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本研究用纵向实验的方法考察了分享阅读(故事教学)和传统教学(字母教学)两种拼音教学方式对幼儿园中班儿童的拼音水平和汉语语音意识发展的影响。研究结果表明:(1)相对于无拼音教学组,两种形式的拼音教学均可以显著提高幼儿的字母知识,但分享阅读拼音教学对幼儿字母知识的促进作用更大。(2)分享阅读的拼音教学可以显著提高幼儿的拼读能力,而传统教学对幼儿的拼读能力基本没有促进。(3)分享阅读的拼音教学对幼儿的首音、韵脚和声调意识的发展有显著的促进作用,对幼儿自然发展起来的音节意识的影响很小;传统教学对幼儿的语音意识基本没有促进。 相似文献
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以123名小学四、五年级汉语儿童为研究对象,采用回归分析、结构方程模型探讨语音意识、命名速度和语素意识在阅读能力不同方面(准确性、流畅性和理解)的作用。结果显示,语音意识、命名速度和语素意识都是影响阅读能力的重要认知因素,但对不同方面阅读能力的作用存在差异:(1)语音意识、命名速度和语素意识均直接影响阅读准确性,且语素意识的贡献相对较大;(2)命名速度除直接影响阅读流畅性外,还通过阅读准确性的部分中介作用影响阅读流畅性,而语音意识和语素意识则通过阅读准确性的完全中介作用影响阅读流畅性;(3)语音意识、命名速度和语素意识对阅读理解均无直接影响,分别通过阅读准确性和阅读流畅性间接影响阅读理解。 相似文献
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为系统探讨正字法技能不同成分的发展特点及其在英语单词阅读中的作用,对小学一、三、五年级共110名儿童施测英语正字法规则意识、正字法模式建构技能、正字法编码技能、单词阅读以及一般认知能力和英语语音意识测验。结果表明:(1)汉语儿童的英语正字法技能各成分随年级显著增长,各成分间及其与一般认知技能、语音意识的关系存在年级差异;(2)控制年龄、一般认知能力和语音意识后,正字法技能在三、五年级仍对单词阅读有显著的独立解释作用,且其独立贡献率高于语音意识;(3)进一步控制其他正字法技能成分后,正字法规则意识以正字法模式建构技能为完全中介间接地作用于单词阅读,正字法模式建构技能在三、五年级都仍对单词阅读有显著的独立解释作用,正字法编码技能在五年级中能显著地独立解释单词阅读的部分变异。 相似文献
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文章结构分析训练对阅读理解水平影响的实验研究 总被引:5,自引:1,他引:4
本研究探讨文章结构分析训练对阅读理解水平的影响,实验发现:(1)在文章结构分析中渗透精加工组织策略训练有助于提高学生阅读理解能力,差生进步更大;(2)训练总体上能提高学生对文章结构的敏感性和对文章信息的保持与回忆;(3)初一学生阅读水平的差异未反映到其对文章结构的敏感性和文章信息的回忆保持上。 相似文献
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文章结构分析训练对阅读理解水平的实验研究 总被引:1,自引:0,他引:1
本研究探讨文章结构分析训练对阅读理解水平的影响,实验发现;(1)在文章结构分析中渗透精加工组织策略训练有助于提高学生阅读理解能力,差生进步更大;(2)训练总体上能提高学生对文章结构的敏感性和对文章信息的保持与回忆;(3)初一阅读水平的差异未反映到其对文章敏感性和文章结构和生和文章信息的回忆保持上。 相似文献
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课外阅读对儿童阅读的重要影响 总被引:3,自引:1,他引:2
1问题的提出近年来,美国Harman(1987)和中国舒华(1993)等心理学家有关儿童在正常阅读中伴随学习生词的研究,证明了儿童伴随学习效果的存在,并指出课外大量阅读对儿童伴随学习具有重要意义。课外阅读是学生在课外进行的一种阅读活动。这种灵活自由,且主观随意性较强的阅读对儿童具有什么影响和作用?需要科学实验来加以证明。本研究提出的问题是:(1)我国儿童课外阅读现具有哪些基本特征?(2)课外阅读量和阅读方式对不同年龄儿童词意理解,文义理解及相关知识有什么影响?目的在于为课外阅读的研究提供心理学依据,以促进我国儿… 相似文献
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动态视觉加工与儿童汉字阅读 总被引:14,自引:0,他引:14
使用视觉阈限测验、图片命名、字形相似性判断实验和语音意识等测验 ,考察了小学五年级儿童视觉加工技能与汉字阅读之间的关系。结果发现 :动态视觉加工与图片命名错误率、字形判断反应时和错误率、语音意识均有显著相关 ,静态视觉加工只与图片命名错误率相关显著 ;控制识字量后的偏相关分析显示 ,动态视觉加工与其他变量的相关关系不变 ,静态视觉加工与图片命名错误率的相关不再显著 ;回归分析发现动态视觉加工在识字量和语音意识的影响控制后 ,能够分别解释阅读流畅性、字形判断反应时和图片命名错误率 7%、2 5 %和 5 6 %的变化 ;语音意识能够解释识字量和阅读流畅性 9%和 10 %的变化 ;对差读者的动态视觉加工和语音意识分析发现 ,儿童在这两种测验上的个体差异很大。上述结果表明 ,阅读过程受基本知觉技能影响 ,动态视觉加工作用于汉字阅读的特定过程。 相似文献
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Abstract This study investigated the reading orientation of teachers who instruct students with special needs. These teachers were defined as those who taught students in remedial reading pull‐out programs, resource rooms and Chapter 1 programs. The Theoretical Orientation to Reading Profile (DeFord, 1985) was completed by 177 special needs teachers. This instrument identifies three theoretical orientations to reading: whole language, skills, and phonics. The results from the TORP indicated that the teachers in the study were not strongly associated with any one theoretical orientation but tended to be eclectic. In addition, the teachers clustered primarily into two orientations: whole language and skills/phonics. No significant differences among the three groups of special needs teachers and their theoretical orientations to reading were found. However, 93% of the respondents qualified their answers to the TORP through unsolicited written commentary. Implications for reading instruction in special needs settings and reading education programs are presented. 相似文献
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Christopher H. Skinner Lisa Cooper Christine L. Cole 《Journal of applied behavior analysis》1997,30(2):331-333
A multielement design was used to compare the effects of rapid oral presentation and slow oral presentation during listening previewing on rates of accurate oral rereading. The participants were 2 elementary students with reading skills deficits. For both students, rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. 相似文献
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Gail G. McGee Patricia J. Krantz Lynn E. McClannahan 《Journal of applied behavior analysis》1986,19(2):147-157
In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. 相似文献
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不同年级学生自然阅读过程信息加工活动特点研究 总被引:7,自引:3,他引:7
探讨不同年级学生自然阅读过程的信息加工活动特点,包括两个实验。实验1结果表明,低年级学生自然阅读后再复述文章时需要重读原文的时间比高年级学生要多,据此初步推知,低年级学生自然阅读过程可能主要是单一的语言解码信息加工活动,高年级学生自然阅读过程可能同时进行了语言解码与组织连贯的信息加工活动,以后者为主。实验2比较不同年级的学生在自然阅读、理解任务阅读与记忆任务阅读三种情况下对文章信息保持的效果,结果 相似文献
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Edward J. Daly Brian K. Martens Anna Kilmer Doreen R. Massie 《Journal of applied behavior analysis》1996,29(4):507-518
This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed. 相似文献
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George H. Noell Kristin A. Gansle Joseph C. Witt Ernest L. Whitmarsh Jennifer T. Freeland Lynn H. LaFleur Donna N. Gilbertson John Northup 《Journal of applied behavior analysis》1998,31(4):659-663
This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction—modeling and practice—designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate. 相似文献