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1.
《校园英语(教研版)》2016,(26):116-117
Effective reading strategies are essential for student reading success.This paper studied the effects of repeated reading on the comprehension for high school students.Two classes of students with 50 in each were asked to read repeatedly and the control group with no intervention reading a new text.Results show that the repeated reading has a positive effect on reading comprehension especially when the reading task was finished under the instruction of different task contents.Discussion focused on future research on reading strategies for high-school students. 相似文献
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Reading,syntactic, and working memory skills of bilingual Portuguese-English Canadian children 总被引：1，自引：0，他引：1
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing. 相似文献
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The benefit of assessment-based language and reading instruction: perspectives from a case study 总被引：1，自引：0，他引：1
We present a case study of the language and literacy development of a deaf child, Marcy, from preschool through sixth grade. The purpose of the project was to examine the connection between language and reading and to provide insight into the relationships between them. To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal and formal assessments. Annual evaluation of language and literacy skills was used to select educational placements, as well as instructional methods, strategies, and materials. Given that Marcy began school at 4 years of age, mute and without expressive language of any form (oral or sign), it may at first appear remarkable that she read narrative and expository text as did her hearing peers by sixth grade, because a substantial body of research shows that most deaf students read at the fourth-grade level by high school graduation (review by Paul, 1998). However, those responsible for Marcy's education prevented reading failure by carefully planning, instituting, and monitoring elements of language and literacy instruction. We present Marcy's progress and instruction by grade level and discuss it within the framework of phases/stages of reading development. We hope that the resulting case study may serve as an example of the language-reading connection, an awareness important not only for the literacy instruction of deaf and language-challenged children but for hearing students as well. 相似文献
4.
《Learning disabilities research & practice》2017,32(2):99-111
This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events, and identifying cause and effect relations) with their intact eighth grade history classes, using history text as the reading material. Participants included 73 eighth grade students with disabilities (77 percent with learning disabilities, 72 percent males, and 45 percent English language learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher‐developed measures of word‐ and text‐level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of “nearly all lesson components” ranged from 72 percent to 83 percent. 相似文献
5.
Nathalie J. Veenendaal Margriet A. Groen Ludo Verhoeven 《Journal of Research in Reading》2015,38(3):213-225
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to decoding efficiency and language comprehension. One hundred and six Dutch primary school children from fourth grade participated in this study and were assessed on decoding efficiency, vocabulary, syntactic ability, reading fluency performance and reading comprehension skills. Regression analysis showed that text reading prosody, not text reading rate, explained additional variance in reading comprehension performance when decoding efficiency and language comprehension were controlled for. This result suggests that the inclusion of text reading prosody as an aspect of text reading fluency is justified and that a natural intonation is associated with better comprehension of what is read. 相似文献
6.
Miller PF 《American annals of the deaf》2000,145(5):436-451
The experimenter investigated the effect of semantic clues on the reading comprehension of deaf and hearing Israeli children. Two groups of students with prelingual deafness, and a hearing control group, were asked to read syntactically simple and syntactically relative sentences of varying semantic plausibility. Sixteen of the participants who were deaf (mean grade 6.9) had been trained orally, using spoken language as their principal means of communication at home and at school. Another 16 students with deafness (mean grade 6.9), all of them children of deaf parents, had acquired sign language as their primary language. The mean grade of the hearing control group was 6.5. The results suggest that, in contrast to the case with hearing individuals, reading comprehension in individuals with prelingually acquired deafness, regardless of communication background, is predominantly determined by the semantic processing of content words, with only minor attention given to the processing of the syntactic structure of the text. 相似文献
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歧义是语言中的普遍现象,也是众多语言的共有特性。试通过观察、分析英汉中的句法歧义现象来研究句法歧义,并以句中歧义的对比研究为基础,浅谈歧义研究对外语教学的意义。 相似文献
9.
This study investigated whether German learners of English as a foreign language (EFL) acquire additional recoding strategies that they do not need for recoding in the consistent German orthography. Based on the psycholinguistic grain size theory (Ziegler & Goswami, 2005) we expected students with little experience in EFL to use the same small-grain recoding strategy as in German, while more advanced students were expected to switch flexibly between small and large grain size recoding strategies when reading English nonwords. German students in Grades 5, 7, and 9, as well as university students were presented with an experimental nonword reading paradigm introduced by Goswami, Ziegler, Dalton, and Schneider (2003) which assesses the effects of language (nonwords derived from German vs. English), orthographic neighborhood, item length and presentation format (blocked vs. mixed) on reading latencies and accuracies. The data were analyzed using hierarchical linear models. The youngest age group did not use larger units to read English nonwords, but mostly applied simple grapheme-phoneme translation, as they would in their first language. University students were able to switch flexibly between large- and small size recoding strategies. 相似文献
10.
This study explored whether children's second language (L2) vocabulary, syntactic awareness, and reading comprehension contributed to the growth of each other. A total of 184 Chinese primary school children (91 girls) aged 8–10 years old in Hong Kong participated in the pre-test of this study. Among them, 88 were in Grade 3 and 96 were in Grade 4. One year later, 178 of these children also participated in the post-test. These children learned English as an L2 at school. They completed a series of English language tasks. The results from a cross-lagged panel model show that vocabulary predicted the growth of syntactic awareness and reading comprehension. Syntactic awareness predicted the growth of vocabulary and reading comprehension. Reading comprehension facilitated the growth of vocabulary, and it also predicted the growth of syntactic awareness in Grade 4 students but not in Grade 3 students. Implications for teaching children an L2 are discussed. 相似文献
11.
Improving advanced reading comprehension in a foreign language: summaries vs. short-answer questions
Summarizing appears to be an activity well suited to sensitizing advanced foreign language readers to the inner workings of a text and weaning them away from word-to-word decoding. Indeed, recent research has emphasized the importance of summarizing as an aid to reading comprehension (Cohen, 1987; Bernhardt, 1986; Brown et al., 1981). We were interested in using summary writing as a tool in promoting reading comprehension and hypothesized that students who gained practice in extracting the main points of a text would become more effective readers. The main purpose of the study was to determine whether the comprehension of students who were trained to summarize improved more than that of students who responded to short-answer questions. The researchers, who teach EFL (English as a foreign language) at Haifa University, taught 6 classes totalling 179 students. Three classes summarized 10 academic texts of general interest, while the other three classes answered short-answer questions on the same texts. At the same time we collected information on the students’ background in order to identify possible non-linguistic factors that may affect reading comprehension. Since the reading comprehension of all the classes improved significantly, it was not possible to say that either summarizing or the answering of questions was a major cause of this improvement. However, results suggest that writing summaries helped students read more efficiently. Results of MANOVA pointed to the conjoint effects of three factors: task (summary vs. short-answer questions), gender (male vs. female), and native language (Hebrew vs. Arabic). Perhaps the most interesting finding is that classroom discussion in which students negotiated the scoring key of both summaries and responses to short-answer questions (after handing in assignments) proved to be extremely valuable. This negotiation motivated students to become intensely involved with the text and more critical of their own responses. 相似文献
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Four reading strategies and several web tools that are effective for reading closely and identifying textual evidence are described and explained. As teacher-educators with many years of experience teaching reading and the language arts, we have found these reading strategies and web tools helpful for middle school students as they consider evidence when forming opinions and making decisions about their reading. Using close reading as our theoretical framework, the reading strategies and web tools presented here provide visual displays of evidence found in the texts that students read. These strategies are helpful for all students and especially for struggling middle school readers as they learn to read closely, think clearly, and construct arguments about evidence found in the texts they read. 相似文献
14.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed. 相似文献
15.
Reliable access to syntactic information beyond its use in first-pass reading was probed using a task labeled syntactic reading task. This task draws on an orthographic marker for syntactic structure, the capitalization of nouns in German. Subjects read written text strings containing a unit that could be taken as a noun or as a verb. The strings were disambiguated by the unit being capitalized or not. Thus subjects could interpret the text only when taking the capitalization marker into account. Data were collected from 231 German-speaking secondary school students. The results show that even subjects who were capable of reliably using capitalization markers in writing varied considerably in their use of these markers to identify syntactic structure in reading. High-achieving subjects profited more than others in situations where they could tie syntactic information to a prominent capitalization marker. This suggests that focus on syntactic form alone does not guarantee reliable access to syntactic information. 相似文献
16.
Ho-Ryong Park 《The Journal of educational research》2018,111(4):385-397
This qualitative case study investigated 4 Korean elementary level English language learners' (ELLs) cultural identities when they read online texts at home and school. The participants were fourth- or fifth-grade students. The data consisted of observations, interviews, field notes, reflective journals, and the ELLs' verbal reports at home and school between the spring and the fall of 2010. The author's purpose was to identify the influences of reading online texts at home and school in Korean elementary level ELLs' cultural identities. Findings revealed that the online text readings helped the ELLs form, maintain, and shift their cultural identities. The author discusses Korean ELLs' languages, cultures, and technologies in the contexts of electronic literacies and suggests educational implications to facilitate their reading online texts. 相似文献
17.
C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring Christine Montecillo 《Reading and writing》2012,25(7):1635-1664
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students. 相似文献
18.
在英语听说读写的基本技能中,阅读作为语言学习的重要输入形式之一,对培养学生语言学习的自信心、综合运用能力等有着举足轻重的作用。培养学生良好英语阅读习惯,提高学生阅读水平,已成为英语教学所面临的重要课题。文章结合教学实践,对小学生良好英语阅读习惯培养策略进行研究。 相似文献
19.
高中英语新课程改革背景下阅读教学策略探微 总被引：4，自引：0，他引：4
刘丽平 《成都教育学院学报》2010,24(6):91-95,100
高中英语阅读在英语教学中起着重要的作用,是英语学习过程中极为重要的组成部分。在高中英语阅读教学中,教师存在对阅读教学理论研究不足、缺乏语篇分析意识、缺失背景知识的介绍、缺乏必要的阅读技巧指导的现状;学生存在阅读习惯不良、有效阅读量不够、阅读品质欠佳的现状。通过对图式理论、语篇分析理论和建构主义理论与英语阅读的相关性研究后认为：教师在阅读教学中应注重语篇模式教学,构建课文整体教学观;运用阅读策略指导学生提高分析问题、解决问题的能力;增加课外阅读量,增强语言的输入量,形成良好的英语语感,拓宽英语知识面和间接生活经验;借助于多媒体现代教育技术再现相关英语文化背景知识,丰富学生的内容图式,激发学生的阅读兴趣,增强其理解、分析、推理和鉴赏力,提高其综合语言运用能力。 相似文献
20.
Ted Glynn Stuart McNaughton 《International Journal of Disability, Development & Education》2002,49(2):161-173
In our previous article, we reported on a research project designed to improve the attending, reading, and writing behaviour of nine older low-achieving children in a special class in an urban primary school. We attempted operational definitions of important reader and tutor behaviours that occur during one-to-one oral reading, and we applied direct observational principles to coding and recording their occurrence from transcribed tapes of children's regular reading with their teacher. This provided data that served to monitor short-term and long-term change in both child and tutor (teacher) behaviour during oral reading interactions. In the present paper, we describe how these direct observational principles have contributed to the development of assessment and tutoring strategies for both adults and peers in the English language Pause Prompt Praise and the M # ori language Tatari Tautoko Tauawhi reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction around written texts have provided strong support for students learning to read in both English medium and M # ori medium contexts. They have also served as powerful components of successful professional development programs for teachers. 相似文献