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中小学生语文阅读能力结构的发展特点 总被引:6,自引:0,他引:6
本研究对小学六年级、初中三年级、高中三年级三个年龄切面的学生的阅读能力结构构成进行分析,揭示该能力结构的发统特点。结果表明,语文阅读能力结构随年龄的增长而发生变化。一方面表现为因素的数量逐步增加,另一方面表现为比较复杂、层次较高的因素在整个结构中的相对地位不断增强。研究结果进一步指出,该能力结构因素增加的实现方式不同于西方心理学界所认为的分解模式,而是表现为“接替”模式,亦即通过“基础能力因素”对活动的影响作用为新的因素所接替而实现。 相似文献
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Studies on reading motivation have found that access to reading materials has an important influence on the amount students choose to read. There are few studies, however, that have examined print access in a comprehensive way to include home, school, and community resources. In this study, surveys and reading tests were administered to a class of eleventh-grade students (N = 24). Consistent with previous research, convenient access to reading material, regardless of a student's reading ability, was associated with more frequent reading. In addition, more voluntary or "free" reading was associated with higher levels of reading proficiency. Implications for providing students with easier access to reading materials are discussed. 相似文献
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本研究主要探讨在自然的阅读与有特定的记忆任务的情况下,学生阅读记忆的特点.从某中学、小学选取高中二年级、初中二年级与小学六年级学生各60人进行实验研究.结果表明,在自然阅读文章的情况下,一般读者所进行的主要是运算性的信息加工活动,是一种筛选保持的过程,服从于中心效应;而在明确的记忆要求下,读者所进行的主要是联结性的信息加工活动,是一种一般的意义记忆过程,服从于首尾效应。 相似文献
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Abstract The relationship between reading ability with receptive vocabulary level and the ability to induce grapheme‐phoneme relationships was investigated using grade one students. The ability to induce relationships was assessed by a word learning task in which the stimuli were six consonant‐vowel‐consonant trigrams composed of seven letter‐like forms with a 1:1 grapheme‐phoneme correspondence. The word learning task was followed by a test of each student's acquisition of the grapheme‐phoneme correspondences that appeared in the word stimuli. The ability to induce the relationships was found to be much more strongly related to reading ability than receptive vocabulary. The results suggest that good and poor readers applied different word learning strategies, with good readers appearing to apply more readily a principled solution and poor readers an associative solution. The results are consistent with the theory of reading acquisition advanced by Gibson and Levin. 相似文献
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D. RAY REUTZEL 《Reading Psychology》2013,34(2):123-162
For nearly four decades reading educators, educational psychologists, experimental psychologists, applied linguists, and early childhood educators have investigated children s widely acclaimed ability to read print found in the ecology of their everyday environments. This study examined how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children s reading of environmental print in context and out. The participants in this study were 97 children ages 4-7. Eight selected environmental print items were systematically maniupulated across five presentation conditions gradually removing aspects such as logo, color, font, and so on. This study demonstrated the important role that word recognition and concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental print displays, and those children evidencing lesser levels of development and expertise. 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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文本阅读中协调性整合的条件 总被引:11,自引:5,他引:6
采用移动窗口阅读技术深入探讨文本阅读中协调性整合发生的条件。被试为华南师范大学一年级本科生。实验自变量是主人公特征与其目标句行为的关系,在实验一中有三个水平,一致、协调一致和恢复一致;在实验二中有两个水平,协调一致和恢复一致。实验一采用ANOVA对三种条件下目标句的阅读时间进行统计分析,结果表明,当前信息必须与先前的协调性信息有局部的不一致或不吻合是引发协调性整合的充分必要条件;实验二采用t检验分别对出现于不同位置的两个目标句的阅读时间进行统计分析,结果表明,协调性整合的结
果不仅维持了文本的连贯,而且将相关的信息建构成整体的信息块,文本阅读过程是一个包含流畅性阅读和以协调性整合为重要形式之一的整合性阅读的双加工过程。 相似文献
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阅读预期对快速阅读理解的影响的实验研究 总被引:11,自引:3,他引:8
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。 相似文献
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Ben C. H. Kuo Gargi Roysircar 《Journal of multicultural counseling and development》2004,32(3):143-154
In a sample of 506 Chinese adolescents living in Canada from 3 cohort groups, age at the time of arrival in Canada, length of stay in Canada, socioeconomic status, and English reading ability predicted acculturation. English reading ability and socioeconomic status predicted acculturative stress. There were within‐group cohort differences in acculturation characteristics. Implications for counseling are addressed. En una muestra de 506 adolescentes Chinos que viven en el Canadá de 3 cohortes, la edad de llegada a Canadá, el tiempo que vivieron en Canada, la posición socioeconómica, y la habilidad de leer Inglés predice la asimilación. La habilidad de leer Inglés y la posición socioeconómica que pronostico el estrés de asimilación. Estaban entre grupos de cohorte diferentes en características de asimilación. Las implicaciones para terapia se dirigen. 相似文献
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Deborah Jinkins 《Reading Psychology》2013,34(4):267-288
No topic is on the minds of the general public, federal and state legislatures, parents, and educators more than the issue of establishing and maintaining school programs that are consistent in their ability to produce competent readers. Teachers, administrators, and teacher preparation programs are admonished to change programs, resources, monitoring procedures - whatever it takes to bring about this reformation of student reading achievement. Topics under investigation include effective models, methods, and strategies of instruction; essential teacher knowledge; teacher decision-making; and professional development of in-service and pre-service teachers. From this body of research the terms "balanced literacy" and "engaged literacy" have emerged. These terms are defined as emphasizing instruction on identified student need and including skills development as well as experience in a variety of texts. The teaching/learning cycle, a model for evaluating student reading behaviors and planning focused instruction, providesa foundation for the development of essential teacher knowledge and skills. As teachers articulate their understanding of the reading process, the characteristics of the learner, and the supports and challenges offered in text and teaching approaches, their practice is changed to make it more congruent with these stated beliefs. When teacher instructional practice is aligned with clear understandings and beliefs, student achievement increases. This study explored how knowledge and use of the teaching/learning cycle in beginning reading instruction impacts teacher decision-making and student achievement. While investigating teachers' knowledge and use of the teaching/learning cycle, two research questions focused on how student learning was affected and the impact of the changes on student/teacher interactions. 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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RSVP显示方式下影响中文阅读效果的主要因素 总被引:4,自引:1,他引:3
通过二个实验考察了在采用快速序列视觉呈现(RSVP)显示方式时.影响中文阅读效果的二个主要因素,即每次同时呈现的字数和人为的词切分。结果表明.在RSVP显示方式下.中文的阅读理解正确率不受每次同时显示的字数多少或人为词切分的影响,而阅读速度和阅读效率则随每次同时呈现的字数的增加而相应提高;词切分条件下的阅读速度和效率略低于与其字数相当的固定字数显示方式下的阅读速度和效率。 相似文献
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采用眼动记录的方法,考察了不同句子语境中,不同类型的动宾组合的加工过程。结果发现,韵律限制对句子阅读的认知加工过程起重要作用。符合韵律限制的[2+2]和[1+2]型动宾组合比不符合韵律限制的[2+1]型动宾组合加工更容易,更少地寻找支持信息。语境能引导读者更快地通达符合韵律限制的词汇的意义。在中性语境中,符合韵律限制的[2+2]和[1+2]型动宾组合比不符合韵律限制的[2+1]型动宾组合加工更容易,更少地需要语境的支持。在偏向语境中,同时符合韵律限制和语境信息的[2+2] 型动宾组合加工更容易,更少地需要语境的支持。 相似文献