Correlates of early reading performance in a transparent orthography

A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish.     

纷争、建构与悬置--关于华文文学命名科学性的思考

世界华文文学学科命名的科学性一直以来存在着争论.首先表现为对研究地域的论争,继而表现为以人种/语种为划分依据的争论.而伴随着纷争,华文文学学科对象的不完整在实际操作中得到了不断地建构、弥补,也即命名的科学性与否在现实层面已经解决了.故而笔者认为,对“世界华文文学”这一命名的科学性、规范性、完整性的论争是不必要的,宜悬置起来,存而不论.     

Effects of mora deletion,nonword repetition,rapid naming,and visual search performance on beginning reading in Japanese

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed.     

"文学命名"论——批评行为的"史性"修辞

就学活动和发展过程而言,“学命名”活动贯穿于从“学批评”到“学史”的连续性的整体构成之中。“批评命名”与“学史命名”作为学审美活动中的两种基本的“命名方式”,其差异性体现为思维类型的不同归属。“命名”研究的重要性在于,它可以帮助我们更准确地把握学活动中“主体”,“批评”,“历史”与“言说”的复杂关系。     

快速城市化背景下的城市道路命名刍议

20世纪90年代以来的快速城市化,使得城市道路变更较快,城市路名出现了一定的混乱。一路多名、采词重复、特色缺失是困扰当前城市道路命名的主要问题。解决上述问题,须采取通名层次化、采词在地化、强化指位性、保持同一性等对策。     

Stories Behind African Names: A Case Study Of The Setswana Names Of The North West University,Mafikeng Campus’ Students

ABSTRACT

This paper presents a report of an analysis of the participants’ stories behind their Setswana names. Questionnaires, made available in Setswana and in English, were used to collect data from the respondents with assistance and permission from their parents and guardians. The results indicate that mothers and grandmothers hold the power insofar as the naming of children is concerned. The results also illustrate the participants’ attitude towards their names. Furthermore, the results indicate that the Batswana's naming traditions, just like those of other African nations, are also affected by the events taking place around the period of birth of their children.     

水西彝族安氏苴穆连名谱系在彝族历史断代中的重要作用

彝族无断代史和编年史,水西安氏苴穆及其先祖是中国执掌地方政权历史最长的家族,与历代封建王朝关系紧密,其连名谱系可作为研究云贵川彝族历史的近似断代的工具,以破解彝文献记载中一些断代不清的难题。     

革命文学的命名、论争与茅盾《文凭》的翻译

20世纪20年代后期,文学先锋派创造社、太阳社等对革命文学的命名和论争实质上是对文学场内话语权的争夺。他们对革命文学设定的规范及对茅盾小说的评论使茅盾主动参与这场论争,体现出茅盾在文学和政治上的双重考虑。稍后翻译俄国作家丹青科的小说《文凭》则是茅盾为推出文学范本,挑战先锋话语、重新阐释文学规范并摆脱身份危机所作的努力。     

关于部件命名的三个问题

教育部、国家语委联合发布的《现代常用字部件及部件名称规范》初步解决了部件的界定、拆分、命名等问题,但该规范尚有一些问题值得进一步讨论。概括起来,主要是成字部件的界定问题、代表字的用字范围问题,以及非单笔部件的命名方式问题。     

海德格尔对诗的六种界说

海德格尔从“存在”思入“诗”并不是偶然突兀的,而是经历了一番沉思之漫游的结果。海氏对诗歌的思考也留下了这条漫游的痕迹,这使他在不同时期对诗歌作出了不同的界说：诗是存在者之无蔽的道说;诗是真理之创建;诗是存在的词语性创建;诗是道说神圣的歌唱;诗是对诸神的命名;诗是持存之创建。