ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00186.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00187.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

ABSTRACTCultural expectations and sex‐role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub‐samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex‐role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine beha

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00188.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

ABSTRACTThis study investigated the effect of an auditory training programme with backward readers who were also deficient in one or more auditory perceptual subskills. Thirty subjects were randomly assigned to one of three groups. The experimental group received a nine hour taped programme devised by the experimenter and designed to teach the skills of auditory discrimination, memory, analysis and synthesis and auditory‐visual integration. The comparison group listened to stories on tape for the same duration as the experimental group, while the third group served as a control merely being tested at the beginning and at the end of the experiment. It was found that although the training programme significantly improved the performance of the experimental group over the other two groups on a total auditory perceptual test, there was no corresponding improvement in reading, on word recognition or comprehension tests. The particular auditory subskills which appeared amenable to training were auditory discrimination (rhyme) and auditory synthesis (blending and closure

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00189.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

ABSTRACTA study of the relationship between colour of tester and performance on a group reading test was carried out using, as testers, two student teachers of similar experience and appearance apart from colour of skin and, as subjects, 24 children of families of West Indian origin and 24 indigenous children matched for school, sex and age (8‐9 yrs). Parallel forms of theYoung Group Reading Test(Young, 1969) were administered on alternative occasions by the black tester and the white tester. Differences between the mean group scores were not statistically significant. Correlations between performance on test and re‐test by ethnic group, sex, school, colour of tester for first test and form of test for first test were statistically significant, and at or beyond the .05 level. Evidence of ethnic‐group effect was not apparent. Attempts to reduce stress e.g. the use of group tests, may have inhibited the expression of ethnic‐group effect, if indeed it

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00190.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

ABSTRACTLarge scale investigations into home variables and educational success frequently demonstrate relationships between global factors such as socio‐economic status, education of parents, etc. and general educational achievement, of which attainment in reading is often taken as an index. This paper reports a small but detailed study of home influences on the early stages of learning to read within the context of the Bristol Longitudinal Language Development Research Programme. Data were derived from three sources: interviews with the parents when the children were aged 5 and 7 years; regular recordings of spontaneous conversation at home between 3 %and 5 years; assessments of reading at 5 and 7 years. Attainment in reading at age 7 was found to be strongly predicted by knowledge of literacy on entry to school, and this in turn to be predicted by parental interest in literacy and quality of verbal interaction with the child in the preschool years. The child's own pre‐school interest in literacy was not found to be strongly associated with later success. The significance of these findings is discus

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00191.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Book reviewed in this article:VanDijk, TeunA. (1977)Text and Context: Explorations in the Semantics and Pragmatics of Discourse.Pugh, A.K. (1978).Silent Reading: an Introduction to its Study and Teaching.Jansen, Mogens, Jacobsen, Bo; and Jensen, PoulErik(1978)The Teaching of Reading without Really any Method: An Analysis of Reading Instruction in Denmark.R. Bamberger, L. Binderand E. Vanacek(1977)Zehnjährige als Buchleser.MargaretMann(1977)The Reading Habits of Adults‐a select annotated bibliography.JuliaVida‐Kulcsar(1978, ed.)Market Research in the Hungarian Book

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00192.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1979.tb00193.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY