THE SHORT CIRCUIT MODEL OF READING: A SYNTHESIS OF READING THEORIES

Although many reviews of reading theories exist, little has been done to examine the similarities between reading theories so as to create a synthesis of ideas across reading theorists. Even though most of the different theorists have tended to emphasize different aspects of the reading process, upon closer examination they have been dealing with and applying similar assumptions in their work. This article is an attempt to examine both these similar assumptions and their major differences and to synthesize them into a theory comprehensive enough to encompass both. This synthesis is intended as a new perspective from which to begin to study the reading process.     

READING AUGUSTINE THROUGH JOB: A REPARATIVE READING OF AUGUSTINE'S DOCTRINE OF PREDESTINATION

In this article I argue that Augustine's four late works against the so‐called “Semi‐Pelagians” can be read creatively and reparatively alongside the book of Job. Specifically, Augustine's frequent appeals to the inscrutability of God's judgment can be compared with God's speeches to Job out of the whirlwind. Having shown how the latter operate “indexically”, I will return to Augustine to highlight signs of indexicality throughout his four works. This will allow an interpretation of Augustine's doctrine of predestination, and its culminating moments of inscrutability, not as timeless truth, but as a tool used within prayer and preaching to foster salvation.     

A PANENTHEIST READING OF JOHN MILBANK

John Milbank contends that modernity's attempt to establish an autonomous and secular realm for finite reality derives from a theological error originating primarily in the thought of Duns Scotus. Here both divine and finite reality share in a transcendental univocal Being that understands the divine as merely an extrinsic presence. Addressing this error, Milbank seeks to return to a participatory orthodoxy. This article will argue that in such a return Milbank qualifies in important ways the classical understanding of God's relation to creation and the divine attributes, allowing for a panentheist reading of his work that is both asymmetrical and dipolar in character.     

KNOWING ABOUT READING BEFORE READING: PRESCHOOL CHILDREN'S CONCEPTS OF READING

This paper reports findings from an investigation of preschool children's concepts about reading. Three tasks related to several basic ideas about reading were presented to 60 preschool children, ranging in age from three to five years. The first task assessed children's ability to identify oral and silent reading. The number of children who correctly identified both forms of reading increased with age, with almost all five‐year‐olds giving accurate responses. The second task was aimed at establishing children's perceptions of their own reading ability. Only four of the 60 children incorrectly evaluated their own reading ability. The third task investigated children's ability to recognize what it is on a page that is read. Three‐year‐olds were, on the whole, quite unaware of the salient information in books. Even among the five‐year‐olds, who performed significantly better than three‐ and four‐year‐olds on this task, some children's responses indicated an ambiguity about the role of print in reading. Suggestions for adults who guide young children through their early experiences with print are drawn from the findings of this investigation.     

从大脑损伤引起的阅读障碍探讨阅读认知的心理过程

本文通过对两例由大脑损伤引起不同阅读障碍的个案分析研究,作出两点推论:第一、阅读理解过程经历着两个不同层级的信息加工处理阶段:(1)字词层级的认知—掌握字词的形、音、义及其连系,(2)语句层级的阅读理解——语句的句法分析,掌握语句的意义;第二、语句层级的理解是一个更起作用、更积极的能动过程。     

A NEW READING OF THE ORIGINS OF OBJECT-RELATIONS THEORY

The author presents a reading of Freud's 'Mourning and melancholia' in which he examines not only the ideas Freud was introducing, but, as important, the way he was thinking/writing in this watershed paper. The author demonstrates how Freud made use of his exploration of the unconscious work of mourning and of melancholia to propose and explore some of the major tenets of a revised model of the mind (which later would be termed 'object-relations theory'). The principal tenets of the revised model presented in this 1917 paper include: (1) the idea that the unconscious is organised to a significant degree around stable internal object relations between paired split-off parts of the ego; (2) the notion that psychic pain may be defended against by means of the replacement of an external object relationship by an unconscious, fantasied internal object relationship; (3) the idea that pathological bonds of love mixed with hate are among the strongest ties that bind internal objects to one another in a state of mutual captivity; (4) the notion that the psychopathology of internal object relations often involves the use of omnipotent thinking to a degree that cuts off the dialogue between the unconscious internal object world and the world of actual experience with real external objects; and (5) the idea that ambivalence in relations between unconscious internal objects involves not only the conflict of love and hate, but also the conflict between the wish to continue to be alive in one's object relationships and the wish to be at one with one's dead internal objects.     

艾伟的阅读心理研究

艾伟是中国现代著名教育心理学家,对中国科学教育心理学体系的构建与发展做出了重要贡献．本文通过大量的史料分析,发现其运用最新的测验、实验与统计技术在阅读心理领域所进行的系统研究,不仅内容丰富,涵括默读心理、阅读兴趣及辞句学习,而且为当时中小学国文教学改革进程的科学化提供了实验支持。     

READING ALOUD TO STUDENTS: A NATIONAL PROBABILITY STUDY OF CLASSROOM READING PRACTICES OF ELEMENTARY SCHOOL TEACHERS

Elementary teachers have been encouraged to share literature with their students by reading to them daily and recommending books. Although such suggestions are common, little is known about the number of teachers who read to their students regularly and how often this practice occurs across the elementary grades. In this study, 1,874 elementary teachers were surveyed nationally to determine how often they read to their students. Teachers reported how many of the last ten school days they read to their students. Results include the finding that much more teacher reading of books to students occurs in the primary grades compared with the intermediate grades. Also, primary-grade teachers frequently read picture books to their students while intermediate grade teachers read chapter books most often. Informational books are not often read by teachers to students in any of the elementary grades. Discussion of the results centers around reading aloud in the primary and intermediate grades, picture and chapter-book reading, informational book reading, and introducing and recommending books.     

汉语阅读困难儿童认知特征研究

为了解汉语阅读困难者的认知特征,本研究从９６７名５年级１１－１３岁学生中抽取了１１８名被试,将他们分成困难组（包括截点组和低成就组）和对照组,并将其在词语理解等８个认知变量上进行了比较。结果表明,图形记忆与加工能力及对词语和一般信息理解能力的缺损是汉语阅读困难者主要的认知特征。研究还表明,一般信息理解能力发展水平是区分一般阅读落后和特殊阅读落后的一个指标。     

不同形式的阅读干预在儿童读写能力发展中的作用

以419名低年级小学生为研究对象,通过为期一年的教学干预研究,探讨了独立阅读和分享阅读对儿童阅读和写作能力的影响。结果发现：（1）分享阅读和独立阅读均可提高学生的阅读能力,阅读量是影响阅读能力发展的重要因素;（2）独立阅读是提高写作能力的最有效方式。     

A PRIMER FOR CLASSROOM USES OF MICROCOMPUTERS IN READING

An overview of the various uses of microcomputers in the elementary reading program. Classroom instruction programs are described. Diagnostic, record keeping, and planning functions of microcomputers are explained. Program evaluation guides are suggested and sources of evaluations and reviews are given. Resources available for classroom teachers who wish to begin with microcomputers in reading are provided.     

阅读预期对快速阅读理解的影响的实验研究

探讨阅读预期对快速阅读的理解水平与进程的影响。实验１探讨阅读预期对快速阅读理解水平的影响。阅读文章前分别给予被试正确、中性与误导的标题提示,结果表明,不同类型的标题提示对快速阅读的理解成绩有显著的影响,而对正常速度阅读的理解成绩影响效果不显著。实验２探讨阅读预期对快速阅读过程的词句加工程度的影响。结果表明,对优生来说,正确标题提示组发现文章中锗字的成绩显著低于误导标题提示组,差生的不同标题提示组发现错字的成绩差异不显著。两个实验的结果初步表明,快速阅读文章过程会更多地利用概念推动,较少地需要材料信息。     

朗读与默读对初一学生識记和理解课文的影响

朗讀与默讀是閱讀的两种形式,在語文教学中有效地运用朗讀与默讀是提高閱讀效率的重要条件。据有些中学語文教师反映,初一学生只习慣于朗读,而不善于默讀。不論什么学科的課文,什么性貭的文章,一概誦讀。这些教师认为,朗读固有利于熟記成誦,但     

ELEMENTARY TEACHERS' BELIEFS ABOUT READING AND KNOWLEDGE OF READING CONTENT: RELATIONSHIPS TO DECISION ABOUT READING OUTCOMES

Relationships between elementary teachers' beliefs about reading, knowledge of basic reading content, and decisions about the importance of students' reading behavior in relation to grade level were examined. Significant correlation coefficients were found for (1) knowledge of reading and reading behavior outcomes focusing on discrimination of sounds represented by consonants and consonant clusters and (2) student‐centered reading beliefs and reading behavior outcomes associated with making conclusions and drawing inferences about stories read. Significant negative correlations were noted for (1) knowledge of reading and outcomes dealing with comprehension of explicitly stated meaning and details in reading passages and (2) student‐centered reading beliefs and all reading outcomes focusing on basic decoding skills and literal comprehension of story information. The best predictor of teachers' identification of important reading behavior outcomes was knowledge of reading content. Reading behavior outcomes differed significantly between primary and intermediate level teachers for recognition of sounds represented by vowels; intermediate teachers gave these higher rankings than did primary teachers. The results indicate that beliefs about reading influence elementary teachers' decisions about the importance of reading outcomes typically taught in the elementary grades. Teachers who hold student‐centered reading beliefs are not likely to value instruction that focuses on decoding.     

中、英文阅读理解之比较研究

本文在句法、语义和事实方面比较了中、英文的阅读过程,并发现中文读者在阅读加工中更多地采用分散的策略,而英文读者则更多地采用集中的策略。在中文中,语义违反所造成的朗读混乱大于句法违反所造成的混乱;而在英文中则句法违反所造成的混乱大于语义违反所造成的混乱。但是,由句法、语义和事实的违反所形成的曲线在中、英文中是相似的,这说明中、英文的阅读加工有其共同之处。     

A CROSS-NATIONAL STUDY OF ATTITUDE CONTENT IN READING PRIMERS1

Les AA. présentent les premiers résultats d'une étude interculturelle en cours sur le contenu des abécédaires. Le contenu des abécédaires peut être étudié sous deux angles : (1) dans sa fonction pédagogique (comment il influe sur L'apprentissage de la lecture); (2) dans sa fonction sociale (comment il communique et fait comprendre les valeurs et attitudes propres à un pays). Dans cette seconde perspective, on compare les abécédaires de cinq pays (Angleterre, Allemagne de L'Ouest, Etats-Unis, Russie, Corée du Sud) en utilisant des échelles d'attitude qui ont été appliquées à la fois aux images et aux textes dans leur traduction anglaise. On constate que sur 38 types d'attitudes, 17 présentent des différences importantes quant à la fréquence d'évocation dans les livres des cinq pays étudiés. On établit pour chaque pays un profil d'attitude, ce qui permet de mettre en évidence les différences et les ressemblances d'un pays à L'autre. Les conclusions ont été comparées aux résultats d'autres recherches interculturelles. Les AA. expriment le souhait que L'étude des attitudes et valeurs sociales donne lieu, avec ce type de méthode, à une vaste coopération internationale.