共查询到20条相似文献，搜索用时 93 毫秒
1.
张宝花 《读与写:教育教学刊》2010,7(4):51-51,102
阅读理解题是考查学生对活的语言材料的理解能力,即通过阅读材料获得信息的能力.阅读的目的不仅要让学生学会语言知识,获取文章提供的信息,文章的内涵,更重要的是要学生掌握阅读的方法和技能.本文浅析了英语阅读理解的方法与技巧,旨在帮助同学了解掌握阅读的方法和技巧,并能迅速提高阅读理解能力. 相似文献
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分析了英语考试中听力、词汇和阅读理解三方面试题的考试重点和难点,通过解析典型例题,提出了具体的应试技巧,认为在英语考试中解决听力、词汇和阅读理解这三类题型时,有针对性的掌握一些答题的技巧和方法不仅可以提高回答问题的效率,更能够提高考试的质量,达到事半功倍的效果。 相似文献
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邢淑香 《Reading and Writing(高中版)》2009,(Z1)
英语教学的目的是培养学生在口头和书面运用英语的能力,其中侧重培养阅读理解能力。阅读能力包括阅读理解的程度和阅读速度两方面。要提高阅读能力必须不断完善语言能力并掌握一些阅读技巧。 相似文献
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HSK中级考试阅读技巧 总被引：2，自引：0，他引：2
富克平 《新疆教育学院学报》2003,19(3):110-112
本针对HSK考试中阅读理解部分的分析，指出阅读可以通过一些阅读技巧来提高分数，并列举一些有用的阅读技巧。 相似文献
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在外语教学中,阅读是一个极为重要的环节,阅读理解是所有阅读技巧的目标也是阅读学习的最终目的,它可以加强学习者的听、说、写、译等技巧。在网络环境下,计算机的使用比传统的方法更能加强学习者的阅读理解能力。 相似文献
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阅读能力的培养在高中英语教学中历来受到重视,今天的信息时代更需要人们广泛而有效地进行阅读,因而对阅读能力的培养也提出了更高的要求。高中《英语教学大纲》的教学目的中明确提出侧重培养阅读能力。为了提高阅读准确率和阅读理解速度,学生必须根据不同的阅读目的,采用不同的阅读方法。做阅读理解的方法技巧我概括为： 相似文献
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阅读教学在初中英语教学中占有很大的比重。初中英语阅读教学的目的是教给学生阅读方法、阅读技巧,培养和提高学生的阅读理解能力。但因学生的个体差异性,使得阅读理解实践出现了一些问题： 相似文献
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现有研究文献表明,不同的阅读目的对阅读者阅读能力的发展有不同的影响。本文使用出声思维及自省和反省的方法,探索以应试为目的的阅读如何影响阅读者阅读能力,包括阅读速度、阅读理解程度、阅读技巧和阅读知识,以期对我国阅读教学的现状产生一些启示。 相似文献
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We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self‐perception of reading skill, self‐perception of reading speed, actual reading skill and actual reading speed to determine the relations that exist. The results supported our predictions. Primarily, self‐perceived reading speed strongly correlated with self‐perceived reading skill, whereas the correlation between actual reading speed and actual reading skill was low. Next, a multiple regression analysis showed that self‐perception of reading speed significantly predicted self‐perception of reading skill after controlling for actual reading skill. Lastly, how highly correlated reading skill was with self‐perceived reading speed was found to affect how accurately one perceived his or her reading skill. Consequently, the study results suggest a negative impact of self‐perceived reading speed on accuracy of self‐perceived reading skill, as hypothesised. 相似文献
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Third- and fourth-grade Norwegian children completed a battery of tasks that measured indicators of orthographic and phonological processing skill, leisure time reading, home literacy environment, and nonverbal intelligence. Using latent variable structural equation modeling, it was found that home literacy environment influenced leisure time reading, and that leisure time reading contributed to orthographic processing skill beyond the prediction provided by phonological processing skill. Home literacy environment influenced orthographic processing skill indirectly by its influence on leisure time reading. In addition, some children with poor phonological skill and good orthographic skill were found to score high on a leisure time reading measure. Even though Norwegian has much more regular orthography than English, these results are consistent with previous findings in the United States linking variance in orthographic processing skill to differences in leisure time reading. Thus, this study showed the robustness of orthographic skill independent of phonological processing even within the context of an orthographically regular language. 相似文献
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Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's intrinsic reading motivation was predicted by their reading skill, reading self-concept, and personality characteristics. Two hundred and ninety five children (aged 10–11) completed questionnaires measuring reading motivation, reading self-concept, personality characteristics, and also completed a reading assessment. It was found that personality explained significant variance in intrinsic reading motivation after accounting for reading skill and reading self-concept. Furthermore, personality factors accounted for similar amounts of variance in intrinsic reading motivation as reading self-concept and skill. The implications for improving children's motivation to read are discussed, in addition to the importance of tailoring educational and motivational strategies to individuals. 相似文献
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This study investigated relationships among cortical thickness in the left-hemisphere reading network, and reading skill and experience in adult nonimpaired readers. Given the relationship between print exposure and reading, it is possible that print exposure is related to cortical structure. The pattern of correlations indicated that individuals with higher print exposure had better reading skills and thicker cortices. Furthermore, print exposure accounted for unique variance in cortical thickness in part of the left-hemisphere reading network after accounting for reading skill. This suggests that some of the variation in cortical thickness in adults might be attributable to reading experience, independently of reading skill. 相似文献
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Min Wang Alida Anderson Chenxi Cheng Yoonjung Park Jennifer Thomson 《Reading and writing》2008,21(6):627-644
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English
phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English
counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading
skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing,
on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling
for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory
processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are
discussed in terms of the impact of cross-language differences in bilingual reading acquisition. 相似文献
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The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications. 相似文献
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魏国平 《闽西职业技术学院学报》2006,8(1):101-103
高职院校学生的的阅读水平关系到高职学生的素质,高职院校图书馆在提升高职学生阅读水平方面应发挥积极作用。要使高职院校的图书馆成为高职学生阅读的中心课堂,图书馆一定要充分重视学生阅读水平的重要性,采取一切措施吸引学生来图书馆借阅图书,以高职学生借阅者为首位,采用动态服务,改善图书馆网络环境等对策。 相似文献
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Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction 总被引：1，自引：0，他引：1
The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with
a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in
the transitional bilingual and dual-language programs had significantly higher scores than the students in the English immersion
program on the Spanish reading and oral language measures and significantly lower scores on the English reading comprehension
and oral language measures. Multiple-group path models showed that the predictors of third grade English and Spanish reading
comprehension did not differ across the three programs. Spanish phonological/decoding skill and oral language in first grade
mediated the association between Spanish phonological/decoding skill and oral language in kindergarten and third grade Spanish
reading comprehension. English phonological/decoding, Spanish phonological/decoding skill, and English oral language in first
grade mediated the link between Spanish phonological/decoding skill in kindergarten and third grade English reading comprehension. 相似文献
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Donald L. Compton 《Annals of dyslexia》2000,50(1):53-84
The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness
to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual
word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different
phases of the school year. In the first phase of the study (October–January), word and nonword reading skill was modeled in
normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword
reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword
reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed,
letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the
second phase of the study (January–April), a subgroup of the at-risk subjects who exhibited limited growth in word reading
skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve
reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this
group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group
of subjects receiving intervention. 相似文献
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阅读作为基础语言技能,习惯和教学方法非常重要。教学中训练阅读技能和培养阅读习惯比提供语言知识更为重要。教师在课堂上应少讲解,多培养,指导学生实践,并通过大量阅读材料,让学生高效地习得语言阅读技能。 相似文献