ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00222.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00223.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTMuch recent reading research in Hungary has focused on the formation of readers’attitudes and value judgements. This paper reports the results of a number of such studies, based on research with various groups, including library users, ‘killed‐worker’ students, and children. A‘more books’programme has been found to be successful in developing a more discriminating approach to literature, but there is concern over national trends in reading. International studies have shown Hungarian students to be comparatively good at science but poor at reading. More books are being bought, and the proportion of women readers is increasing, but adults are spending less time on reading, and have a growing interest in non‐fiction. The results of reading research in Hungary are not regarded as of purely theoretical interest. Such results are regularly used by librarians and by educational a

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00224.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTThis paper presents the initial findings of three years of field work with six families in which the children were considered by their parents to be successfully learning to read and write. The study represents an attempt to develop systematic ways of looking at reading and writing as activities which have consequences in and are affected by family life. In the present report, it is suggested that multigenerational family literacy patterns mediated by personal experiences of everyday life are of fundamental importance to the child's development of an individual educative style and, therefore, to learning to read and write. Consideration is given to the interplay of individual biographies and educative styles within each family. Variations are then explored in the degree to which each family specifically fostered literacy skills and values. Within this context emphasis is placed on the importance of the children's family experiences of print which are situationally diffuse, occurring at the very margins of awareness.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00225.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTThis cross‐cultural study of cloze procedure and comprehension involved samples of 10‐ to 11‐year‐old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish(a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and(b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension.The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage.The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher‐order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher‐order skills may have to be taught systematically at an appropriate stage in the children'

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00226.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTAn investigation into the relationship between reading difficulty and maladjustment indicated that a significantly greater number of backward readers than normal readers were antisocial. The higher incidence of maladjustment was found in those backward readers with perceptual motor problems. The backward readers were also significantly more restless and uncontrolled in their behaviour. The relationship of restless hyperactive behaviour with perceptual motor difficulties is associated with an inability by the backward reader to ignore distracting stimuli and focus upon relevant perceptual information. As the restless hyperactive behaviour was present from an early age but the antisocial behaviour did not develop until he or she was experiencing difficulty with reading, it is probable that the backward reader's poor concentration and impulsive behaviour contribute both to the reading difficulty and to the development of antisocial tendencies.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00227.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTThe performances of 120 children – 60 hearing and 60 hearing‐impaired – on the Brimer Wide‐span Reading Test were compared. These children fell into three groups of 40 (20 hearing‐impaired, 20 hearing) and were matched for reading ages at 7:0‐7:10, 8:0‐8:10 and 9:0‐9:10 years respectively. Their reading test performances were analysed in detail to reveal marked differences both in frequency of errors and error types between the deaf and hearing children at all reading ages. The hearing‐impaired children attempted significantly more test items than the hearing children of matched reading age. They made more errors and significantly more of their errors were classified as‘non‐linguistic’in nature. The implications of these results both for the nature of reading processes in the hearing‐impaired and the value of tests in measuring their readin

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00228.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTThe reading test performances of 60 hearing and 60 hearing‐impaired children of similar measured reading ages on theSouthgatereading test were analysed. As in an earlier study using the Brimer Wide‐span test it was shown that the performances of the two groups were quite different. Deaf children tackled significantly more test items than the hearing and made significantly more errors in achieving similar reading scores.A detailed examination of both correct and incorrect answers showed that the deaf children were not simply providing answers to questions at random. Even where they produced incorrect responses they tended, as a group, to select the same answer. Unlike the hearing group, who did not converge on the same incorrect solution to difficult test items, the deaf were systematic in their choices, indicating that they were using a consistent strategy.A post hoc examination of individual test items indicated that the deaf children were selecting answers on the basis of word associations in each test item. On some items these produced a correct response, on others the same (incorrect) response. The implications of these findings are discussed to argue that reading tests based on hearing norms are of little value in the assessment of reading abilities and reading problems in hearing‐impaired chi

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00229.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Book reviewed in this article:LAYTON, J.R. (1979)The Psychology of Learning to Read.BERNIER, C.L. and YERKEY, A.N. (1979)Cogent Communication: Overcoming Reading Overload.HARRISON, C. (1980)Readability in the Classroom.MILLS, R.W. (1980)Classroom Observation of Primary School Children.OXENHAM, J. (1980)Literacy: Writing, Reading and Social Organisation.RUTHROF, H. (1981)The Reader's Construction of Narrative.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00230.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00231.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY