ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00123.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00124.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00125.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTThe aim of this research was to investigate one of the features of text display in books printed for young readers. The feature chosen as the focus for this study was the position of the line‐break with respect to the phrase structure of the sentence. When reading aloud, children tend to equate line length with a complete sentence, thus disrupting their fluency and, possibly, comprehension. This research was specifically designed to investigate the effect of a line‐break after each word in the sentence pattern: subject‐verb‐object‐adverbial. In an associated experiment, positioning effects of the word were investigated in coordinating positions between clauses, phrases and words occurring at the end of one line or at the beginning of the next. These experimental line‐breaks were embedded in a story which had an identical parallel form in which none of the sentences was violated by line‐breaks. In total, 254 five‐ to eight‐year‐old children were tape‐recorded reading pairs of texts aloud, with a three‐week break between recordings. These tapes were analysed for disruptions of fluency and comprehension. A hierarchy of difficulty in relation to the occurrence of the line‐breaks for these sentence pat

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00126.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTThis study investigated children's ability to read and understand sentences containing relative clauses (RCs). A small group of seven‐year‐old children were tested on their comprehension of four different types of sentences containing them. It was anticipated that sentences without relative pronouns would be more difficult to understand than those where they were present: for example,The horse the man is chasing is fat would be more difficult thanThe horse that the man is chasing is fat.This was indeed the case in sentences where the pronoun functioned as object in the RC. Where the pronoun functioned as subject, presence or absence of the pronoun (plus auxiliary verb) was not an important factor. It seemed that the children did not make consistent use of pronouns to aid their parsing of the sentence. It is suggested that a still incomplete understanding of function words may contribute to beginning readers' difficulties. Moreover, these results did not entirely bear out predictions made from spoken language data, which suggests that syntactic complexity in written language may need special considerat

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00127.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTDuring‘The Bradford Book Flood Experiment’(1976–80), a longitudinal record was kept of the reading of one year‐group of children in each of four middle schools in predominantly working‐class areas. The children's choices of, and responses to, books were recorded on reading record forms, questionnaires which were completed by the children each time they read a book. Subsequently, it was possible to isolate responses to books written by Enid Blyton and compare responses to these books with responses to all the other authors together (i.e., to an‘average’other author). The chi‐square test of significance was applied throughout. It was found that children responded more favourably to Enid Blyton in response to every question, the differences being statistically significant in every instance. Children's reasons for choice of books by Enid Blyton are quoted and categorized. An attempt is made to analyse the reasons for Enid Blyt

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00128.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTEight‐year‐old children were given a test of verbal‐imagery learning style and the Neale Analysis of Reading Ability. Both reading accuracy and comprehension were found to be significantly related to learning style. Reading accuracy was highest at the extreme verbalizer end and lowest at the imager end of the verbal‐imagery continuum, with a plateau of average performance at the central positions. The pattern for comprehension was similar. The results were discussed in terms of the manner in which individuals represent information during l

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00129.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

ABSTRACTA sample of 150 children who had been tested on the WPPSI at five and a half years of age were subsequently tested on group and individual tests of reading at ages seven and eight years. Correlations of approximately ' 0.6 are reported with group tests of reading, but only low correlations were found in the sub‐sample tested individually on the Neale tes

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00130.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Book reviewed in this article:Clay, Marie M. (1979)The Early Detection of Reading Difficulties: A Diagnostic Survey with Recovery Procedures.Cortese, G. (Ed.) (1980)La Lettura nelle Lingue Straniere: Aspetti teorici e pratici/La Lecture dans les Langues Etrang6res: Probl6rnes thkoriques et pratiquedReading in a Foreign Language: Theoretical and Practical Issues.Massaro, D. W., Taylor, G.A., Venezky, R.L., Jastrzembski, J.E. and Lucas, P.A. (1980)Letter and Word Perception.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00131.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1982.tb00132.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY