小学一年级阅读流畅性对二、三年级阅读理解的预测

采用追踪研究考察了124名小学一年级儿童的阅读流畅性对其二、三年级阅读理解的影响。结果发现,在控制了性别、家庭社会经济地位、推理能力、汉字识别、口语词汇及多种阅读相关认知技能之后,儿童一年级时的字词流畅性可以预期其二、三年级时的阅读理解水平,句子流畅性对二年级时阅读理解的变异有独特解释作用,但对三年级时阅读理解的变异没有显著的解释作用。相对于句子流畅性,字词流畅性在小学低年级阶段对阅读理解的贡献更大。     

家庭社会经济地位对初中生阅读成就的影响：阅读动机和阅读活动的中介作用

为探讨阅读动机和阅读活动在家庭社会经济地位与阅读成就关系之间的中介机制,采用问卷法对我国东部某省3所学校468名7～9年级学生进行调查,使用结构方程建模的方法对中介模型进行检验。结果表明：家庭社会经济地位、阅读动机、阅读活动及阅读成就之间呈显著正相关;家庭社会经济地位对阅读成就的直接效应不显著,但可以通过阅读动机和阅读活动的链式中介作用对阅读成就产生间接的影响。     

Socratic Ironies: Reading Hadot,Reading Kierkegaard

This paper examines the seemingly unlikely rapport between the ‘Christian existentialist’, radically Protestant thinker, Søren Kierkegaard and French classicist and historian of philosophy, Pierre Hadot, famous for advocating a return to the ancient pagan sense of philosophy as a way of life. Despite decisive differences we stress in our concluding remarks, we argue that the conception of philosophy in Hadot as a way of life shares decisive features with Kierkegaard’s understanding of the true ‘religious’ life: as something demanding existential engagement from its proponent, as well as the learning or recitation of accepted doctrines. The mediating figure between the two authors, the paper agrees with Irina (2012), is Socrates and his famous irony. In order to appreciate Kierkegaard’s rapport with Hadot, then (and in contrast to Gregor, who has also treated the two figures) we first of all consider Hadot’s treatment of the enigmatic ‘old wise man’ who remains central to Kierkegaard’s entire authorship. (Part 1) However, to highlight Hadot’s Socratic proximity to Kierkegaard (in contrast to Irina), we set up Hadot’s Socrates against the contrasting portrait readers can find in John M. Cooper’s recent work on Socrates and philosophy as a way of life. Part II of the essay turns back from Hadot’s and Kierkegaard’s Socrates towards Hadot’s own work, and argues—again moving beyond both Gregor and Irina’s works on Hadot and Kierkegaard—that the shape of Hadot’s ‘authorship’, including his remarkably classical style, can be understood by way of Kierkegaard’s notion of indirect communication. In our concluding remarks, in the spirit of Kierkegaard, we pinpoint the fundamental difference between the two thinkers, arguing that for Hadot in contrast to Kierkegaard, a stress on existential commitment in no way speaks against the philosophical defence of a form of rational universalism. Reading Hadot via Kierkegaard allows us to appreciate Hadot’s novelty as attempting to ‘squaring the circle’ between an emphasis on subjectivity and, as it were, the subjective dimensions of philosophers’ pursuit of rational universality.     

Preventing Reading Difficulties: Reading Between the Lines

Preventing Reading Difficulties in Young Children, the report of the Committee on the Prevention of Reading Difficulties in Young Children sponsored by the National Research Council, provides a comprehensive examination of the reading process and of reading instruction in the early grades. Although lacking in several areas, such as the development of fluency, appropriate practices for students with learning disabilities, and recommendations for teacher education, the report is based on sound research and is likely to have a substantial impact on the field of reading.     

Word Reading Efficiency,Text Reading Fluency,and Reading Comprehension Among Chinese Learners of English

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language? (TOEFL®) were analyzed in this study. The participants completed a computer-based test battery of word reading efficiency and text reading fluency in addition to TOEFL iBT (Internet-Based Test) reading comprehension. The findings showed a stronger relationship between text oral reading fluency and reading comprehension than between word reading efficiency and reading comprehension. The authors recommended that attention be paid to text oral reading fluency in adult EFL reading research and instruction.     

Reading Wittgenstein

Books reviewed in this essay:
Robert Arrington and Hans-Johann Glock (eds), Wittgenstein & Quine
John Koethe, The Continuity of Wittgenstein's Thought
P.M.S. Hacker, Wittgenstein's Place in Twentieth-Century Analytic Philosophy
Hans Sluga and David G. Stern (eds), The Cambridge Companion to Wittgenstein
Marie McGinn, Wittgenstein and the Philosophical Investigations     

Reading Specialists

ABSTRACT

Students in special education programs often have serious reading problems, requiring the diagnostic and instructional expertise of reading specialists. Having reading specialists work cooperatively with members of multidisciplinary teams can benefit students, teachers, team members, and parents. In many instances, particular skills of reading specialists can be employed to assess student eligibility for special education and to develop individualized instructional programs. This article illustrates how the inclusion of reading specialists can enhance both diagnosis and instruction and provides guidelines for involving reading specialists.     

The Effects of Oral and Silent Reading on Reading Comprehension

This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders’ reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and correlational statistics. Results revealed that silent reading was stronger for narrative passages in retell measures, but there was no difference for comprehension questions. The expository passages revealed no difference between the reading modes. Comprehension of narrative texts was consistently stronger than expository texts in both silent and oral reading.