阅读与人生   总被引：2，自引：0，他引：2  

王群  敬卿 《高校图书馆工作》2009,29(1):3-4

文章阐述了阅读在人生发展中的重耀作用，认为人们可以通过各种有效阅读获取更多的人生智慧，从而使人生得到更好的发展。参考文献4。  相似文献   

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations     

《Contemporary educational psychology》2017

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.  相似文献   

Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study     

《Contemporary educational psychology》2017

375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5–7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modeling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.  相似文献   

Covariation between reading and arithmetic skills from Grade 1 to Grade 7     

《Contemporary educational psychology》2017

This study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmetic had a substantial amount of covariation at grades 1 and 7, and that most of the covariation between these grades was time-invariant and could be predicted by RAN, counting, letter knowledge, working memory, and nonverbal reasoning. The time-specific portion of the covariation between reading and arithmetic in Grade 1 was predicted by phonological awareness, letter knowledge, and counting; while time-specific covariation in Grade 7 was predicted by parental education level and nonverbal reasoning.  相似文献   

The modality effect on reading literacy: perspectives from students’ online reading habits,cognitive and metacognitive strategies,and web navigation skills across regions     

Jiun Yu Wu  Ya-Chun Peng 《Interactive Learning Environments》2017,25(7):859-876

This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions.  相似文献   

Interest in an expository text: How does it flow from reading to writing?   总被引：1，自引：0，他引：1  

Pietro Boscolo  Nicola AriasiLaura Del Favero  Chiara Ballarin 《Learning and Instruction》2011,21(3):467-480

This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found.  相似文献   

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success     

Katrin Mägi  Marja-Kristiina LerkkanenAnna-Maija Poikkeus  Helena Rasku-PuttonenJari-Erik Nurmi 《Learning and Instruction》2011,21(5):664-675

This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.  相似文献   

On the effects of motivation on reading performance growth in secondary school   总被引：1，自引：0，他引：1  

Jan Retelsdorf  Olaf KöllerJens Möller 《Learning and Instruction》2011,21(4):550-559

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.  相似文献   

推动全民阅读——图书馆神圣的使命     

陈鹃 《桂林师范高等专科学校学报》2011,25(2):164-166

阅读既是提高公民文化素质的重要途径之一,也是公民的一项基本权利。遗憾的是,目前社会上公民的阅读意识还不够强,全民阅读的热情还相对较低。图书馆应主动承担起推动全民阅读的责任和义务,使读书成为公众的一种习惯,并充分享受阅读的乐趣。  相似文献   

利用图书预约数据进行读者阅读倾向研究——以重庆大学图书馆为例   总被引：3，自引：0，他引：3  

孙锐  杨新涯 《图书馆建设》2011,(1)

读者的阅读倾向可以反映读者的学习兴趣及对图书馆文献的真实需求,可以作为图书馆藏书建设和文献服务的重要依据。利用图书预约数据研究读者阅读倾向,是一种科学、客观的统计分析方法,因为预约图书是读者需求最强烈的表现,其统计具有科学性、便利性、客观性。  相似文献