ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00001.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThe purpose of the present study was to investigate the extent to which readers make inferences and integrations during reading. The research questions were: first, do subjects infer script‐arguments and second, do subjects search for earlier instantiations of script‐ or nonscript‐arguments in the episodic memory structure (integration)? In three experiments, subjects read stories with sentences mentioning concepts that were semantically highly related to the theme of a story or semantically less related (by using typical script‐arguments or nonscript‐arguments). In addition, reading style and reading‐instruction were varied. Slow readers and readers with a careful‐reading instruction appeared to infer script‐arguments and integrated arguments to a high degree. Fast readers and readers with a fluent‐reading instruction did not infer script‐information and showed few integrations. They seemed to constrain themselves to a context

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00002.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTPoor spellers/readers and younger normal children of similar spelling and reading ability carried out phonemic segmentation and spelling tasks. The poor spellers were impaired relative to controls in their ability to detect the odd word out where the middle or final phoneme of the word differed from that of the other items in the list. For example, in the series ‘dot',‘cot',‘pot','bat', the word ‘bat’ differs from the other items in terms of its middle vowel. Spelling errors were classified as being ‘pre‐phonetic',‘phonetic', or ‘transitional’ in character, according to Morris and Perney's (1984) developmental scheme.‘Transitional’ errors indicate a knowledge of English orthography, and are relatively easy for the reader to decode phonetically, for example, green −>‘grene', whereas ‘phonetic’ errors indicate a level of phonetic awareness which is not matched by an ability to represent the word according to the conventions of English spelling, for example green −>‘gren'. Poor spellers were found to make significantly fewer ‘transitional’ errors than controls, there being a non‐significant tendency for them to make more ‘pre‐phonetic’ and ‘phonetic’ errors. It was found that performance on the odd word out task correlated significantly with the occurrence of ‘transitional’ errors,

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00003.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThe Preschool Reading Attitudes Scale (PRAS) was administered to 2201 young children, from three to five years of age, in early childhood programs from several regions of the United States. The scale is categorized into four areas related to children's reading environment. School Reading Activities, Non‐school Reading Activities, Library Reading Activities and General Reading Activities. A validation sample revealed highly significant differences at all age levels between students receiving positive and negative teacher ratings of reading attitudes. The basic design involved three factors, age, sex, and ethnicity, and an analysis of variance was applied to total scores and subscores. The results showed significant outcomes for age and ethnicity, in addition to an age X ethnicity interaction. The results suggest that there are significant attitudinal differences between three‐year‐olds as opposed to four‐ and five‐year‐olds as well as age dependent differences among the et

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00004.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTMany words are used in mathematical descriptions in ways which differ from their everyday meanings. This study investigates how children interpret lexical ambiguity in written descriptions of mathematical relationships. Primary grade children were asked to identify the synonyms of ambiguous words, such as leaves, high, tables, make, which were presented in sentences biased toward either their dominant or their mathematical senses. Performance was superior in the everyday contexts. Error analyses revealed that subjects were more likely to identify incorrectly the synonym of the dominant sense when the ambiguous word was used in its mathematical meaning than they were to identify the subordinate, mathematical sense when the ambiguous word was used in its dominant meaning. Performance was age related and errors were more likely in younger children. The implications of a bias to interpret ambiguous terms in their dominant sense when reading maths materials are discussed as a pervasive but often unrecognised factor in mathematical education.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00005.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

ABSTRACTThere have been numerous anecdotal reports of an improvement in reading in dyslexic children fitted with tinted spectacle lenses. Few of these cases have been subjected to any sort of scientific scrutiny. We report the findings in two dyslexic brothers each of whom showed a marked improvement in reading facility when reading print material either through a semi‐transparent tinted plastic sheet (overlay) or through tinted spectacle lenses. Other observed effects of the tinted overlays and/or tinted lenses were improved visual acuity, improved figure/ground perception and reduction in apparent distortions and fragmentation of print. Such improvements were noted in either one or both of the boys. A speculative explanation for this effect is that the lenses act by altering the transmission of impulses along the primary visual pathwa

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00006.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Book reviewed in this article:CRISMORE, A. (1989)Talking with Readers: Metadiscourse as Rhetorical Act.COHEN, L. and MANION, L. (1989)Research Methods in Education, Third Edition.HUNTER‐CARSCH, M. (ed) (1989)The Art of Reading.GOLDMAN, SUSAN R. and TRUEBA, H.T. (eds) (1987)Becoming Literate in English as a Second Language.MICHAEL, I. (1987)The Teaching of English: from the sixteenth century to 1870.HOLLINDALE, P. (1988)Ideology and the Children's Boo

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00007.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1991.tb00008.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY