Genes, environment, and dyslexia the 2005 Norman Geschwind memorial lecture

This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia) and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences are expressed through their interaction and correlation with the environment.     

Rapid visual processing by college students in reading irregular words and phonologically regular pseudowords presented singly and in contiguity

Using normal adult readers, this study examined the relative involvement of magnocellular and parvocellular processes in reading English phonologically regular pseudowords and irregular words presented in isolation and in contiguity from left to right. The data showed that a low temporal frequency visual measure that implied more parvocellular involvement was active in processing irregular words presented singly and pseudowords presented in contiguity. However, the results failed to show the involvement of the magnocellular pathway (as implicated by low spatial and/or high temporal frequency visual measures) in reading words presented in contiguity from left to right. The discrepancy was discussed in terms of the sensitivity of the tasks used in testing the two pathways.     

图书馆学与阅读研究

社会阅读与阅读推广是现代图书馆学的重要领域,现代图书馆学的阅读研究与图书馆核心价值相联系,研究中必须体现人文关怀,支持利用信息技术,支持新阅读。     

近年来我国社会阅读活动概述

近年来,我国对社会阅读活动非常重视,政府部门、公共图书馆以及民间组织都积极倡导并开展社会阅读活动.文章介绍了近年来我国社会阅读活动的发展概况,并从我国社会阅读活动的推动力量、活动形式、特点等方面,分析了我国社会阅读活动的状况.     

新疆少数民族大学生信息素养现状及培养对策

通过对少数民族大学生信息素养现状的调查,对其在信息意识、信息道德、信息能力及媒体素养方面存在的问题进行分析,深入挖掘少数民族大学生信息素质培养过程中的障碍因素,有针对性地从信息环境治理、信息素养课程教学、媒体改善等方面提出解决思路。     

基于多校区大学生阅读新特点的阅读指导策略

科技的发展改变了大学生的阅读习惯与阅读方法。大学生整体阅读能力的下降引起了社会各界的广泛关注。图书馆工作者应当重新确定阅读指导的策略,以提高大学生的阅读能力,推动高校书香文化建设。     

大学生信息素养研究性培育模式的构建

分析了目前大学生信息素养存在的主要问题,根据大学生信息素养构成要素,建立了大学生信息素养培育机理模型。围绕信息检索课程构建了大学生信息素养研究性培育模式,着重对该模式的研究主题和研究过程进行了阐述。     

高校图书馆外文阅览室与英语协作教学辅导

根据＂协作教学＂的理念,创造性地提出＂高校图书馆外文阅览室与外语系英语协作教学辅导＂的方法,协助高校英语教师搞好课外辅导,以提高入校新生英语水平,解决学生课内外英语学习理论与实践方面的问题,让学生通过课堂学习和图书馆外文阅览室工作人员结合自身知识和馆内资源分组进行针对性课外辅导。     

大学生休闲阅读调查分析与图书馆导读工作探讨

文章以高等教育环境下学生非目标性英语课外阅读作为研究对象,探讨和分析以休闲娱乐为目的的阅读行为与导向,及由此带来的信息行为能力的提高;并针对高校图书馆开展导读服务存在的困难和障碍,简略提出了开展英语课外阅读的措施方法。参考文献5。     

谈大学生信息素质教育与创新人才培养

阐述了创新人才素质、信息素质教育的内涵,信息素质教育在创新人才培养中的作用,同时探讨了高校图书馆如何发挥信息素质教育在创新人才培养中的作用。