Context-sensitive rules and word naming in Italian children     

Laura Barca  Andrew W. Ellis  Cristina Burani 《Reading and writing》2007,20(5):495-509

The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006). Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first years of reading instruction.  相似文献   

Letter processing in reading and spelling: Some dissociations     

Brenda C. Rapp  Alfonso Caramazza 《Reading and writing》1989,1(1):3-23

We describe the complex pattern of spared and impaired performance observed in a neurologically impaired subject on a number of letter processing tasks including: written letter naming, alphabetization, matching across typecase and font, oral and written spelling to dictation, and across-case letter priming. The observed dissociation in performance between the naming of written letters and the naming of letters in oral spelling as well as the dissociation between oral spelling and written spelling are shown to support a model of letter processing in which a distinction is drawn between visuo-spatial and abstract levels of letter representation. We also describe symmetrical deficits in the reading and writing of letters. These can be understood: in reading, as the result of an impairment to the processes which mediate the conversion of visuo-spatial letter representations to abstract representations, and in writing, as a deficit to the processes which negotiate the apparently reverse operation. This finding is interpreted within the context of the notions of neural and functional proximity and we raise the possibility that processes which perform distinct computations may, nonetheless, share certain computational resources.Requests for offprints should be addressed to Brenda Rapp or Alfonso Caramazza. The research reported in this paper was made possible through the support of NIH (NINCDS) NS22202 and the Seaver Institute. We would like to express our appreciation to J. E. for his participation in this study and we thank Roberta Ann Goodman-Schulman and Cristina Romani for their helpful comments and Paul Mullin for his generous programming assistance.  相似文献   

现代信息技术与语文课程整合的实践与思考     

方晓敏  林惠贞 《福建教育学院学报》2003,4(4):101-103

当前 ,现代信息技术与语文课程整合进入新的发展阶段。以多媒体和网络为核心的现代信息技术为课程的整合提供了物质平台和理想的教学环境 ;构建主义学习和教学理论为语文教学改革提供了新的理论视角。经过教学实践探索 ,我们从阅读 ,写作 ,口语交际教学三个方面对当前现代信息技术和语文教学整合模式进行描述分析。  相似文献   

如何提高英语阅读中的猜词技巧     

郭永浩 《河北北方学院学报(社会科学版)》2006,22(1):68-71

成功的英语阅读理解依赖于词汇、语法和句义这3个要素，其中词汇是最重要，也是最基本的要素。阅读理解的速度以及正确率都与词汇的多少有关。如何处理好阅读中困扰读者的生词便成了阅读理解的关键。掌握同住猜词、定义猜词、重述猜词、一般常识猜词、相关信息猜词、对比猜词、示例猜词、比喻猜词、标点符号猜词、词形分析猜词等10种技巧可有效地提高读者的阅读和理解水平。  相似文献   

Phonological Awareness and Bilingual Preschoolers: Should We Teach It and, If So, How?     

Mark R. Stewart 《Early Childhood Education Journal》2004,32(1):31-37

This article briefly reviews recent research on teaching phonological awareness skills to preschoolers as well as the benefits of different types of bilingual education. A more in-depth analysis of research on cross-language transfer of phonological awareness/metalinguistic skills follows. The major recommendation resulting from this review is that the teaching of phonological awareness skills in both the home language and school language of preschoolers is the preferred intervention.  相似文献   

对古诗《敕勒川》的现代阐释与思考     

曹成德 《南阳师范学院学报》2003,2(10):101-103

克服传统思维定势的影响,以现代阅读学、阐释学的视野观照当前的学阅读与语教学,是我国当前化和教育领域的一项十分紧迫的任务。本意从对古诗《敕勒川》的一种新的解读入手,做一次现代阅读的个案分析,以期引起诸同仁对上述问题的进一步关注。  相似文献   

朗读中重音的确定与表达     

李静 《新乡师范高等专科学校学报》2002,16(2):105-106

重音是体现语句目的重要手段。语句中陈述、判定的中心词 ,修饰、描摹的关键词语和语句中的呼应词语一般处理为重音。重音的表达除了用重读法外 ,还可用轻说法、放慢拖长法和前后停顿法。  相似文献   

汉语节律朗读--读者语流音律和作者意象心律的碰撞     

吴洁敏  何文忠 《浙江教育学院学报》2003,(6):73-78

字正腔圆、表情达意的节律朗读，是读的语流音律和作的意象心律相碰撞的产物，也是语音链和语意、语用的表里合一。章列举了汉语节律特征的表意功能，分析了导致朗读产生误码的各种因素，指出节律朗读的最高境界是“字中有音，音中无字”。  相似文献   

高校图书馆读者需求论   总被引：1，自引：0，他引：1  

叶建国 《上海师范大学学报(哲学社会科学版)》2003,32(3):106-109

研究和探讨读者需求,是为了更好地为读者服务,提升高校图书馆文献的利用率,文章分别对学生和教师的阅读需求特征作了分析。学生阅读需求特征为:1.阶段性;2.集中性;3.广泛性。教师的阅读需求特征为:1.全面系统;2.专深具体;3.新颖及时。  相似文献   

探析读者心理 做好服务工作     

魏韵琴  王秀云 《新乡师范高等专科学校学报》2005,19(1):150-151

图书馆工作的中心任务是读者工作,要想做好读者工作,就必须探讨读者心理。本文重点阐述了读者在阅读过程中的阅读需要、阅读动机、阅读兴趣。这些内容属于读者个性心理倾向的一部分。通过对读者心理理论的探讨,在实践中尽可能做到有的放矢地为读者服务。  相似文献