This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. None of the other cognitive skills contributed significantly to reading or listening comprehension. These results indicate that only part of the comprehension process is indeed domain-general and not influenced by the modality in which the information is provided. Especially vocabulary seems to play a large role in this domain-general part. The findings warrant a more prominent focus of modality-specific aspects of both reading and listening comprehension in research and education.
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共查询到20条相似文献，搜索用时 93 毫秒
1.
新四级考试对阅读理解部分作出了很大调整。文章通过对阅读理解新老题型命题特征的比较分析,针对新阅读题型的特点,提出了相应的解题技巧。 相似文献
2.
《华夏少年(简快作文 )》2016,(2)
在初中阶段,对语文阅读理解方面的学习,是学生语文学习的重要内容之一。阅读理解部分是除了作文以外分值最高,难度较大的一类题型。主要对中学的阅读理解部分做了相应的分类,分析了教师在教学中要怎样引导学生做好阅读理解,并作了相应的举例说明。学生要想做好阅读理解,就需要以日常的积累为基础,辅以做题方法等来提高对语文阅读的理解能力以及提高阅读理解部分的分数。 相似文献
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4.
胡胜高 《四川三峡学院学报》1996,12(4):65-67
阅读理解是一项综合测试，在CET-3测试中，阅读部分的得分对整个考试起着至关重要的作用，本文对CET-3阅读理解的题型作了分析，并详细阐述了一些相应的应试技巧。 相似文献
5.
陈建涛 《四川职业技术学院学报》2004,14(2):82-84,93
本文对CET-4阅读理解部分的命题特征进行了分析，提出了相应的应试对策，建议在我们大学英语阅读教学中应该有意识地加强学生在阅读题材和体裁方面多样化训练，从而让学生熟练地掌握阅读理解的几大基本解题技巧。 相似文献
6.
在近几年的中考中，阅读理解题被越来越多的命题者青睐，成为考察学生基础知识、综合能力的一种新题型．阅读理解题由阅读材料和考察内容两部分组成，阅读量较大，文字冗长，错综复杂．综观近几年中考试题中，涉及方程知识的阅读理解题有以下类型： 相似文献
7.
《校园英语(教研版)》2014,(31)
高中英语阅读理解是高中英语教学的重要部分,学生对该部分内容能否进行正确理解,和老师的讲授方式是分不开的。本文就针对目前高中英语阅读理解的教学现状,分析研究了创新的必要性,并给出了相应的策略。 相似文献
8.
阅读理解题型是高考英语考查学生阅读理解能力的一种重要方式，也是英语学科核心素养的集中体现。新高考英语阅读理解部分分值进一步提高，足以证明阅读理解在高考中占举足轻重的地位。以2020—2022年高考英语全国卷为研究素材，依据《课程标准》对高考命题全面体现学科核心素养的规定和建议，分析并探讨高考英语阅读理解题型典型错因及应对策略，旨在提出相关英语阅读教学建议，促成学生英语学科核心素养发展，从而提高阅读效率，从容应对高考英语阅读理解。 相似文献
9.
孙晓琳 《大连教育学院学报》2002,18(2):74-75
阅读理解 ,顾名思义 ,阅读后对其理解。从心理学的角度来讲 ,阅读是一个认知和言语交际的过程 ,该过程实质上就是读者对语言信息的理解过程 ,即通过对相应的词、句进行处理 ,从而达到对作者的思想观点的沟通与理解。而沟通与理解的基础是学生对语言符号的辨认 ,而学生对语言符号的处理方式决定其阅读效率。近几年高考题阅读理解部分的生词量可达到数十处 ,这还不包括那些虽熟悉却含有新意义的词。这往往会成为学生阅读的障碍 ,从而破坏了学生阅读的思路和兴趣 ,甚至会波及到学生的情绪而影响其正常发挥。其实并非所有生词都能构成阅读理解的… 相似文献
10.
李恩耀 《黑龙江教育学院学报》2012,(11):165-167
阅读理解作为TEM4中的重要组成部分在英语测试中充当的重要角色。因此有必要对阅读理解部分的发展情况给予更多的关注并进行相应的评估。在Bachman&Palmer提出的任务特性基础上,结合《高校英语专业四级考试大纲》对2009年TEM4阅读理解部分的内容效度进行研究,有助于提高试题质量。分析表明,TEM4阅读理解部分基本符合大纲要求,具有较高的内容效度,但仍有改进的空间。 相似文献
11.
Wolf M. C. Muijselaar M. M. L. Boonstra A. M. de Bree E. H. 《Reading and writing》2019,32(7):1747-1767
12.
陈芳 《商丘职业技术学院学报》2007,6(6):86-88
阅读是人们获取信息的重要手段之一。阅读测试是语言测试的一个重要部分。介绍阅读的有关理论、阅读测试的设计原则和题型以及与阅读、阅读测试有关的实证研究，可以促进对我国各种英语考试中阅读测试的研究，改进我们的测试和教学。 相似文献
13.
TEM4阅读理解测试内容效度分析 总被引：1，自引：0，他引：1
于婷 《宁波教育学院学报》2008,10(6):49-52
通过对TEM4(2004-2008年)阅读理解测试部分的内容效度,从选材、阅读难度、阅读速度和阅读能力四方面分析,表明TEM4阅读理解测试内容具有一定效度,但仍有提高的可能,并就如何进一步提高TEM4阅读理解测试内容效度提出相应的建议。 相似文献
14.
《Scientific Studies of Reading》2013,17(3):323-330
The five articles in this special issue are a blend of experimental and correlational approaches that exemplify advances in contemporary approaches to assessment of reading comprehension. They illustrate how inferences about reading comprehension are determined in part by the material presented for comprehending and the format that is used for assessing comprehension of the material. In the future, the approaches to measuring reading comprehension in these articles could be further integrated by perspectives that cut across particular approaches to measurement and begin to utilize multimethod modeling of the latent variables that underlie different tests of reading comprehension. 相似文献
15.
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. 相似文献
16.
王丰元 《齐齐哈尔师范高等专科学校学报》2012,(1):155-156
高职学生英语阅读能力的培养是高职英语教学过程中的重要环节,通过阅读理解的自下而上、自上而下、交叉认知模式的研究,对影响阅读理解的因素及阅读能力的进行了分析,提出了提高学生阅读能力的时策。 相似文献
17.
宋占春 《黑龙江教育学院学报》2008,27(1):183-184
阅读在我国英语教学中占有十分重要的位置。阅读理解是一种自下而上和自上而下相互作用的过程,其中图式理论起着重要的作用。图式理论有助于我们正确把握语言知识、背景知识与英语阅读的关系,加强图式理论知识的建构将大大促进学生对文本意义的理解。 相似文献
18.
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word‐level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non‐linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word‐level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short‐term memory. Results support an augmented Simple View of Reading that includes cognitive, word‐level and language components, and underscore the importance of considering developmental changes in the constructs. 相似文献
19.
This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, and experience with print. In this heterogeneous sample, decoding ability clearly played an important role in reading comprehension. The simple view of reading gave a reasonable fit to the data, although it did not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captured unique variance in reading comprehension even after listening comprehension and decoding skill were accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings. 相似文献
20.
陈柳青 《延安教育学院学报》2010,24(2):65-67
采用新题型后CET-4（2006-2009年）真题的阅读理解部分的内容效度如何？通过阅读材料的选择、阅读速度,语言难度和阅读能力的考察力方面对其内容效度进行分析后发现阅读理解部分的试题设计基本符合《大学英语四级考试大纲》的要求．具有一定的内容效度,但是并不是完美的,仍然有提高的空间,并提出进一步提高CET-4阅读理解内容效度的建议。 相似文献
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