共查询到5条相似文献，搜索用时 15 毫秒
1.
Aaron P. G. Joshi R. M. Ayotollah Mahboobeh Ellsberry Annie Henderson Janet Lindsey Kim 《Reading and writing》1999,11(2):89-127
Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. 相似文献
2.
In this paper the contribution or impact of sub-word levels in the computation of word phonology was evaluated for the two very different orthographies of alphabetic English and logographic Japanese kanji. In particular, the studies of Wydell, Butterworth and Patterson (1995), Fushimi, Ijuin and Tatsumi (1996a, b), and Wydell, Butterworth, Shibahara and Zorzi (1997) are reviewed. These studies investigated the sub-word level (i.e., the level of constituent characters in two-character kanji words) as well as whole-word level of contribution in the computation of phonology to the compound kanji words. It is concluded that the available data suggest some involvement of sub-word level processing in the computation of word phonology in kanji, though to a much lesser extent than in English. More importantly, it is suggested that the structural differences between On-reading words (of Chinese origin) and Kun-reading words (of Japanese origin) may prove to be important factors when evaluating the speed and accuracy in the computation of the phonology of kanji words. 相似文献
3.
Lee S. Shulman 《教育心理学家》2013,48(2):90-92
Several serious problems in the theoretical foundations of factor analysis are reviewed. The first, factor‐naming, is discussed as a determinant of factor fame. A second problem, that of rounding errors in the computerized extraction of factors, is treated from the perspective of psychoanalyticametric theory. Results of an empirical study of the causes of rounding errors are presented and discussed. 相似文献
4.
Phan Le Ha 《Asia-Pacific Journal of Teacher Education》2014,42(4):392-405
“Learner-centred” and “teacher as facilitator,” among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with “teacher-centred” and “teacher as authority” projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere’s concepts of equality and dissensus may empower those seen as marginalised and disadvantaged, these concepts fail to acknowledge the multiplicities and dynamics of positions of those presupposed to be “powerful” and “privileged.” 相似文献
5.
Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1–2 were tested three times (T1–T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading comprehension and reading fluency. The results demonstrated that both T1 morphological awareness and RAN directly and significantly explained a similar amount of variance in T3 reading comprehension and reading fluency. T1 Morphological awareness predicted T3 reading comprehension via T2 word-reading accuracy but not word-reading fluency, whereas the indirect influence of T1 RAN on T3 reading comprehension was not significant. In contrast, morphological awareness predicted reading fluency via word-reading accuracy and fluency, while RAN predicted it only via word-reading fluency not accuracy. The findings add to the growing literature by providing evidence of the similarities and differences in the cognitive underpinnings of reading comprehension versus reading fluency in Chinese children.
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