共查询到20条相似文献，搜索用时 93 毫秒
1.
阅读理解是认知与元认知策略综合、协调运用的结果,是内外认知加工逐渐推进的有意识活动。系统认知观强调认知的系统性、动态性。据此,文章提出英语阅读理解的五个步骤,以协调阅读中的各种认知策略,实现对语篇完整、深层次的理解,提高阅读的有效性。 相似文献
2.
阅读理解是认知与元认知策略综合、协调运用的结果,是内外认知加工逐渐推进的有意识活动。系统认知观强调认知的系统性、动态性。据此,文章提出英语阅读理解的五个步骤,以协调阅读中的各种认知策略,实现对语篇完整、深层次的理解,提高阅读的有效性。 相似文献
3.
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
4.
阅读理解是作者向读者传递信息意图与交际意图的过程,本文结合关联理论和认知语境假设,总结出阅读理解的认知规律和特征,论述如何应用关联理论指导阅读理解教学,提高学生的整体概括,分析判断,逻辑推理和扩张联想的能力。 相似文献
5.
论交互教学的基本特征和心理机制 总被引：7，自引：0，他引：7
李伟健 《课程.教材.教法》2004,(8)
交互教学是当今备受建构主义和认知学习理论推崇的教学模式。它有三个基本特征:强调阅读策略的运用;小组的讨论体现一种有结构的对话;“教师”角色逐渐转移到学生身上,学生轮流担任“教学领导者”的角色。交互教学促进阅读理解的心理机制为;首先,形成正确的阅读态度和阅读观是交互教学中认知策略学习与应用的前提;其次,认知策略的学习和应用是交互教学促进阅读理解的中心环节;再者,理解监控是交互教学促进阅读理解的核心要素。最后,有结构的对话是联系认知策略、理解监控及阅读态度的纽带。 相似文献
6.
张凤琴 《齐齐哈尔师范高等专科学校学报》2016,(4):141-142
阅读理解受认知风格和工作记忆这样一些个体差异因素的影响,而且学习者的认知风格可能和工作记忆一起交互影响学习者的阅读理解能力。本研究基于Riding的认知风格理论和Baddeley的工作记忆相关理论,以郑州大学医学和机械工程专业的学生作为研究样本,研究认知风格、工作记忆与外语阅读理解的相关性。 相似文献
8.
阅读理解研究一直是认知语言学和心理学研究的热点问题.丈章根据阅读理论的动态理解观,对阅读理解过程进行多方位、多角度、多层次的讨论,分析了影响阅读的诸因素之间的关系.探究了阅读过程中读者的心理活动特征及思维活动规律.阅读理论研究对于探讨人类认知活动的过程和本质规律有着十分重要的意义,它使阅读理解的研究成为一个广阔的领域. 相似文献
9.
王菊 《通化师范学院学报》2008,(11)
笔者秉承教学应基于并反映知识获取的原理之观点,从阅读认知成分中的认知模式、词汇提取及理解上来探讨阅读理解;着重讨论了理解过程中的语义编码、命题编码、文本模式构建、文本结构及理解策略,同时也对基于认知成分上的阅读指导给予了关注。 相似文献
10.
杨妮 《淮南职业技术学院学报》2011,11(1):98-99
阅读理解是英语学习中的一个高级复杂的认知心理过程,在这个过程中,读者往往会激活相应的图式,从而大大提高阅读理解的高效性和准确性;分别从图式理论中的语言图式,内容图式和形式图式视角切入,揭示阅读理解的认知心理过程,以期对外语教学有所启示。 相似文献
11.
Irene Cadime Bruna Rodrigues Sandra Santos Fernanda Leopoldina Viana Séli Chaves-Sousa Maria do Céu Cosme Iolanda Ribeiro 《Reading and writing》2017,30(3):591-611
Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension. 相似文献
12.
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. 相似文献
13.
杨晓健 《金陵科技学院学报(社会科学版)》2007,21(3):84-87
利用英语阅读焦虑量表,调查了92名非英语专业一年级大学生的英语阅读焦虑状况以及对阅读理解成绩和英语高考成绩的影响。结果表明:非英语专业一年级大学生中半数以上存在阅读焦虑,且焦虑等级较高;阅读焦虑与阅读理解成绩呈中度相关,阅读焦虑程度对阅读理解成绩有一定影响。阅读焦虑与高考英语成绩呈显著负相关,阅读焦虑程度越高,英语成绩越低;阅读理解成绩高分组的阅读焦虑低于低分组的阅读焦虑,但不存在显著性差异。 相似文献
14.
The simple view of reading hypothesises that reading comprehension is predicted by decoding and language abilities. In this study, 257 fifth‐grade English‐language learners (Ells) in south‐central India were assessed on reading and language measures. Using a model of the simple view, we fit the data using path analysis to determine the extent to which it predicts reading comprehension. Results show that the effect of listening vocabulary on reading comprehension is mediated by listening comprehension, while the effect of word reading fluency on reading comprehension is mediated by passage reading fluency. The final path model explains 33.8% of the variance in reading comprehension. Results are discussed in relation to previous studies. 相似文献
15.
Wolf M. C. Muijselaar M. M. L. Boonstra A. M. de Bree E. H. 《Reading and writing》2019,32(7):1747-1767
This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. None of the other cognitive skills contributed significantly to reading or listening comprehension. These results indicate that only part of the comprehension process is indeed domain-general and not influenced by the modality in which the information is provided. Especially vocabulary seems to play a large role in this domain-general part. The findings warrant a more prominent focus of modality-specific aspects of both reading and listening comprehension in research and education.
相似文献16.
In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers. 相似文献
17.
The simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills. 相似文献
18.
Young-Suk Grace Kim 《Scientific Studies of Reading》2017,21(4):310-333
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. 相似文献
19.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
20.
P G Aaron 《Journal of learning disabilities》1991,24(3):178-86, 191
Unlike conventional procedures, which use IQ in making diagnostic and eligibility decisions regarding learning disabilities, this demonstration study used listening comprehension and other reading-related tasks to make a differential diagnosis of reading disabilities. Tests of listening and reading comprehension were administered to 180 children from Grades 3 through 8. A regression equation was then derived to predict reading comprehension from listening comprehension. The regression equation was applied to the listening comprehension scores of seven children from Grades 3 to 8 who had reading difficulties, and their reading comprehension was predicted. Based on the discrepancy between their actual reading comprehension and the predicted reading comprehension, their reading difficulty was attributed to one of the following three factors: (a) poor decoding, (b) poor comprehension, or (c) a combination of poor decoding and poor comprehension. The validity of these diagnostic decisions was assessed by testing independently these children's word-decoding skill and reading speed. The results suggest that this diagnostic procedure has potential utility. 相似文献