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1.
元认知是认知主体对自身认知活动的认识。元认知由元认知知识、元认知体验和元认知监控三部分组成。阅读理解监控是应用于阅读理解活动中的认知监控。应用元认知理论指导大学英语阅读教学实践,分析元认知能力与学生的英语阅读水平的关系,通过国外近年来较有影响的阅读理解监控教学模式,探索和发展大学英语阅读元认知教学模式,以提高学生的元认知能力,从而达到提高学生阅读理解水平的目的。 相似文献
2.
徐长斌 《宿州教育学院学报》2006,9(6):111-112,120
阅读理解监控能力在阅读理解能力发展过程中起着重要的作用。目前初中生的阅读理解能力令人堪忧,原因是多方面的,但是忽视阅读理解监控能力的培养是其中最为重要的原因之一。本文着重介绍了阅读理解监控能力的概念的发展及内涵,就初中生阅读理解监控能力的培养从理论和实践两方面进行了一定深度的探讨。 相似文献
3.
阅读理解监控是阅读活动中一个重要的元认知加工过程，对阅读理解能力的发展起重要作用。本文根据自己的教学和研究经验，并参考大量的文献资料，发展出一种操作性的理解监控教学模式。作为一种以教学为定向而不是以研究为定向的教学程序，其强调了提问的多重功能，师生之间、学生之间的相互作用以及指导练习与独立练习的融合等教学技术的作用。以使阅读理解监控教学在学校情境中更易于操作，为增强阅读教学效果，培养学生阅读理解能力提供参考。 相似文献
4.
阅读教学中的应用理解策略的教学模式,是以培养和应用阅读理解策略为目标,促进师生共同完成对知识建构的一种教学方法。课堂教学中进行有效实施,要让学生形成正确的阅读观和积极的阅读态度;引导学生对阅读策略的运用;要充分发挥讨论的作用;加强对阅读教学过程中的理解监控。 相似文献
5.
浅谈阅读教学中学生阅读理解监控能力的培养 总被引：1，自引：0，他引：1
阅读理解监控是阅读活动中一个重要的元认知加工过程，对阅读理解能力的发展起重要作用，国外大量实验研究表明，理解监控能力可通过有效的教学训练得以提高。因此探讨如何进行阅读理解监控教学，以帮助阅读理解水平较差的学生提高其阅读理解能力，在实际的阅读教学活动中具有十分重要的实践意义。 相似文献
6.
语篇分析教学模式是以篇章结构为中心,通过语言手段对篇章加以分析,使读者对通篇思想能够彻底理解的一种教学模式.本文探讨了在英语阅读理解中如何应用语篇分析教学模式提高学生的阅读能力,并提出了实施语篇分析教学模式的具体办法. 相似文献
7.
阅读理解监控研究的综述 总被引：1，自引：0，他引：1
阅读理解监控研究的综述廖湘阳湖南师范大学有效的阅读需要学习者积极地控制自己的认知活动，对阅读理解过程的意识和监控已经构成为阅读理解的一个不可缺少的部分。阅读心理学家对阅读活动中的元认知技能即阅读理解监控的本质、研究方法、训练策略进行了广泛而深入的研究... 相似文献
8.
本文综合部分国内外学者对影响阅读理解水平的因素的研究，通过实验简要分析了阅读广度、语言知识水平和阅读理解监控水平与阅读理解成绩之间的关系。实验结果表明：1、阅读广度、语言知识水平和阅读理解监控水平均与阅读理解成绩相关；2．三者之间无交互作用，但阅读广度、语言知识水平效果显著；3、语言知识水平和阅读理解监控水平对阅读理解成绩有预测作用。 相似文献
9.
《语文学刊:高等教育版》2016,(9)
阅读理解监控对阅读理解过程起引导作用,而且理解监控能力的发展会促进理解水平的提高。本文试图通过培养学生的阅读理解监控能力,提高初中生的语文阅读水平,使学生对阅读产生浓厚的兴趣,从"要我读",变为"我要读",阅读心理呈良性发展,增强自主阅读意识。 相似文献
10.
余建华 《黑龙江教育学院学报》2002,21(2):97-98
阅读理解监控是指阅读者在进行阅读理解活动的全过程中,将自己正在进行的阅读理解活动作为意识对象,不断地对其进行积极自觉的监视、控制和调节。阅读理解监控是阅读教学中容易被忽视而又对学生的阅读理解产生重要影响的阅读技能。因此,在阅读教学中,应加强对学生的理解监控能力的培养。 相似文献
11.
Joanne Carlisle Ben Kelcey Dan Berebitsky Geoffrey Phelps 《Scientific Studies of Reading》2013,17(5):409-439
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction. 相似文献
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13.
Swanson HL 《Journal of learning disabilities》1999,32(6):504-532
The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word recognition and .72 for reading comprehension. Four important findings emerged from the synthesis: (a) Effect sizes for measures of comprehension were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction; (b) effect sizes related to reading comprehension were more susceptible to methodological variation than studies of word recognition; (c) the magnitude of ES for word recognition studies was significantly related to samples defined by cutoff scores (IQ > 85 and reading < 25th percentile), whereas the magnitude of ES for reading comprehension studies was sensitive to discrepancies between IQ and reading when compared to competing definitional criteria; and (d) instructional components related to word segmentation did not enter significantly into a weighted least square hierarchical regression analysis for predicting ES estimates of word recognition beyond an instructional core model, whereas small-group interactive instruction and strategy cuing contributed significant variance beyond a core model to ES estimates of reading comprehension. Implications related to definition and instructional components that optimize the magnitude of outcomes are discussed. 相似文献
14.
In this article we identify a number of issues that need to be addressed if we are to continue to make advances in the teaching of reading comprehension. First, we suggest that it is important to continue the search for a variety of effective instructional approaches for teaching reading comprehension and to learn more about the conditional applicability of the instructional approaches currently in vogue. Second, we argue that it is important to expand our definition of reading comprehension to more fully appreciate the social, political, and educational dimensions of reading comprehension and reading instruction. Finally, we consider some of the impediments hindering the classroom application of comprehension instruction research and we argue that researchers must become more concerned with the pragmatic aspects of how to make a difference to comprehension instruction in the classroom. 相似文献
15.
Robert J. Stevens Peggy N. Van Meter Joanna Garner Nicholas Warcholak Cindy Bochna Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed. 相似文献
16.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
17.
Goh Soo Tian 《Asia Pacific Journal of Education》1989,10(2):25-32
Developments in reading research in the last two decades have led to a fuller understanding of the reading process and enabled researchers and practitioners to address the issue of how to improve the teaching of reading comprehension. This paper reviews some of the studies in general classroom instructional research and reading comprehension instruction. It then reports an observation study of reading comprehension instruction carried out by IE student teachers. The findings of the study are discussed in the light of similar studies reviewed in the earlier section of the paper, and implications for classroom practice and further research are suggested. 相似文献
18.
Kit‐ling Lau 《Journal of Research in Reading》2019,42(3-4):523-540
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject. 相似文献
19.
Yin‐kum Law 《教育心理学》2008,28(5):567-582
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. 相似文献
20.
Rune AndreassenIvar Bråten 《Learning and Instruction》2011,21(4):520-537
In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading motivation. Results indicated that during a five-month intervention period, students in the intervention group increased their strategic competence and comprehension performance relative to controls. However, no effect was found on reading motivation. The overall pattern of results is explained in relation to the implementation quality of the four instructional principles, with implementation data indicating that the principles of reading-group organization and reading motivation were particularly difficult for the teachers to translate into classroom practice. 相似文献