文章标记对英语语篇信息理解与保持的影响

本研究采用2（语篇难度）×3（文章标记类型）的实验设计,研究了文章标记对英语语篇信息理解与保持的影响。结果表明：（1）文章标记对英语语篇信息理解和保持主效应显著;（2）文章标记与英语语篇难度之间存在显著的交互作用。英语语篇容易时。标记效应不显著;英语语篇较难时,标记效应显著;（3）当阅读材料较难时,全标记条件下,被试在英语语篇信息理解和保持方面得分最高;无标记次之;半标记最低。本研究同时也给出了一些英语阅读教学启示。     

图示法解方程中的疑难问题

图示法不仅能帮助中学生分析和解决一般较难的数学问题，而且对解方程中的疑难问题(找等量关系)也有独特的辅助作用。     

怎样提高中学生的阅读理解能力

阅读是英语学习过程中最基本,也是最重要的语言技能,而很多学生在这方面存在着不少问题。本文指出了中学生阅读理解中存在的障碍,对中学生阅读障碍的分析有利于发现学生在阅读上存在的问题,引导学生利用良好的阅读策略,排出各种障碍,以提高阅读理解能。并探讨如何利用有效的阅读策略,排除障碍,提高中学生的阅读能力。     

英文阅读图示、空缺与图示建构

从心理语言学的角度分析,阅读理解的成败在很大程度上取决于读者对阅读材料主题的先期了解——即“图示”。如果阅读过程中图示出现空缺,理解就会遇到障碍;填补空缺,阅读活动便可顺利完成。语言图示空缺与自下而上阅读模式中语言认知能力有关;内容图示则影响到自上而下阅读模式中读者预测、验证和把握阅读材料的主题理解,涉及语言本体意义之外的知识。     

通过现代教学手段培养学生历史学科的思维品质

1辅助阅读和思考,培养学生思维的习惯性1.1让学生学会阅读课本,掌握正确的阅读方法是培养历史思维品质的基础具体方法是出示阅读提纲、找阅读内容的重点句、词,设计一些提高能力的问题。出示阅读提纲应是本节或本段的重点内容。找阅读内容的重点可告诉学生规律,如一段话     

听觉口语法应用于听障儿童语言认知干预研究的元分析

听障儿童普遍存在语言发展困难的问题，近年来听觉口语法被广泛用于提升其语言认知发展。本研究采用元分析方法，以听觉能力发展、言语发展、语言发展、认知发展、沟通为结果变量，探讨听觉口语法对听障儿童语言认知干预的有效性及其影响因素。结果发现，听觉口语法对听障儿童的语言认知有较高程度的积极影响，性别、其他障碍情况、听觉辅助、干预时长和频率、被试年龄对听觉口语法干预效果起显著调节作用。研究结果对进一步深化听觉口语法研究及推进听觉口语法循证实践的开展提供了启示。     

非英语专业大学生英语阅读策略使用惰况的调查研究

阅读是语言学习中重要的一环，同时也是其重要的产物。本文以学生的阅读成绩为着眼点，研究非英语专业大学生的英语阅读策略使用情况。本文针对大学生使用阅读策略的情况以及阅读策略的使用与学生阅读成绩的关系展开研究。研究的主要问题：（1）大学生经常使用哪些阅读策略？（2）阅读策略的使用与学生阅读成绩之间存在何种关系？研究结果显示：我国普通高校的大学生能够适度使用英语阅读策略；阅读策略的使用与学生的阅读成绩显著相关。本研究为普通高校大学生英语阅读策略的进一步研究提供有意义的指导；有利于学生形成有效的阅读策略，提高英语阅读效果；有助于提高教师培养及指导学生使用阅读策略的意识和能力。     

进行快速阅读策略培训的一项研究

快速阅读策略可以帮助学习者在快速阅读过程中积极、主动地采用阅读技能或方法进行有目的的阅读来有效地完成阅读任务。为了研究快速阅读策略培训的必要性和效果,本研究对77名大二的学生进行了为期四周的快速阅读策略培训。培训前后进行的两次测试以及培训后进行的访谈的结果表明,快速阅读策略培训对帮助学习者克服做题障碍、增强做题信心和提高他们的快速阅读水平都具有积极的作用。     

如何提高初中生对历史材料的阅读能力

新课改理念下实施教学,要注重历史技能和人文素养的培养和提升。为了了解中学生的历史材料阅读现状,以及在阅读过程中遇到的问题,我分别针对八、九年级的中学生 设计了相应的调查问卷,通过调查发现了一些问题,从而制定了相应的提升策略和针对性的训练,希望可以提高学生对历史材料阅读的能力。     

指导特殊儿童绘本阅读的有效策略——基于对三类特殊儿童绘本阅读影响因素的调查分析

为教师和家长指导特殊儿童绘本阅读提供有效的服务和指导,是当前特殊教育向融合、平等、开放、支持趋势发展的新要求之一.通过对智力障碍、听力障碍和自闭症三类特殊儿童进行调查,探讨这些特殊儿童家庭绘本阅读的影响因素,并对相关数据进行分析得出如下结论:三类障碍儿童对家庭绘本的选择存在着一定的共性及差异,家庭绘本共读活动情况良好,但三类障碍儿童家庭绘本阅读投入不足;三类障碍儿童家庭绘本共读策略、共读态度、共读兴趣越高,特殊儿童的阅读水平越高;三类障碍儿童家庭绘本阅读时间、频率和家庭年购买绘本数量越高,特殊儿童的阅读能力越强.因此,教师和家长在对这三类障碍儿童提供绘本阅读指导时,应针对不同障碍特点制定适宜的指导方案,以有效的策略、积极的态度、良好的兴趣促进其阅读水平的提升,保障家庭阅读的全方位投入,以推动特殊儿童阅读能力的发展.     

汉语中介语语料库中反问句的偏误分析及教学对策

文章针对留学生学习汉语反问句时出现的附加成分的偏误、标记词的偏误、语义杂糅等问题进行分析,在此基础上提出教学对策:在教材编写方面,要突出容易出错或使用频率低的反问句功能类型;在口语课教学方面,精心设计出现各类反问句的对话语境;对反问句使用的普遍性偏误进行针对性训练.     

听障学生课外阅读情况调查与分析--以浙江省衢州市聋哑学校为例

为了解听障学生的课外阅读情况,应用自编课外阅读情况问卷,结合分层抽样访谈,调查了120名听障学生。结果表明:听障学生课外阅读需求与阅读资源欠缺的矛盾突出;听障学生阅读效果反馈信息缺失;阅读交流形式单一;学科教师忽视听障学生掌握阅读策略能力的培养;听障学生阅读层面表浅,以及参与阅读的途径较少。通过调查与分析,以引起特教教师关注听障学生掌握课外阅读策略能力的培养。     

Spelling of Deaf Children Who Use Cochlear Implants

The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings that were phonologically plausible. However, the magnitude of these phonological effects was smaller for the deaf children than for hearing children of comparable reading and spelling ability. Deaf children with cochlear implants made the same low proportion of transposition errors as hearing children. The findings indicate that deaf children do not rely primarily on visual memorization strategies, as suggested by previous studies. However, deaf children with cochlear implants use phonological spelling strategies to a lesser degree than hearing peers.     

The Interaction of Reader and Task Factors in the Assessment of Reading Comprehension

This study examined the effects of selected reader and task variables on reading comprehension performance. Fifty deaf students and 61 hearing students of comparable reading skill level were blocked by cognitive style scores into field dependent or field independent groups. Subjects read 12 passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. The passage questions tapped both text-explicit and text-implicit information. Several reader and task interaction effects were found to be significant, particularly for lookback conditions and constructed-response tasks. Moreover, cognitive style interacted with hearing state on tasks involving lookback options. Implications are drawn for further consideration of differential test administration and training in test-taking skills for certain types of readers.     

听力障碍学生阅读策略问卷的编制及初步应用

从阅读策略和学习策略的关系出发,结合我国听障学生的阅读实际编制了听力障碍学生阅读策略问卷,进行了信度、效度检验,并对359名听障学生的阅读策略特点进行了初步考察。研究发现听障学生阅读中策略运用的整体水平偏低,大多数学生在阅读过程中不善于使用阅读策略;不同年级听障学生在阅读策略的运用方面存在差异,大学阶段学生明显优于高中阶段和初中阶段学生,高中阶段是听障学生阅读策略发展的关键时期;听障女生阅读策略运用的总体水平优于听障男生。     

The effects of adjunct questions in prose for deaf and hearing students at different reading levels.

In two studies, the author investigated interactions among adjunct question position, reading ability, and direct versus indirect learning outcomes for deaf postsecondary and hearing middle-school students. Adjunct questions were inserted immediately preceding or following brief sections of instructional prose for the purpose of focusing and cognitively activating the readers. Different effects were observed for deaf and hearing readers and for different levels of assessed reading ability. The findings are discussed in terms of reading ability, adjunct activities while reading prose, and direct versus indirect instructive effects.     

Effects of visual cues upon the vocational task performance of students with mental retardation

Abstract

Numerous studies demonstrate that visual cues combined with trainer instruction enable individuals with mental retardation to complete simple to complex tasks. The actual effect of the visual cues upon target behavior is unclear. Few investigators have used picture reading pretests to determine initial picture reading skills prior to the introduction of trainer instruction. In this study we compared the effects of trainer demonstrations to four visual cue conditions across easy, moderate, and difficult task performance of secondary‐aged students with mental retardation. The results indicated that photographs and line drawings were more effective than demonstrations with mild and moderate mental retardation groups working complex tasks. There were no differences between visual cues and demonstration conditions across task levels for students with severe and profound mental retardation.     

Development and evaluation of a novel e-book interface for scaffolding thinking context to learn from writing examples

Effective reading strategies, including using graphic organizers, question answering, and considering story structures, can help students improve reading comprehension. However, these reading strategies are not fully supported by both printed books and e-books. Students who master these reading strategies can learn effectively. By contrast, students without effective reading strategies cannot grasp thinking contexts, which leads to unfavorable learning outcomes. This paper presents a novel e-book interface that features thinking maps and a question answering mechanism on the same page. The thinking maps and question answering mechanism can stimulate students to reflect on reading content, which in this study was college entrance exam compositions, and help students to more effectively understand the context of their reading content. After we developed our reading system, 61 participants were recruited for system evaluation. The results indicate that students in the treatment group acquired significantly more vocabulary and understood the story structure more competently than did students in the control group. Treatment group participants expressed that they were satisfied with the thinking maps and question answering mechanism.     

汉、藏高中生阅读中元认知策略运用调查研究

运用Mokhtari等人的阅读策略中的元认知意识和策略量表对 5 71名高中生进行测试。结果发现 ,汉、藏高中生在整体阅读策略和支持阅读策略上差异显著 ,汉族学生整体阅读策略的运用高于藏族学生而在支持阅读策略上则低于藏族学生 ;汉、藏高中男生之间无显著差异 ,女生在支持阅读策略上有显著差异 ,汉族女生高于藏族女生 ;汉、藏一年级学生在支持阅读策略上差异显著 ,藏族学生的策略运用高于汉族学生 ;二年级学生在整体阅读策略上差异极显著 ,汉族学生高于藏族学生。