控制编码理论是现代通信的一个重要理论范畴并在实际中有广泛的应用。本文介绍汉明码的编码、译码和差错校正的原理 ,并给出单片机与PC机间通信的编程实例。     

篇章理解的个体差异研究

篇章理解已成为心理语言学的一个重要研究领域。篇章理解的个体差异日渐引起学者的关注。篇章理解的个体差异可以从以下四个方面进行研究:字词解码水平的加工差异;句子水平上的加工差异;篇章水平上的加工差异;工作记忆容量和加工能力的差异。     

联合结构的标记类型及其作用

联合结构的标记类型，以往的论著主要从标记的性质或者说标记的来源进行划分。笔者认为标记总是有一定的位置，不同位置上的标记，其提示作用是不一样的；根据标记所在的位置和作用的不同，联合标记可分为四类：起始标记、结束标记、续接标记、认同标记。这种分类的意义在于可以为语言的表达提供参考，为语言的理解提供依据；还可为计算机对口语或局面语的解读提供一些看得见、摸得着的形式。     

Julia曲线"与分形图像压缩编码

将Julia曲线"按正方形形状以多种方式进行量化,并将量化的 Julia曲线 "用于分形图像压缩编码,改变了分形图像压缩编码以变化的压缩编码字典进行编码的缺点。此外,还建立了一个小型的常用字典,用以加速分形图像的压缩编码。实验结果表明, Julia曲线 "能很好地拼贴所要编码的图像,并具有分形图像的解码优点。     

文化图式理论研究综述

文化图式理论是基于图式理论的一个较新的理论，它的提出和发展对于跨文化交流具有重要的意义，在国际交流与合作日益发达的今天，这一理论的实用性也越来越突出，引起了不少学者的关注和研究。这些研究目前主要集中在文化图式的定义、特点以及文化图式理论在翻译研究中的运用等方面，为今后更深入、广泛的研究奠定了坚实的基础。     

道德教育中的编码、解码与抵制:提升德育有效性的分析

中小学道德教育低效是一个难以破解的教育与社会问题。西方文化研究中斯图亚特.霍尔的"编码""解码"理论为我们洞悉德育过程提供了有效工具。以此理论分析,德育过程可以分为3个阶段":德育编码""、德育话语形成"和"德育解码"。其中德育解码的正当与否直接关涉到道德教育的效果,德育解码的具体意义生产是由德育话语与学生的先行经验及两者之间的匹配性所决定的。为了提高道德教育的有效性,教师应该更多地了解学生的生活世界,教师所进行的德育编码需要从价值内容上进行实质性反思,而且德育编码所形成的德育话语要对学生具有亲和性,从而减少道德教育中事实存在的抵制现象。     

关于即时码判断方法的探讨

根据码的分类,对处于不同层次的码使用不同的判断方法,更便于最终即时码的判断。非奇异码可以通过观察和比对看有没有出现相同的码字来判断,唯一可译码可以通过生成尾随后缀组成的集合F,其中有没有包含码字来做出判断,即时码可以先利用克拉夫特不等式,再采用即时码的树图结构来判断。