ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00213.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.tb00214.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTThis discussion is a review of experimental work designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials. Many reading schemes emphasize the use of illustration, but for a number of different purposes ranging from the provision of a referent for a specific word, to the provision of' contextual support, and the generation of motivation for reading. Experimental studies of the interactions between pictures arid words in the cognitive system go some way to supporting three uses of illustration in (a) the provision of meanings against which the print may be compared, (b) in the development of an organized understanding of the meaning of the text, and (c) in the enhancement of subsequent recall. The danger of distraction arising from the pictures has also been investigated, and been found to lead to decoding errors in young children presented with one word at a time. An analysis of mutual interference effects between pairs of pictures and words leads to the conclusion that the cognitive representations of meanings arc organized in a semantic system common to pictures and words. Thus, any decoding errors due to interference effects are of more than local importance—they can affect comprehension and influence the stored representatio

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00215.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTGroups of seven and eleven year old children were given a test of visual performance in which they viewed a small white disc on a black background in a tachistoscope and reported whether the disc appeared to disappear when the experimenter switched very briefly to a second completely black field. The shortest disappearance reported was taken as a measure of their dark interval threshold. The threshold decreased with age for girls, who also had a higher threshold than boys at both ages. When the subjects were grouped according to their threshold, the girls at seven and eleven who had a moderate threshold were superior on reading accuracy to those of low and high threshold. For the boys this was so at eleven, but not at seven.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00216.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACT40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by theBritish Ability Scale.A negative linear relationship emerged, such that greater reading proficiency was associated with less interference. This result is discussed in the context of LaBerge and Samuel's theory of automatic information processing in reading.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00217.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTIn the last decade a shift in view of the reading process, from basically an‘analytic’to a‘constructivist‐psycholinguistic’view, has become apparent. The basis of this shift is analysed. The question of whether the process of learning‐to‐read, i.e. the transition from initial reading to fluent reading, can be understood in the same light is raised. It is argued that although the process of learning‐to‐read can be viewed essentially as a constructive process, developmental constraints require a modified view of the róle of constituent processing strategies. Implications of this modified view are suggested for the evaluation and t

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00218.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

ABSTRACTA study has been made to investigate the teacher‐child interaction of hearing children read in infant school classrooms. Recordings of 156 interactions from six different teachers have been collected from naturalistic settings. The transcriptions of these recordings have been analysed, and this paper is concerned with the descriptive system of the teacher verbal moves which has been developed. This system indicates three main variety of moves; pedagogical, feedback and asides. The pedagogical moves are sub divided into areas concerned with welfare, directions, providing words, word recognition, phonics and comprehension. The functional nature of the teacher moves is indicated and specific examples of thc moves are provide

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00219.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Book reviewed in this article:Stubbs, Michael (1980)Language and Literacy: the Sociolinguistics of Reading and Writing.Downing, J. (1979)Reading and Reasoning.Cole, J. Y. and Gold, C. S. (1979, cds)Reading in America‐1978.Frith, Uta (1980)Cognitive Processes in Spelling.ConradK. (1979)The Deaf Schoolchild: Language and Cognitive Function.Geoffrion, L. D. and Schustlr, K. E. (1980)Auditory Handicaps and Reading: an annotated bibliograph

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1981.tb00220.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.tb00221.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY