共查询到20条相似文献，搜索用时 46 毫秒
1.
李杨 《中国科教创新导刊》2014,(11):255-256
随着科技的进步,网络的普及,信息的膨胀,生活节奏的加快,工作压力的增大,浅阅读逐渐成为当下阅读的主流趋势.本文通过阐述浅阅读现象,分析浅阅读给社会造成的影响,最终探讨出面对浅阅读挑战,高校图书馆需要采取的应对策略. 相似文献
2.
Matthew H. Schneps Chen Chen Marc Pomplun Jiahui Wang Anne D. Crosby Kevin Kent 《Mind, Brain, and Education》2019,13(1):14-29
People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experiment examined the reading speed and comprehension of 43 college students using three methods enabled by software on a handheld device: forcibly accelerated visual augmentation, auditory text‐to‐speech, and a combination of the two. We found that both typical and impaired readers attained the highest reading speed using the combined method, controlling for comprehension. Importantly, those with dyslexia using the combined methods reached the equivalent reading speed of typical readers using paper, visual, or auditory methods, with no loss in comprehension. Findings here suggest that in future evolutions—using technologies available today—parallel neurological pathways for language processing can be exploited to optimize reading for those impaired. 相似文献
3.
Lloyd Junor Paul Junor 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):189-197
Print-handicapped people enrolled at any level of the education system are expected to acquire the same information as their peers who are readers of printed text. Research which compares performance rates of reading print with auding of materials read onto tape generally reports substantially higher performance by readers of print. The different strategies employed by readers and listeners are said to be responsible for the variation in performance.
This article describes the development of one method and the associated instrumentation which permits a more exact comparison of reading and listening performance. It ensures that important factors such as word rate, timing, inter-word pauses, and overall presentation duration are identical for visual or audio presentations. The inclusion of these factors enables a more direct comparison of reading performance with listening performance at a range of presentation speeds, including accelerated presentations from time-compressed tapes. An investigation which employed this technique for comparing reading and listening performance has provided new findings on how readers and listeners operate. This should provide a more complete understanding of the benefits and limitations of accelerated reading and listening techniques in the educational context. 相似文献
This article describes the development of one method and the associated instrumentation which permits a more exact comparison of reading and listening performance. It ensures that important factors such as word rate, timing, inter-word pauses, and overall presentation duration are identical for visual or audio presentations. The inclusion of these factors enables a more direct comparison of reading performance with listening performance at a range of presentation speeds, including accelerated presentations from time-compressed tapes. An investigation which employed this technique for comparing reading and listening performance has provided new findings on how readers and listeners operate. This should provide a more complete understanding of the benefits and limitations of accelerated reading and listening techniques in the educational context. 相似文献
4.
One hundred ninety third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not receive FCC instruction. The results showed that: (a) FCC brought about improvement in reading scores for disability and nondisability children, (b) increasing months of FCC did not bring accelerated improvement in rate of reading, and (c) nondisability children showed greater improvement than did disability children from FCC. 相似文献
5.
Rollanda E. O'Connor Gabriel Gutierrez Kerri Teague Christopher Checca Jennifer Sun Kim Tzu-Hua Ho 《Scientific Studies of Reading》2013,17(2):134-162
In this study we compared effects of practice time reading aloud to an adult on improvement in reading rate and comprehension. Eighty-one poor readers in 2nd and 4th grade, including 38 English Learner students (ELs), served as their own controls by participating in two practice conditions, each 3 times per week for 7 weeks: (a) 10 min reading aloud one-to-one to an adult listener and (b) 20 min reading aloud one-to-one. Repeated measures analysis of variance showed that 20 min of practice was better than 10 min for 4th graders, but not for 2nd graders, and gains in rate accelerated across the 14 weeks of practice. We found no differences in rate gains across conditions between ELs and native English speakers. After controlling for pretests, reading rate at posttest, along with vocabulary, contributed significant variance to reading comprehension outcomes. 相似文献
6.
伴随着新媒体的迅猛发展与生活节奏的不断加快,“速读”时代已悄然到来。为了赢得生存空间,各大报纸在扩大信息量的同时,纷纷在版面设计方面求新求变。文章通过简析媒体环境、受众需求等变化带来的革新动因,陈述“速读”时代,报纸版面设计所呈现的风格特色,并提倡在坚持新闻本位的基础上所进行的创新。 相似文献
7.
1978年以来,我国对外汉语报刊阅读教材在词汇篇章、内容设计和练习形式等方面有了可喜的发展,表现在教材的实用性与篇章的系统性相结合,词汇的多样性、动态语料的时效性相结合,教材等级和"国别化"教材的针对性与内容涉及领域的多元性相结合,练习题型形式多样等方面。特别是近10年来,报刊阅读教材在文章的选取方面,借助于网络技术的进步,更多地体现了教材的科学性与创新性。这些变化,预示了未来报刊阅读教材的发展趋势:新词语的需求量增加、海外国别性教材需求量大增以及科学助推应用的要求加速。这一趋势,为报刊阅读教材的编写提供了广阔的发展空间。 相似文献
8.
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided. 相似文献
9.
This study measured unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Results of an ANCOVA procedure on the latency data showed main effects for group and stimuli, but not visual field. The latency results suggested parallel, central picture naming operations for each group, with the reading disordered children evidencing significantly longer naming reaction times to each level of stimuli. Arc Sine transformed error data were submitted to an analysis of co-variance procedure and showed a significant stimuli x group interaction. Post hoc tests showed accelerated error rates following right hemispheric stimulation, suggesting anomalous interhemispheric transfer of visual images in the present group of reading disordered children. In addition, left hemispheric stimulations produced significantly more naming errors for the reading disordered subjects as compared to the normal children. Such findings may suggest that a group of higher-ordered processing operations may accompany reading disorders. 相似文献
10.
Rolande Parel 《Reading and writing》2004,17(6):847-873
Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis. 相似文献
11.
Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis. 相似文献
12.
This study employed a multiple baseline design to determine whether brief training and observational learning enabled teachers to increase their use of evocative references to print during whole-class storybook reading. Evocative print references require children to respond to teachers’ questions or directives about print and, as such, were conceptualized as opportunities to respond (OTRs). Framed within this conceptualization, the study examined whether teachers’ use of print-focused OTRs increased children's engagement during book reading and accelerated acquisition of print awareness skills. Book reading was observed twice weekly during baseline and intervention phases and coded for teachers’ use of print-referenced OTRs and children's level of engagement. Print-knowledge skill probes were administered weekly to 33 children from low-income backgrounds. Results showed gains from baseline to intervention in teachers’ use of evocative print references, children's engagement, and performance on skill probes. Findings are discussed in terms of using book reading to promote development of print awareness in children who are behind their peers in early literacy skills. 相似文献
13.
Three students with severe reading disabilities participated in a 3‐year intervention provided by trained tutors from first grade through third grade (175–231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and further research are discussed. 相似文献
14.
Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures. 相似文献
15.
Virginia W. Berninger Yen-Ling Lee Robert D. Abbott Zvia Breznitz 《Annals of dyslexia》2013,63(1):1-24
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words. 相似文献
16.
Brian Byrne Stefan Samuelsson Sally Wadsworth Jacqueline Hulslander Robin Corley John C. DeFries Peter Quain Erik G. Willcutt Richard K. Olson 《Reading and writing》2007,20(1-2):77-102
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in
a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and
spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high
nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected
by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading
comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling
in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten
to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared
with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner
in Australia because of accelerated overall reading development. 相似文献
17.
Chen Peizhi Wang Yaping 《历史教学(高校版)》2008,(4)
马丁·路德出于对宗教的虔诚对"因信称义"作出了新的宗教解释,并在宣传其宗教观点的同时强调阅读《圣经》的重要性,从而大力推行对民众的文化教育。对民众的文化教育加速了教育的世俗化,世俗化的教育打破了罗马教会的教育垄断权,致使教育权力转移到世俗国家手中,教育的世俗化以及教育权力的转移是西欧现代早期国家形成不可缺少的因素。 相似文献
18.
《International Journal of Educational Research》2001,35(2):147-156
In the field of second language (SL) learning there is now little argument that one of the ideal conditions for learning is the provision of ample language input, whether it is oral or written. The Fiji “Book Flood” was one of the earliest studies of the effect of the provision of opportunities for regular reading in the classroom on growth in English, an SL, and it strongly supported the above observation. This chapter will examine the debate about the provision of only comprehensible input and the need for learners to focus on form also. It will argue that the Fiji Book Flood provided ideal conditions for both comprehensible input and for focus on form. The findings showed that an enriched diet of regular reading, by students of Grades 4 and 5 in eight schools, accelerated the development of their second language proficiency in reading and listening, relative to those of matched control groups. The experiment was carried on for another year and the gains were sustained; the impact of the experiment was extended to writing and English grammar as well. Interestingly, this enhancement in SL proficiency was found to have a positive effect upon children's proficiency in the first language also. 相似文献
19.
《Scientific Studies of Reading》2013,17(1):19-39
Through processes that originated in the eighteenth century-but were greatly accelerated by Brahmin academics at the end of the nineteenth-a separation has developed between literacy instruction in the schools and the literacy needs of the competent citizen. Formal reading instruction today is primarily oriented toward understanding and appreciation of fine literature. Non-fiction materials are treated as unpleasant and boorish intruders into the otherwise serene, romantic kingdom of plot, character, and author's viewpoint. A single impotent strategem centering on rapid skimming with rereading is usually suggested for all non-fiction, be it math story problem, cooking recipe, or biological exposition. The result of this disparity, as revealed by the more valid components of various national literacy surveys, is the ever apparent chasm between competency needs and literacy instruction, a chasm that can be crossed only through a reorientation of literacy training toward the true needs of society. 相似文献
20.
ABSTRACTWhere and when do academics write and what are the feelings associated with it? Is the pressure to write a fulfilling process of joyful exploration, or is it stressful and wracked with self-doubt? Inspired by Henri Lefebvre’s Rhythmanalysis, this article explores the rhythmic dispositions and orientations of contemporary academic writing, exposing the perils of neoliberal quantification and fragmentation in relation to the practice and experience of writing. The critical examination of Helen Sword’s guide to successful academic writing and a critique of the material and abstract spaces destined to contemporary academic writing inform the analysis, revealing problematic contractions and ruptures in the spatio-temporal continuum that organically connects reading, thinking and writing. The article makes, therefore, a case for the use of Rhythmanalysis as a diagnostic method capable of signalling – by detecting arrhythmias – the increasing disjunction between the institutional demands of accelerated production and the slower, irrational rhythms of craftsmanship. By politicizing the pathologies of contemporary academic writing, Rhythmanalysis discloses its potential as a progressive political resource: both as a radical call for appropriation and as a counter-discourse, it allows to restore a more harmonious relationship between thinking, reading and writing against dominant forms of productivist fragmentation, while shedding light on the non-places and dead times of our everyday writing habits. 相似文献