共查询到20条相似文献，搜索用时 31 毫秒
1.
Kate Nation 《Australian Journal of Learning Difficulties》2019,24(1):47-73
Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders. This paper discusses how weaknesses in either or both of components of the Simple View are implicated in children’s reading comprehension difficulties. It concludes with reflections on the strengths and limitations of the Simple View as a theoretical and practical framework to guide our understanding of reading comprehension and its development. 相似文献
2.
Barbara R. Foorman Yaacov Petscher M. Denise Bishop 《Learning and individual differences》2012,22(6):792-798
We know that knowledge of word structure—morphology—relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how students' winter scores in morphological knowledge, spelling, text reading efficiency, and reading comprehension predicted spring scores in reading comprehension. Reading comprehension was measured by a computeradaptive, interim reading assessment. Bivariate relations were examined and a strong relation between morphological knowledge and reading comprehension was observed in all grades except grade 10. Multilevel analyses showed that morphological knowledge added 2%–9% unique variance beyond the autoregressor in predicting spring reading comprehension at the student level and that over 90% of the large variability between classrooms was explained by performance on these component skills. Educational implications were discussed. 相似文献
3.
High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis. 相似文献
4.
本文通过8A Unit2 Reading的整体教学方法的介绍,论述了英语课堂整体教学法的必要性、重要性,提出了整体教学法的实施步骤和方法,呼吁英语reading教学应采用整体教学法,打造精彩英语课堂。 相似文献
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Morgan PL Fuchs D Compton DL Cordray DS Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. 相似文献
7.
Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2. 相似文献
8.
Laura Scholes 《Gender and education》2019,31(3):344-361
Drawing on interviews with 15 boys attending schools in low socioeconomic communities in Australia, this paper examines the multiplicity of contextual influences on boys’ everyday reading experiences. Implementing an ecological metaphor, boys’ narratives about (i) their attitudes towards reading at school (microsystem); (ii) parental beliefs about reading (mesosystem); (iii) masculinities within low socioeconomic communities (exosystem), and; (iv) reading as socially valued knowledge (macrosystem) are explored. The paper illustrates the textured nature of immediate and broader influences on boys’ engagement with, and positioning of, reading. In particular, the paper challenges dominant discourses about working-class boys’ reading practices, contributing to research into literacy in-situ to make visible the immediate and broader contextual systems that influence the ways working-class boys engage with, and enjoy, reading. 相似文献
9.
Ninger Zhou Aman Yadav 《Educational technology research and development : ETR & D》2017,65(6):1523-1545
The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks. 相似文献
10.
James S. Kim Jennifer F. Samson Robert Fitzgerald Ardice Hartry 《Reading and writing》2010,23(9):1109-1129
The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures
of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print
exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children
in Grades 4–6 were randomly assigned to READ 180 or a district after-school program. Both programs were implemented 4 days
per week over 23 weeks. Children in the READ 180 intervention participated in three 20-min literacy activities, including
(1) individualized computer-assisted reading instruction with videos, leveled text, and word study activities, (2) independent
and modeled reading practice with leveled books, and (3) teacher-directed reading lessons tailored to the reading level of
children in small groups. Children in the district after-school program participated in a 60-min program in which teachers
were able to select from 16 different enrichment activities that were designed to improve student attendance. There was no
significant difference between children in READ 180 and the district after-school program on norm-referenced measures of word
reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency
and attendance, these effects were restricted to children in Grade 4. Print exposure, as measured by the number of words children
read on the READ 180 computer lessons, explained 4% of the variance in vocabulary and 2% of the variance in word reading efficiency
after all pretest reading scores were partialed out. 相似文献
11.
《Australian Journal of Learning Difficulties》2013,18(1):9-18
Abstract This study uses data collected from children in Hong Kong for the PIRLS international reading survey of 2001. A total of 4867 students aged 9 to 10 years from 147 primary schools were assessed. The aim of the study is to investigate the observed differences in comprehension skills displayed in the test results from students at three ability levels. Affective factors (attitudes and reading self‐concept) are also compared for the three groups. Results indicate that the lower‐ability students performed very poorly in all four processes of comprehension — even at the most basic level of retrieval of facts. This weakness at the lower level greatly impaired the students’ ability to operate at higher levels of comprehension involving inference, prediction, integration of ideas and critical evaluation. The weakest readers had extreme difficulty with test items requiring an extended written response. Even on simple multiple‐choice items their performance was inferior to the average and higher‐ability groups. Data from the supplementary questionnaires indicates that across all ability groups the children's attitude toward reading is correlated positively with reading achievement. However, data collected on the students’ reading self‐concept produced anomalous results that cast some doubt on the feasibility of using self‐evaluation and self‐report questionnaires with this age and cultural group. Practical implications from the findings are discussed. 相似文献
12.
一、书面表达在中学英语教学中的地位及其未来发展的趋势教育部颁布的最新《普通高中英语课程标准》中对中学英语教学的“听、说、读、写”能力提出了明确具体的量化要求,其中对使用英语进行书面表达的要求是:“在有提示词的条件下,用30分钟二年级和三年级分别写50～80个词和80～100个词的短文,基本语法和常用句型无严重错误,意思表达清楚。” 相似文献
13.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
14.
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family’s reading history may not be available, a self-report of reading abilities is used to identify children’s background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables’ discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children’s reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents’ self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition. 相似文献
15.
There have been many studies done to identify the effectivenessof conducting strategy training to develop and improve the students'proficiency in reading instruction.Since the early 1970s research in the field of second languagelearning and teaching has s… 相似文献
16.
This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions. 相似文献
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Reading and Writing - Despite a growing research base that explores motivational constructs in reading and their relationship to achievement, nuanced questions remain. The present study examines... 相似文献
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笔者从事英语教学20多年,已经是使用人教版的三种不同版本的英语教材,但就觉得现行教材,人教版的SECSB的教材内容 相似文献
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Reading and Writing - This study investigated Hong Kong secondary students’ Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation... 相似文献