共查询到20条相似文献，搜索用时 177 毫秒
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《校园英语(教研版)》2016,(26)
<正>一、七选五命题特点1.选材:短文一般为280-300词左右的说明文或议论文,其中正文词数240左右,选项词数60左右。短文篇章结构常归纳为:提出问题——解决问题,一般不在首段首句设空。七选五文章选材多用说明文,没出现过记叙文。新课标全国卷从2008年开始以说明文考查七选五阅读,且多为指导类说明文,至今没有一篇记叙文,也没有议论文。2.结构:这类文章大部分都有非常清晰的思路与逻辑,多呈现大标题加小标题的结构模式。与阅读理解题不同,七选五阅读有时会给出文章的标题,使学生能够更加快速的掌握文章的主旨(2011,2012,2014卷Ⅱ,2015卷Ⅰ)。除了文章的大标题,大部分真题的文章中都有小标题将文章分为几个 相似文献
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从09年12月的大学英语四级快速阅读理解题来看,文章主要讲美国大学机构对奖学金份额的看法,主要是包括对优等生的奖学金以及需要补助的学生的奖学金的份额的看法。同时,本次的快速阅读与09年6月的快速阅读在文体上有所变化：没有大标题,也没有小标题,但文章篇幅大体相当,然而,难度有所增加,由于没有大、小标题,所以,给考生定位答案带来了相当大的难度; 相似文献
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雷容 《兰州教育学院学报》2009,25(2):58-61
本文采用实验法探讨在第二语言背景下文章标记和阅读任务类型对文章信息理解与保持的影响。研究结果表明：在第二语言背景下,文章标记对文章信息理解与保持不存在显著性影响;不同的阅读任务（记忆任务阅读和自然阅读）对文章信息理解与保持存在显著性影响;文章标记和不同阅读任务之间不存在显著的交互作用;在不同的文章标记情况和不同的阅读任务下,阅读者对文章首尾部分信息理解与保持优于对中心部分信息的理解与保持。 相似文献
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滕宗娟 《学生之友(初中版)(金视野)》2008,(Z1)
一、中考语文说明文阅读题型分类说明文阅读题归纳起来,一般有以下几种:1.在阅读全文的基础上,概括选文(或选文中某一段)的说明对象,把握其特点,或概括文章(或某段)说明的主要内容,或找出中心句,或给文章拟个标题或给说明对象下定义等。2.通过问答题的形式,考查分析摘录文中有关的重要信息能力。主要题型如:(1)直接问答 相似文献
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田雪霞 《语数外学习(高中版)》2013,(7):76
阅读说明文并不难,而阅读高科技、体现最先进信息议论性说明文,就很困难。这要求学生平时要注重段、句的训练。段与段之间的关系、内容联系,某一段在文中的地位,都要认真思考。特别是要深入进入微观阅读的训练,把每一句与其他句之间的关系、逻辑联系一定要搞明白,而对句子内部的研究、理解都要重视,力求理解无误。这就要求做到,对段、句内重要的语言信息(关键的字和词)和中心句要善于筛选和把握。高科技性极强的说明文,阅读时一定要特别关注其中的副词和术语,并从中找出这些字眼的微差。 相似文献
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鲍亚民 《中学生读写(初中)》2007,(6):19-23
说明文在现代社会生活中具有广泛的应用价值。因此．说明文也就成了中考语文现代文阅读测试的必选试题。近年中考涉及说明文的考题主要是：（1）考查学生从阅读材料中捕捉重要信息的能力。（2）具体考查学生词句理解、文意把握、要点概括、内容探究以及作品感受的能力。 相似文献
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信息推断是阅读理解的延伸,是理解分析能力的深入,是说明文阅读训练的难点,也是近几年高考考查的重点。一、考点诠释 本考点主要考查学生在充分理解并正确把握原文基本意思的前提下,根据阅读材料的有关内容,进行合理推断和想象的能力。 相似文献
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Marie -France Ehrlich Hubert Tardieu 《European Journal of Psychology of Education - EJPE》1991,6(3):337-349
Reading speed is a component of reading ability tests designed to separate «good» and «poor» readers. The purpose of the two experiments reported in this paper were to study whether slow and fast adult readers differ in terms of the subprocesses involved in textual organization. For this, two variables were manipulated: title and type of text. Subjects were classified as slow and fast readers based on the median value of the distribution of reading times on a preliminary text. Data clearly show that reading speed is a reliable individual characteristic. In Experiment 1, the recall performance of slow and fast readers did not differ. No interaction between reading speed and the title and type of text variables were observed. In Experiment 2, these results were replicated and extended to a summary test. So, it appears that slow and fast readers do not process textual organization in a different way and show identical comprehension performances. Further research is necessary to identify those factors that characterize good comprehenders among slow and fast readers. 相似文献
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Natasha Lacroix 《Instructional Science》1999,27(3-4):221-233
This paper addresses the issue of macrostructural processing of multiple text passages. Two levels of macrostructural processing, macrostructural construction (extracting important information) and organization (structuring selected information) may be at work during complex text comprehension. Three experiments examined the effects of various textual and situational factors on macrostructural construction and organization. College students were asked to read small sets of documents presented in hypertext format. The students' reading strategies as well as their written reports were analyzed. Experiment 1 showed that headings and presentation format influence macrostructural organization. Experiment 2 showed that task requirements tend to influence macrostructure construction and organization, whereas presentation conditions, such as the marking of important information and the presentation order, can affect both levels of macrostructural processing. Finally, experiment 3 indicated that there is an interaction between global and local headings and the construction and organization of macrostructure. The three experiments also suggested that subjects can be characterized based on how well they deal with macrostructural construction and organization. It is concluded that the comprehension of hypertext involves higher levels of cognitive processing which ensure the structuring of multiple text information. 相似文献
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Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered. 相似文献
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Manuel Perea Victoria Panadero Carmen Moret-Tatay Pablo Gómez 《Learning and Instruction》2012,22(6):420-430
Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia. 相似文献
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Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics. 相似文献
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Informative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such a benefit for comprehension. Additionally, it is an open question how informative narratives impact metacomprehension accuracy. The results of two experiments (N1 = 63 and N2 = 70 university students) showed that informative narratives were less or not at all beneficial to text comprehension compared with expository texts. Moreover, informative narratives often led to more overestimation of comprehension in terms of predictions, postdictions, and response confidence than expository texts. This seemed to be particularly true, as Experiment 2 revealed, for readers with a lower need for cognition because they were more transported into the storyline of informative narratives. The findings suggest that informative narratives prime the activation of a narrative-specific reading goal and, thus, distract readers from learning and accurately monitoring the to-be-learned conceptual information. 相似文献
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With increasing use of the World Wide Web, rapid scanning or skimming of material on screen has become a frequent activity. However, the outcome of this method of reading has not been thoroughly investigated. Using a range of question types, comprehension was measured after reading from screen at both a normal and fast reading speed. In addition, by automatically recording how readers scrolled through each document, reading patterns were explored. A speed‐accuracy trade‐off was found and, in general, the recall of specific details was less accurate than responses to ‘higher order’ questions. However, questions that addressed the structure of the text were hardest. Analysis of the scrolling movements showed that the overall time spent pausing between movements was the best predictor of comprehension. At a normal reading speed, the most effective readers, in terms of higher comprehension scores, were those who spent more time between scrolling movements, which were fast and frequent. 相似文献
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In two reading level design experiments, matched groups of normal and poor readers were compared with regard to their use of phonological and orthographic information. Experiment 1 used a semantic decision task similar to the task described in the study of Jarvella & Snodgrass (1974). Experiment 1 was aimed to assess the way normal and poor readers, matched on reading level, automatically process phonological and orthographic incongruencies when comparing the singular and plural of nouns. Experiment 2 investigated the automatized processing of uppercase-lowercase letter incongruencies in a same-different task using words and pseudowords. It assessed the role of letter feature cues involved in the initial identification process. Experiment 1 demonstrated that poor readers needed more time for evaluating phonologically incongruent word pairs. No independent effect of orthographic incongruency was found. Experiment 2 showed that, if compared with reading age matched normals, poor readers had more problems with evaluating uppercase-lowercase incongruencies. This orthographic processing problem was particularly prominent when pseudowords were presented. It is concluded that poor readers not only have phonological processing problems, but also have difficulties at the orthographic processing level. 相似文献
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This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction of performance on a comprehension test, and their text comprehension were measured. In-print readers, but not on-screen readers, mindwandered less on the pressured than in the free time condition, indicating higher task adaptation in print. Accordingly, on-screen readers in the pressured condition comprehended less than the other three groups. Mindwandering and text comprehension were similar under free reading time regardless of medium. Lastly, there were no differences in readers’ metacognitive calibration. The results support the hypothesis of shallow information processing when reading on screen under time constraints. 相似文献