ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00267.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00268.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

ABSTRACTThe purpose of this paper is to highlight some important ways in which standard information‐processing models of language, and specifically of reading, are deficient. It is proposed that the standard models do not provide an adequate framework for dealing with a number of central issues in reading. Their deficiencies are considered under four headings, (1) theoretical rigour, (2) the interaction of different levels of information during reading, (3) the parallel nature of much of human information processing, and (4) reading comprehension. The source of the problems is considered to be the view of information as an inert encoding and of information processing as a series of these encodings. A distinction is made between models which emphasize a flow of information and models which emphasize a flow of control. Production systems are proposed as examples of the latter type of model. Their use is seen as a qualitatively different approach to language processing which provides a solution to many of the problems inherent in the standard model

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00269.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

ABSTRACTThis article reports the results of a postal survey of primary school head teachers in England carried out in order to take a broad ‘sounding’ of mainstream practice with respect to volunteer help with reading within schools. The objective was to build up a general picture of the scale of the practice in schools and of its significance to teachers. From an initial random sample of 500 schools, an overall response rate of 76 per cent was achieved. Issues raised by the results include: (i) the special status of reading in the relationship between home and school; (ii) the issues of professionalism raised by head teachers with respect to the use of volunteer reading helpers; (iii) the question of whether parents' help with school reading can in all cases legitimately be called ‘parental’; and (iv) the relationship between volunteer help with reading and teachers' working conditions in a contracting education

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00270.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

ABSTRACTDescriptive statistics of grapheme patterns to which child readers are initially exposed were determined, with the purpose of providing a data source for research on children's knowledge and use of orthographic structures in reading and spelling English. The frequency of occurrence of grapheme patterns in the texts of two series of children's initial reading books were analysed by a classification of bigram components relevant to commonly postulated orthographic structures such as ‘letter cluster’, ‘blend’ and ‘digraph’. Frequencies among both word tokens and word types were tabulated for consonant‐value and vowel‐value bigrams for different spatial positions within words. Initial graphemes of words were also analysed by membership of such bigrams. Comparisons were made with similar tabulations derived from the Solso and Juel (1980) tables for adult texts. Although there was appreciable agreement, there were some notable instances of grapheme patterns which occurred with relatively high frequency in children's initial reading, but relatively low frequency

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00271.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

ABSTRACTThis study investigates the effects of illustrations on 11‐year‐olds' comprehension of abstract and concrete passages. For half the subjects, illustrations were provided and these subjects were instructed to utilize the illustrations in comprehending each of the stories. Results for the concrete passage revealed no significant effects due to the illustration, although ability effects were found for literal, inferential and total comprehension. Similar ability effects were found for the abstract passage. In addition, for the abstract passage significant effects attributable to the illustration were revealed for inferential and total comprehension. A more detailed analysis of this facilitative effect showed that both text‐based and script‐based inferences were significantly enhanced when an illustration accompanied the abstract

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00272.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00273.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00274.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Books reviewed in this article:MALATESHA, R.N. and HARTLAGE, L.C. (eds) (1982)Neuropsychology and Cognition(2 volumes).GOLDBERG, H.K., SHIFFMAN, G.B. and BENDER, M. (1983)Dyslexia: Interdisciplinary Approaches to Reading Disabilities.YOUNG, P. and TYRE, C. (1983)Dyslexia or Illiteracy? Realising the Right to ReadJORM, A.F. (1983)The Psychology of Reading and Spelling Disabilities.ELLIS, A.W. (1984)Reading, Writing and Dyslexia: A Cognitive Analysis.CULLER, JONATHAN (1983)On Deconstruction: theory and criticism after structuralism.DREYFUS, H.L. and RABINOW, P. (1982)Michel Foucault: beyond structuralism and hermeneutics.EAGLETON, T. (1983)Literary Theory: an introduction.JEFFERSON, A. and ROBEY, D. (eds) (1982)Modern Literary Theory: a comparative introduction.KERMODE, F. (1983)Essays on Fiction 1971‐82.LEITCH, V.B. (1983)Deconstructive Criticism: an advanced introduction.MCHOUL, A.W. (1982)Telling How Texts Talk: essays in reading and ethnomethodology.SHOLES, R. (1982)Semiotics and Interpretation.TODOROV, T. (ed.) (1982)French Literary Theory Today; a reader.TODOROV, T. (1983)Symbolism and Interpretation.TODOROV, T. (1982)Theories of the Symbol.SOLTOW, L. and STEVENS, E. (eds) (1981)The Rise of Literacy and the Common School in the United States: a socioeconomic analysis to 1870.DOWNING, J., AYERS, D. and SCHAEFER, B. (1983)Linguistic Awareness in Reading Readiness (LARR) Test.BRADLEY, LYNEITE (1980)Assessing Reading Difficulties.VINCENT, D., GREEN, L., FRANCIS, JEAN and POWNEY, JANET (1983)A Review of Reading Tests.PUGH, A.K. and ULIJN, J.M. (eds) (1984)Reading for Professional Purposes: studies and practices in native and foreign languages.HUDELSON, s. (ed.) (1981)Learning to Read in Different Languages.JUNG, U.O.H. (ed.) (1982)Reading: a symposium.GEOFFRION, L.D. and GEOFFRION, O.P. (1983)Computers and Reading Instruction.SHUARD, H. and ROTHERY, A. (eds) (1984)Children Reading Mathematics.BOUMA, H. and BOUWHUIS, D.G. (eds) (1984)Attention and Performance Vol. X: Control of Language Processes.MANDL, H., STEIN, N.L. and TRABASSO, T. (1984)Learning and Comprehension of Tex

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00275.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1985.tb00276.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY