共查询到20条相似文献，搜索用时 125 毫秒
1.
陶艳春 《辽宁教育行政学院学报》2001,18(1):79-80
阅读速度（Ｒｅａｄｉｎｇ ｓｐｅｅｄ）和阅读理解（Ｒｅａｄｉｎｇ Ｃｏｍｐｒｅｈｅｎｓｉｏｎ）两者的综合能力称为阅读能力。当前，大部分学生普遍存在着英语阅读速度慢、理解能力弱的现象，怎样来提高阅读速度和理解能力呢？笔者认为应该克服指字、头部摆动，声读、心读、心译，逐字阅读，复视等不良习惯；运用掠读、跳读、细读等不同的方法；掌握猜词技巧，多了解英语国家的文化背景知识。 相似文献
2.
方丽 《贵州教育学院学报》2001,17(3):77-79
泛读是广泛地阅读,也就是“多读”。掌握了阅读的技巧和方法。就提高了阅读的速度和理解能力,也是“会读”。上升到阅读的最高境界,也就是“读好”。三者中“会读”尤其重要,泛读教学的目的就是提高阅读速度和理解能力。 相似文献
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１．掌握正确的阅读方法A．视读实践证明视读是提高阅读速度的一种行之有效的好方法。阅读的速度能大大超过朗读的速度。作为中学生来讲，从开始起就要养成好的阅读习惯，即在具备基本的朗读能力后，及时进行视读练习。B．意群阅读这种方法要求学生在教师的指导下有意识按意群去读，尽量避免每个字都停留，跳跃逐字理解的过程，按意思段去理解，从而达到了节约时间的目的。阅读意群含量越大，节省的时间就越多。C．多行阅读多行阅读要求我们在阅读时尽量使自己的视线扩大，开始训练做到一目一行，待熟练后逐步过渡到一目二行甚至多行，使… 相似文献
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杨岷生 《语数外学习(初中版)》2007,(11X):48-50
阅读理解能力是中考英语考查的重点，阅读能力包括阅读速度和理解能力两个方面。近年来，词汇量增大是阅读理解题最明显的特征，在单位时间内词汇量增大就意味着阅读速度要提高。这就要求考生必须在有限的时间内运用略读、扫读和跳读等技巧快速阅读，搜寻关键词、主题句，捕捉时空顺序、[第一段] 相似文献
6.
周红 《柳州职业技术学院学报》2013,(5):93-96
为了提高学生的阅读速度,培养其阅读的流畅性,在阅读教学中融入了15周的计时阅读训练活动.训练结果显示,在阅读生词量几乎为零的文章时,学生的阅读速度提高了30.61％,每分钟多读了30个词;阅读理解提高了25.8％.阅读生词不超过占总词量3％的文章,学生阅读速度提高了34.28％,每分钟多读了24个词.阅读理解提高了2.4％.速度和理解都获得了不同程度的提高,说明速度的提高有助于理解的增强.最重要的是,计时阅读活动提高了学生阅读的信心,扩充了其世界知识. 相似文献
7.
泛读是广泛地阅读,也就是"多读"。掌握了阅读的技巧和方法,就提高了阅读的速度和理解能力,也是"会读"。上升到阅读的最高境界,也就是"读好"。三者中"会读"尤其重要,泛读教学的目的就是要提高学生的阅读速度和理解能力。该文将试着讨论在大学期间进行英语泛读的重要性以及如何才能提高泛读教学质量,其中包括材料的选择,阅读技巧指导等。 相似文献
8.
泛读是广泛地阅读,也就是“多读”。掌握了阅读的技巧和方法,就提高了阅读的速度和理解能力,也是“会读”。上升到阅读的最高境界,也就是“读好”。三者中“会读”尤其重要,泛读教学的目的就是要提高学生的阅读速度和理解能力。该文将试着讨论在大学期间进行英语泛读的重要性以及如何才能提高泛读教学质量,其中包括材料的选择,阅读技巧指导等。 相似文献
9.
一、意群阅读——提高阅读的速度在阅读时许多学生都有译读、声读、指读和回视并遇到生词就查字典的习惯,这些习惯一旦形成,往往很难改掉并对英语阅读速度的提高产生很大的抑制作用。根据多年的英语教学实践,笔者以为:要提高英语阅读能力首先要改变阅读方法,也就是学生要学会意群阅读,摆脱逐词阅读。一个句子的完整意思是由句子结构和词与词之间在意思上的相互联 相似文献
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在英语教学中,阅读速度和理解的准确性是衡量阅读能力的两个主要指标。如果中学生能够针对不同体裁、不同阅读题型综合运用略读、寻读和细读三种阅读方法,将加快阅读速度、增大正确率,提高阅读能力。 相似文献
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We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self‐perception of reading skill, self‐perception of reading speed, actual reading skill and actual reading speed to determine the relations that exist. The results supported our predictions. Primarily, self‐perceived reading speed strongly correlated with self‐perceived reading skill, whereas the correlation between actual reading speed and actual reading skill was low. Next, a multiple regression analysis showed that self‐perception of reading speed significantly predicted self‐perception of reading skill after controlling for actual reading skill. Lastly, how highly correlated reading skill was with self‐perceived reading speed was found to affect how accurately one perceived his or her reading skill. Consequently, the study results suggest a negative impact of self‐perceived reading speed on accuracy of self‐perceived reading skill, as hypothesised. 相似文献
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本研究以小学五年级学生为被试,经过12周的快速阅读训练,使学生初步掌握快速阅读训练的技能,据此探索快速阅读训练和阅读方式(先看文章再回答问题、先看问题再读文章)对小学生阅读效果的影响。结果发现:第一,快速阅读训练可显著减少学生的总阅读时间、提高阅读速度,但不影响阅读理解率;第二,先看问题再读文章的阅读方式在主旨题目的理解率上有其独特优势;第三,阅读方式和快速阅读训练在学生阅读效果上不存在交互作用,即两者不存在相互影响的问题。 相似文献
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This study addressed the relationship between four eyemovement parameters and reading speed of 20twelve-year-old children during silent and oralreading. The results indicated that each of theparameters correlated significantly with speed ofsilent reading. In fact, reading speed could bepredicted by the following variables: recognitionspan, average fixation duration, and number ofregressive saccades. Moreover, the relationshipbetween silent and oral reading speed, on one hand,and between reading fluency and reading errors in oralreading speed, on the other, was examined. The resultsindicated that in terms of reading speed, significantinterrelationships existed between silent and oralreading. Furthermore, fluency and errors wereintercorrelated phenomena, but only fluency wassubstantially related to oral reading speed. 相似文献
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Words correct per minute: The variance in standardized reading scores accounted for by reading speed
Jacqueline L. Williams Christopher H. Skinner Randy G. Floyd Andrea D. Hale Christine Neddenriep Emily P. Kirk 《Psychology in the schools》2011,48(2):87-101
The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th‐, 5th‐, and 10th‐grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth‐ and fifth‐grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth‐grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). © 2010 Wiley Periodicals, Inc. 相似文献
15.
The role of IQ in a component model of reading 总被引：1，自引：0，他引：1
The purpose of this study was to test the role of visual processing speed and IQ in a model of reading. This study investigated whether the processes involved in reading differ between a group of children with and a group without reading disability. These two groups of children completed tests of reading comprehension, listening comprehension, decoding, processing speed, and intelligence. The results indicated that processing speed explains a significant amount of variance in reading comprehension over that accounted for by the simple view of reading. Also, IQ accounts for a significant amount of variance in reading over that accounted for by the simple view of reading and processing speed. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in the children with reading disability. The results point to the importance of the role of IQ in predicting reading comprehension. 相似文献
16.
Massimo Ciuffo Jane Myers Massimo Ingrassia Antonio Milanese Maria Venuti Ausilia Alquino Alice Baradello Giacomo Stella Antonella Gagliano 《Reading and writing》2017,30(8):1667-1686
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers. 相似文献
17.
Aims
Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.Methods
We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.Results
Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.Conclusions
These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes. 相似文献18.
Leila Kairaluoma Minna Torppa Jari Westerholm Timo Ahonen Mikko Aro 《Scientific Studies of Reading》2013,17(5):315-332
We examined the nature of and factors related to adolescents’ reading difficulties in a highly transparent orthography. We compared word, pseudoword, and text reading speed and accuracy, rapid naming (RAN) and phonological processing between poor readers (n?=?80) and normally developing readers (n?=?189). Reading problems were manifested in reading speed and in timed pseudoword reading accuracy. RAN predicted speed, and phonological processing predicted accuracy of reading in both groups. Among poor readers, RAN also explained reading accuracy. For the normally developing sample, phonological processing also predicted reading speed. 相似文献
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谈提高大学英语阅读速度 总被引：1，自引：1，他引：0
阅读是大学英语教学中的一个重要部分,也是教学中的一个难点。在众多影响阅读的因素中,阅读速度是一个最关键的问题。重点探讨提高阅读速度的几种方法。希望能引导学生改变不良的阅读习惯,提高阅读速度,促进阅读水平和阅读能力的提高。 相似文献