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本文探讨了家长对小学低年级孩子实施“亲子阅读”有效性策略的问题,提出了小学低年级亲子阅读有效性策略：明确阅读目标,正确认识亲子阅读活动的性质和价值;有效指导正确的亲子阅读;培养小学低年级孩子良好的阅读习惯。实践证明,家长对小学低年级孩子实施的“亲子阅读”有效性策略能提高家长对孩子亲子阅读指导的有效性。 相似文献
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亲子阅读是小学低年级语文阅读的重要组成部分,是一种亲子互动的阅读方式,亲子阅读方式对小学低年级学生的身心成长,思想道德培养有着重要意义。亲子阅读模式引进小学低年级语文教学辅导,有效的提高了小学语文教学的实效性。但是对于大部分家长来说,各方面的限制使得家长对阅读教学目标的误解,导致家长认为阅读就是对知识的掌握,并且缺乏与教师之间进行有效合作进行共同教学的共识,往往不能认识到亲子阅读在小学低年级语文教学辅导中的重要性。本文针对亲子阅读问题进行阐述,为提高亲子阅读在小学语文阅读方面的实效性提供参考。 相似文献
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亲子阅读活动有助于促进亲子间的互动,增进亲子间的感情,对儿童潜在语言能力、基本阅读能力等的培养起着至关重要的作用。相关研究者针对小学低年级亲子阅读的实际情况编制问卷,对杭州市和义乌市两地两所小学一至三年级的300名学生进行了抽样调查。研究人员通过调查,结合数据分析了小学低年级亲子阅读现状中存在的问题,并针对现实问题提出了相应的改进策略。 相似文献
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在新课改背景下,“亲子阅读”进入了小学低年级语文阅读教学活动中,使语文阅读教学模式得到了有效创新,同时,进一步开发了小学生的潜力,提高了学生的阅读思维能力与阅读意识。文章将举例浅谈如何将“亲子阅读”引入小学低年级语文阅读辅导,并提出个人见解,希望能为小学语文阅读教学提供借鉴。 相似文献
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阅读,开启孩子的心灵之窗,为孩子插上飞翔的双翼。早期阅读为孩子的终生学习奠定基础,作为早期阅读的重要形式之—"亲子阅读",在孩子的教育中发挥着越来越重要的作用。文章主要探讨了小学低年级亲子阅读的重要性,分析了亲子阅读的现状,最后提出亲子阅读的有效性策略。 相似文献
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《华夏少年(简快作文 )》2020,(38)
小学生的教育和发展离不开学校和家庭的共同努力。由于小学生的家长工作忙碌,在日常生活中并没有太多的时间陪伴孩子,家庭教育并不到位,因此开展了亲子阅读活动,希望通过亲子共同阅读帮助小学生建立阅读兴趣。但是在实际的亲子阅读中,由于各种因素的影响,导致亲子阅读的现状并不理想。以成都市某一小学为例开展问卷调查活动,了解低年级亲子阅读的具体情况以及影响因素,根据调查结果制定有效的解决方案。 相似文献
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《华夏少年(简快作文 )》2015,(12)
当前,小学低年级语文亲子阅读存在一些不足,主要表现为理解认识不足、材料选择不当、指导策略失误、阅读环境较差等方面。为转变这种情况,将亲子阅读引入阅读教学中,应该正确认识亲子阅读的性质和意义、合理选择阅读材料、采用灵活新颖的指导方法,并创造良好的家庭阅读环境,养成良好的阅读习惯。 相似文献
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王峨 《大连教育学院学报》2012,(2):46-48
低年级阅读教学的重点是"以读为本,读用结合"。本文从朗读训练内容、朗读指导的策略、朗读的形式、朗读的点拨与评价以及读用结合几方面探讨低年级朗读教学的有效策略,凸显学生在"读"的过程中的主体地位,把读书时间真正还给学生,从而使语文课堂焕发生命的活力。 相似文献
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Janet Tilstra Kristen McMaster Paul Van den Broek Panayiota Kendeou David Rapp 《Journal of Research in Reading》2009,32(4):383-401
The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth‐, seventh‐ and ninth‐grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth‐ to seventh‐grade, but did not change from seventh‐ to ninth‐grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed. 相似文献
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This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade-level appropriate passages. Results from structural equation modeling indicate that the model is not invariant across grade levels. Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level. While significant, fluency effects diminish over grades, especially in the later grades. Lack of grade level invariance was obtained with both samples. Results are discussed in light of vertically linked reading assessments, adequate yearly progress, and instruction. 相似文献
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Barbara R. Foorman Yaacov Petscher Christopher Stanley Adrea Truckenmiller 《Journal of research on educational effectiveness》2017,10(3):619-645
The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction. 相似文献
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语文中阅读与写作是高年级语文教学的重点部分,是培养学生语文综合素质的关键所在。在课堂教学中使用群文阅读教学模式,增加阅读讲解内容,利用网络技术将阅读与写作有机结合起来,从而实现阅读写作一体化,从而帮助学生提升了阅读与写作的能力。本文对小学中高年级语文阅读写作一体化培养进行探讨。 相似文献
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This study investigated how performance on reading curriculum‐based measurement (R‐CBM) in Spanish is related to performance on R‐CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum‐based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high‐achieving students in second and third grades. Practical implications and future directions are discussed. 相似文献
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A cross‐sectional study of fluency and reading comprehension in Spanish primary school children 
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下载免费PDF全文 Nuria Calet Nicolás Gutiérrez‐Palma Sylvia Defior 《Journal of Research in Reading》2015,38(3):272-285
The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is to examine the contribution of prosodic reading to comprehension beyond automaticity in word reading, taking into account children's grade level. One hundred and twenty‐two Spanish children (74 second and 48 fourth graders) were tested in prosodic reading, automaticity in word reading (nonword reading and reading rate) and comprehension abilities. Results show that the contribution of automaticity in word reading is relevant in both grades; however, it is more significant in Grade 2. The prosodic components of reading seem to be related differently to comprehension across grades, intonation being the highest predictor of comprehension in Grade 4. Implications for educational practice are discussed. 相似文献
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《The Journal of educational research》2012,105(5):313-321
AbstractOne hundred and thirty-four children in grades 1-6 were administered a reading altitude inventory to ascertain if altitudes changed as boys and girls progressed through the grades. Results indicated no altitude changes from grades 1-3 nor between grades 5 and 6. A difference was found between grades 4 and 5 that appeared attributable to a more positive attitude toward nonclassroom-type reading in grade 5. Sex differences approaching statistical significance favored girls; however, no interaction between sex and grade level were reported. 相似文献
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The cut-off levels of insufficient literacyskills used in national and internationalliteracy studies have not been validated. Thus,it remains uncertain whether adult poor readersare handicapped by insufficient reading skillsin everyday life, i.e. in job-related oreducational activities. The primary purpose ofthe study was to identify a minimum level belowwhich insufficient reading skills proved ahandicap to adults in their educational efforts. One hundred and eighty-nine adults in formal adult education participated in the study. The adults' reading comprehension, decoding skills, primarylanguage, level of exam, student and teacherratings of the adults' reading skills, and theadults' exam grades for courses in formal adulteducation were obtained. Exam grades below themean were taken as documentation of educationalfailure. Adults in the lowest 10thpercentile in reading skills only managed toobtain exam grades below the mean in coursesplacing heavy demands on their reading skills,indicating that poor reading skills were infact a threat to the adults' educationalachievements. Possible causes of insufficientreading skills were further examined. Adults inthe lowest 10th percentile suffered fromvery poor decoding skills. Even though a largervariation was seen in the exam grades foradults in the 10–25th percentile, theytoo, were handicapped by poor readingcomprehension. The decoding skills andsocio-economic data of these adults indicatedthat improved reading skills might increasetheir chances of getting an education. 相似文献
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Nathlie A. Badian 《Annals of dyslexia》2001,51(1):177-202
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness
(syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades
1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological
measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension,
but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant
variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion
of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were
compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly
lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to
poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others. 相似文献