REVIEW

Book reviewed:
David E. Cooper Meaning (Chesham: Acumen, 2003), 152pp. Review by Daniel Whiting The University of Reading Reading RG6 6 AA ldr02djw@reading.ac.uk     

英文阅读材料的颜色对阅读成绩的影响

该文通过档案调查、实验和问卷调查的方法就大学英语六级考试中不同颜色文字对阅读成绩的影响进行了探索。在对北京大学和北京师范大学的2007年12月的5537份六级考试成绩档案的调查过程中,发现不同颜色试卷的阅读部分和总分成绩差异显著(蓝色低于黑色),但是这种差异并不大;选取26名被试进行实验的结果发现,题目难度和颜色之间存在边缘显著的交互作用,简单题目上蓝色比黑色成绩更低,但是这种差异在复杂题目上没有那么明显。进一步地,通过131份问卷调查数据得出,被试的阅读习惯为黑色,主观偏好也为黑色:这也是影响阅读成绩的主要因素。     

REVIEWS

JAMES FITZJAMES STEPHEN AND THE CRISIS OF VICTORIAN THOUGHT, by James A Colaiaco. Macmillan Press , pp
THEOLOGICAL INVESTIGATIONS. Vol XV: Penance in the Early Church by Karl Rahner, trans. by Lionel Swain. DLT , London
LOWER THAN THE ANGELS – Questions Raised by Genesis 1 - 11, by Anthony Phillips. Bible Reading Fellowship , 1983. pp
TRINITY AND TEMPORALITY, by John J O'Donnell S J. Oxford University Press , 1983. pp
LUTHER: A LIFE, by John M Todd. Hamish Hamilton , 1982, pp     

How Psychological Science Informs the Teaching of Reading

Contents:
Introduction, p.31
Writing Systems and the Alphabetic Principle, p.32
The Development of Reading Skills, p.34
Development Dyslexia, p.43
Skilled Reading, p.45
Using Connectionist Models to Understand Reading and Dyslexia, p.52
Methods of Teaching Reading, p.55
What Happens in Classrooms During Reading Instruction?, p.57
Reading Instruction Is a Politically Charged Issue, p.61
Research Findings on Teaching Reading, p.63
Summary and Conclusions, p.68     

Rethinking Middle School Reading Instruction: A Basic Literacy Activity

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermount, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.     

Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study

The recently reported i3 Scale-Up of Reading Recovery (May et al., 2015) found an effect size of + 0.69 in favor of Reading Recovery compared to the control group. We discuss four issues: (a) many of the lowest achieving students were excluded from participation in Reading Recovery; (b) the control group received a range of different experiences; (c) the successful completion rate of students in the program was modest; and (d) no data supported the claim that Reading Recovery leads to sustained literacy learning gains. We question the value of this study as the basis for widespread implementation of Reading Recovery.     

Book reviews

MILNER, P. M. Physiological Psychology. New York: Holt, Rinehart and Winston. 1970. Pp. 531. £6.10.

BAKKER, D. J. and SATZ, P. (Eds). Specific Reading Disability: Advances in Theory and Method. Rotterdam: University Press, 1970. Pp. 166. D.Fl. 35.00.

FJERDINGSTAD, EJNARJ. (Ed.). Chemical Transfer of Learned Information. Amsterdam and London: North-Holland, 1971. Pp. xxvii + 268. £7.90.

GAZZANIGA, M. S. The Bisected Brain. New York: Appleton-Century-Crofts. 1970. Pp. 172. $12.10.

MROSOVSKY, N. Hibernation and the Hypothalamus. New York: Appleton-Century-Crofts, 1971. Pp. 287. $16.00.     

The new qualification in careers guidance in higher education: A collaborative partnership

The raison d'être for the new Certificate and Diploma in Careers Guidance in Higher Education is outlined. The different perspectives of the partners in this enterprise–the Department of Community Studies at the University of Reading and the Association of Graduate Careers Advisory Services (AGCAS)–are discussed. The initial difficulties and successes are explored and a suggested strategy is offered for other such collaborative ventures.     

Emotionality ratings and free-association norms of 240 emotional and non-emotional words

Abstract

The norms which follow are a collection of free association norms to four categories of emotional words (happiness, sadness, anxiety, and anger) and a corresponding set of non-emotional words, matched for frequency of occurrence and for word length. The norms are accompanied by ratings of emotional content, and presented in decreasing order of emotionality. They were collected from a total of 300 Reading University undergraduates over a period of three weeks in 1985.     

Short Notices

Books reviewed in this article: Divine Love in Islamic Mysticism: The Teachings of Al‐Ghazali and Al‐Dabbagh , Binyamin Abrahamov, RoutledgeCurzon Sufi Series, RoutledgeCurzon 2003 (0‐7007‐1607‐6), pp. 190, Hb £65 Who Are You, My Daughter? Reading Ruth Through Image and Text , Ellen F. Davies (Translation and notes) and Margaret Adams Parker (woodcuts), Westminster John Knox Press 2003 (0‐664‐22374‐5), pp. xxiii + 123, Hb £12.99 A Woman’s Place is in the House: Royal Women of Judah and their Involvement in the House of David , Elna K. Solvang, JSOTS Series 349, Sheffield Academic Press 2003, A Continuum Imprint (0‐8264‐6213‐8), pp. xiii + 188, Hb £50 A Prophet in Debate: The Rhetoric of Persuasion in the Book of Amos , Karl Möller, JSOT Series 372, Sheffield Academic Press 2003, A Continuum Imprint (0‐8264‐6568‐4), pp. xiv + 352, Hb £65 Jesus the Pharisee , Hyam Maccoby, SCM Press 2003 (0‐334‐02914‐7), pp. x + 228, Pb £16.99 Moses as a Character in the Fourth Gospel: A Study of Ancient Reading Techniques , Stan Harstine, JSNTS Series 229, London, Sheffield Academic Press 2002, A Continuum Imprint (0‐8264‐6026‐7), pp. viii + 194, Hb £50 A New Heaven and a New Earth: The Meaning and Function of the Old Testament in Revelation 21.1–22.5 , D. Mathewson, Sheffield Academic Press 2003, A Continuum Imprint, JSNTS Series 238 (0 8264 6226 X), pp. xii + 282, Hb £60 From Judgment to Passion: Devotion to Christ and to the Virgin Mary, 800–1200 , Rachel Fulton, Columbia University Press 2002 (0‐231‐12550‐X), pp. 676, Hb £28/$40 The Formation of Christianity in Antioch: A Social‐Scientific Approach to the Separation Between Judaism and Christianity , Magnus Zetterholm, Routledge 2003 (0‐415‐29896‐2), pp. xiv + 272, Hb £50 Blessed One: Protestant Perspectives on Mary , B.R. Gaventa and C.L. Rigby (eds), Westminster John Knox Press 2002 (0‐664‐22438‐5), pp. xii + 158, Pb £12.99 Being Still: Reflections on an Ancient Mystical Tradition , Jean‐Yves Leloup, Gracewing 2003 (0‐85244‐537‐7), pp. viii + 141, Pb £9.99 Theology, Rhetoric, and Politics in the Eucharistic Controversy, 1078–1079: Alberic of Monte Cassino Against Berengar of Tours , Charles M. Radding and Francis Newton, Columbia University Press 2003 (0‐231‐12685‐9), pp. xi + 197, £13/$18.50 Ignatius: Sharing the Pilgrim Story. A Reading of the Autobiography of St. Ignatius of Loyola , Peter Du Brul SJ, Gracewing 2003 (0‐85244‐536‐9), pp. lxxii + 206, Pb £15.99 Religion and the Cold War , Dianne Kirby (ed.), Palgrave Macmillan 2003 (0‐333‐99398‐5), pp. xiii + 245, Hb £45 Religion in Late Modernity , Robert Cummings Neville, State University of New York Press 2002 (0‐7914‐5424‐X), pp. xv + 284, Pb $22.95 The Methodists and Revolutionary America, 1760–1800: The Shaping of an Evangelical Culture , Dee E. Andrews, Princeton University Press 2002, pp. xv + 367, Hb £15.95 Terror and Triumph: The Nature of Black Religion , Anthony B. Pinn, Fortress Press 2003 (0‐8006‐3601‐5), pp. xiv + 274, Pb $22 Rastafari: From Outcasts to Culture Bearers , Ennis Barrington Edmonds, Oxford University Press 2003 (0‐19‐513376‐5), pp. x + 194, Hb £19.99 Thinking Through Myths: Philosophical Perspectives , Kevin Schilbrack (ed.), Routledge 2002 (0‐415‐25461‐2), pp. xi + 217, Pb £15.99 Belief Beyond Boundaries: Wicca, Celtic Spirituality and the New Age , Joanne Pearson (ed.), Ashgate, in association with The Open University, 2002 (0‐7546‐0820‐4), pp. ix + 339, Pb £13.99 Spirituality in Aotearoa New Zealand: Catholic Voices , Helen Bergin and Susan Smith (eds), Accent Publications 2002 (0‐9583454‐4‐9), pp. 277, Pb NZ$35 Believing in Nothing and Something: An Approach to Humanist Beliefs and Values , Geoff Heath, Bowland 2003 (0‐9544221‐0‐4), pp. 134, Pb £11.95 Who are the Christians in the Middle East? , Betty Jane Bailey and J. Martin Bailey, Eerdmans 2003 (0‐8028‐1020‐9), pp. xiii + 215, Pb £14.99/$20 The Theology of Reconciliation: Essays in Biblical and Systematic Theology , Colin Gunton (ed.), T. & T. Clark 2003, A Continuum Imprint (0‐5670‐8889‐8), pp. vi + 177, Hb £25 Theology in Dialogue: The Impact of the Arts, Humanities, and Science on Contemporary Religious Thought. Essays in Honor of John W. de Gruchy , Lyn Holness and Ralf K. Wüstenberg (eds), Eerdmans 2002 (0‐8028‐3916‐9) / David Philip Publishers 2002 (0‐86486‐605‐4), pp. xxvi + 286, Pb £28.99/$40 Incarnation and Physics: Natural Science in the Theology of Thomas F. Torrance , Tapio Luoma, Oxford University Press 2002 (0‐19‐515189‐5), pp. viii + 230, Hb £35 Shelter from the Storm: Caring for the Victims of Kosovo , Bruce D. Thompson, SCM Press 2003 (0‐7162‐0569‐6), pp. xvi + 121, Pb £9.99     

Book reviews and books received

PALMER, S.K. & MCMAHON, G. (Eds), 1997 Handbook of Counselling (2nd edn)London: Routledge ISBN 0-415-1395-2-X £18.99

SULTANA,R.G. & SAMMUT, J.M. (Eds), 1997 Careers Education and Guidance in Malta: Issues and ChallengesMalta: Publishers Enterprises Group (PEG) Ltd. ISBN: 99909-0-077-9

Reviewed by Marcus Offer, Lecturer in Vocational Guidance, University of Reading

GOPAUL-MCNICOL, S. & BRICE-BAKER, J., 1998 Cross-Cultural Practice: Assessment, Treatment and TrainingNew York: Wiley ISBN 0-471-14849-0 £19.99

Reviewed by Colin Fekham, Senior Lecturer in Counselling, Sheffield HaUam University

SlLVERSTONE, L., 1997 Art and the Development of the Person (2nd edn)London: Jessica Kingsley ISBN 1-85302-481-3 £14.95

Reviewed by Vol Dairies, Lecturer in Counselling, Department of Applied Social Studies, Keele University HORTON, I. (Ed.) The Needs of Counsellors and Psychotherapists London: Sage ISBN 0-7619-5299-3 £13.99

Reviewed by Ray Woolfe, Visiting Fellow, School of Human and Health Sciences, University of Hud- dersfield

SILLS, C. (Ed.), 1997 Contracts in Counselling London: SageISBN: 0-7619-5088-5 (hbk); 0-7619-5089-3 (pbk) £35 (hbk); £12.99 (pbk)

Mary Berry, Director of Counselling Programmes, Centre for Educational Needs, University of Manchester     

Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition

Individual differences in nonword repetition are associated with language and literacy development, but few studies have considered the extent to which learning to read influences phonological skills as indexed by nonword repetition performance. We explored this question using a latent variable longitudinal design. Reading, oral language and nonword repetition were assessed in 215 children at age 6 years and one year later at age 7. Reading at 6 years predicted growth in nonword repetition between 6 and 7 years, independent of the effects of oral language skills and the autoregressive effect of nonword repetition at 6 years, but nonword repetition was not a longitudinal predictor of the growth of reading. These findings demonstrate that learning to read has a powerful effect on children's language processing systems. We consider how learning to read might influence speech processing, and discuss the implications of our findings for theoretical accounts of reading disorder.     

曾国藩读《易》风格

曾国藩易学精蕴,尤以其读《易》风格显著,它贯融于读《易》致思和读《易》致用之中。究其至要有八个方面以读《易》为正业,朗诵《周易》得义生情,读幕僚《易》作品、与其幕友切磋探《易》．切已读《易》有点评,读《易》把握是心经,读《易》有悟感人生,人文境之美,占卦。由此可以看出,曾国藩其人其事其思想,与《周易》甚有渊源。     

The Relationships among Reported Strategy Use,Metacognitive Awareness,and Reading Achievement of High School Students

The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the Metacognitive Awareness of Reading Strategies Inventory: Metacognitive Awareness Strategies, Text-Based Strategies, Reading Process Strategies, and Predicting Strategies. Reading Process Strategies were most preferred by participants, whereas Text-Based Strategies were least preferred. A statistically significant difference in strategy use was found for reading achievement, self-rated reading proficiency, and grade level.     

Examining the Construct Validity for the Multiple-Content Testing Programs

The primary objective of this study was to examine the construct validity for the 2 multiple-content testing programs-the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) together with the performance-based Maryland School Performance Assessment Program (MSPAP)-by evaluating the true-score longitudinal associations among multiple-content scores in 1 school district. Each content area measure in the 2 testing programs was closely examined by the following criterion: The true-score correlation between 2 time-period measures of the same content area is higher than its longitudinal true-score correlations with other content areas. This criterion was achieved in 2 (Reading and Mathematics) of 5 CTBS/5 content subtests, as well as 1 (Language) of 6 MSPAP content subtests. The structural equation modeling has been conducted on a multitrait-multimethod correlation dataset, where the traits of Reading and Mathematics were assessed by MSPAP and the old version of CTBS/4. Although convergent validity existed in these 2 measures, there was little evidence to support discriminant validity in both measures.     

Revisiting the simple view of reading

Background Reading component models such as the Simple View of Reading (SVR; Gough & Tunmer, 1986 ; Hoover & Gough, 1990 ) provide a concise framework for describing the processes and skills involved when readers comprehend texts. According to the Independent Review of the Teaching of Early Reading ( Rose, 2006 ) strong evidence for the SVR comes from Factor Analysis of datasets on different measures of reading showing dissociation between decoding skills and comprehension. To the best of our knowledge, only two such published studies exist to date. Of these, only one of is in English and this explores children between the age of 7 and 10 years. Aims To explore the SVR in English‐speaking children aged 4 and 6 using Factor Analysis. Samples 116 4 ‐year‐olds and 116 6 ‐year‐olds in the US; 103 6 ‐year‐olds in Canada. Methods All children were administered a battery of decoding and comprehension related measures. Results Factor Analysis of the diverse measures undertaken independently by two research teams in different countries demonstrated that listening comprehension and decoding measures loaded as distinct factors in both samples of young English‐speaking children. Conclusions The present findings provide important support for the generality and validity of the SVR framework as a model of reading.     

Institutional Productivity Ratings Based on Publications in Nine Literacy Journals: 1992–2005

This study extended the work of three previous studies that compared the scholarly productivity of faculty members in universities as represented in nine literacy journals. The top 25 universities were identified and this study shows that several institutions have remained consistent through the years as those that produce the largest amount of scholarship. As in previous studies, the University of Georgia ranked first by a substantial margin. This ranking was adjusted according to faculty size, resulting in a reordering of institutions—the University of Georgia remained first. The top 22 universities publishing in two leading literacy research journals—Reading Research Quarterly and Journal of Literacy Research—were also identified. This study also indicates an increase in scholarly work by multiple authors from collaborating institutions, including those from public schools.     

What Vagueness Consists In

The main question of the paper is that ofwhat vagueness consists in. This question must be distinguished from other questions about vagueness discussed in the literature. It is argued that familiar accounts of vagueness for general reasons failto answer the question ofwhat vagueness consists in. A positive view is defended, according to which, roughly, the vagueness of an expression consists in it being part ofsemantic competence to accept a tolerance principle for the expression. Since tolerance principles are inconsistent, this is an inconsistency view on vagueness.Manythanks to Ólafur PállJónsson, Peter Koellner, Agustín Rayo, audiences at Yale University and the University of Colorado at Boulder, and to Kent Bach and John MacFarlane and other members ofthe Bay Area Philosophy of Language Reading Group, for helpful comments on this paper (and ancestors thereof).     

Attention deficit disorder in reading-disabled twins: Evidence for a genetic etiology

In order to assess the genetic etiology of attention deficit hyperactivity disorder (ADHD), the basic regression model for the analysis of selected twin data (DeFries & Fulker, 1985, 1988) was fitted to questionnaire data (DICA: Diagnostic Interview for Children and Adolescents; Herjanic, Campbell, & Reich, 1982) for 37 identical and 37 fraternal twin pairs tested in the Colorado Reading Project. Results of this analysis suggest that ADHD is highly heritable. Moreover, adjusting DICA scores for either IQ or reading performance differences did not substantially change parameter estimates. In future analyses of larger data sets, distinguishing between possible subtypes of attentional problems (e.g., ADD with or without hyperactivity) may facilitate tests of more searching etiological questions.This work was supported in part by program project and center grants from NICHD (HD-11681 and HD-27802) to J. C. DeFries. This report was prepared while J. Gillis was supported by NIMH training grant MH-16880, and J. Gilger was supported by a Fellowship in Developmental Psychobiology through the University of Colorado (MH-15442). B. Pennington was also supported by NIMH grants MH-38820 and MH-45916. The invaluable contributions of staff members and families who participated in the Colorado Reading Project are gratefully acknowledged. We also acknowledge the expert editorial assistance of the late Rebecca G. Miles.     

Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To estabilish if time of presentation on the word recognition test was a factor in predicting contextual reading performance, four computerized presentation times were used: 300 msec, 650 msec, 1000 msec, adn 2000 msec. Regression analyses revealed that, for both third- and fourth-grade students, there was evidence that presentation times of less than 1 second better approximated performance on the two contextual reading measures.