Reading man皮瓣修复术治疗皮肤缺损的疗效观察

目的:探讨Reading man皮瓣修复术在全身不同部位皮肤缺损及其预防瘢痕增生的临床疗效。方法:回顾性分析2021年1月—2023年10月该科应用Reading man皮瓣修复术治疗全身不同部位皮肤软组织缺损的20例患者临床资料。结果:所有患者皮瓣均成活。术后随访时间为3~24个月,所有皮瓣血运良好,色泽红润,质地柔软,外观适宜,局部皮肤张力较低,手术切口瘢痕增生不明显,切口周围软组织无明显形变,周围关节活动度正常。所有患者均恢复良好,疗效满意。结论:Reading man皮瓣特有的设计可以很好地解决全身多部位较大的皮肤软组织缺损,尤其在术中可以最大限度地减少正常皮肤的切除,术后外观、功能及皮肤瘢痕增生均有较满意的表现,且不存在自体皮移植带来的供皮区损伤。

The Major Obstacles in Improving English Reading Speed

This thesis analyzes the major obstacles in improving English reading speed,such as being lack of vocabulary and grammatical knowledge,bad reading habits,being lack of reading interest and the obstacle of cultural background knowledge,etc.Through discussing those major obstacles,this thesis puts forward some suggestions and teaching strategies.Those suggestions and teaching strategies will help college students to overcome the major obstacles and improve English reading speed.

Text Difficulty,Working Memory Capacity and Mind Wandering During Chinese EFL Learners’Reading

This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.

Extended reading板块教学设计

根据《普通高中英语课程标准(2017年版2020修订)》(以下简称“新课标”),教师应引导学生广泛阅读,提升阅读能力,丰富语言、人文和科学知识,并拓展思维,增强审美、鉴赏和评价能力。广义的拓展阅读可在课堂内外开展;狭义的拓展阅读指基于单元主题,在课堂内进行的主题式拓展阅读,是对教材主阅读板块内容的延伸和内涵的拓展。[1]作为拓展阅读的素材,非故事类文本有助于学生拓宽知识面、增进对世界的认识。

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

Reading is one of the core skills in English learning.It is indispensable for EFL learners to develop good English reading literacy in primary schools.English picture books are consistent with pupils’cognitive and thinking modes,which is valuable to improve their English reading literacy.However,at present,most Chinese pupils have some problems in English reading.The paper aims at analyzing the current problems in Chinese pupils’English reading and digging out the values and strategies of English picture book reading,so as to stimulate their reading interests,cultivate their intercultural awareness,and improve their English reading literacy.

Study on the Influencing Factors of L2 Reading Ability and Its Regulation Strategies

This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors have significant impacts on L2 Reading ability,and the influence of non-linguistic factors,such as non-intellectual factors and cultural background knowledge,is also important;and(2)flexible use of reading regulation strategies according to the learning conditions(such as the information extraction strategy,the metacognitive reading regulation strategy,and the interactive reading strategy)can effectively improve learners’L2 Reading ability.The findings of this study have important theoretical and practical value for improving L2 learners’Reading ability.

The Reading Movement in Shanghai,China in the Late 1950s

At the end of the 1950s,Shanghai region of China carried out the Lu Xun Medal Reading Campaign and the Red Flag Reading Campaign one after another,aiming to guide young people to read good books and cultivate a positive interest in life through reading,which is a gentle and constant form of ideological education.Based on the historical materials collected by Shanghai Archives,the author investigated the background,development,main links,and effects of the reading movement.The research shows that the reading movement has promoted young peoples political awareness,broadened their knowledge horizons,and promoted the formation of a good social atmosphere.

Age factor affects reading acuity and reading speed in attaining text information

AIM: To investigate the effect of age on reading acuity and reading speed in attaining text information in healthy eyes.METHODS: Reading acuity, critical print size, reading speed and maximum reading speed were measured in groups of 40 children (8 to 12 years old), 40 teenagers (13 to 19 years old), 40 young adults (20 to 39 years old), and 40 adults (40 years old and above) using the Buari-Chen Malay Reading Chart [contextual sentences (CS) set and random words (RW) set] in a cross-sectional study design.RESULTS: Reading acuity was significantly improved by 0.04 logMAR for both CS set and RW set from children to teenagers, then gradually worsened from young adults to adults (CS set: 0.06 logMAR;RW set: 0.08 logMAR). Critical print size for children showed a significant improvement in teenagers (CS set: 0.14 logMAR;RW set: 0.07 logMAR), then deteriorated from young adults to adults by 0.09 logMAR only for CS set. Reading speed significantly increased from children to teenagers,[CS set: 46.20 words per minute (wpm);RW set: 42.06 wpm], then stabilized from teenagers to young adults, and significantly reduced from young adults to adults (CS set: 28.58 wpm;RW set: 24.44 wpm). Increment and decrement in maximum reading speed measurement were revealed from children to teenagers (CS set: 39.38 wpm;RW set: 43.38 wpm) and from young adults to adults (CS set: 22.26 wpm;RW set: 26.31 wpm) respectively.CONCLUSION: The reference of age-related findings in term of acuity and speed of reading should be incorporated in clinical practice to enhance reading assessment among healthy eyes population.

Exploring the Reasons for Changes in National Reading Behaviour from the Perspective of Media Environmentalism

In this paper, through the perspective of Merowitz’s media environmentalism, following the research path of media-scene-behaviour, and based on the results of the national reading survey released by the China Press and Publication Research Institute in the past ten years (2013-2022), we analyse the characteristics of national reading behaviours, explore the reasons for the changes in national reading behaviour in terms of technology, media, and scenarios. It also discusses the future trend of national reading behaviour and the promotion of national reading activities, and puts forward certain countermeasures from the government, schools and the society to make joint efforts to promote national reading.

Study on the Interactivity of Controlled and Automatic Information Processing in L2 Reading

L2 reading is not only an important channel for people to obtain information and knowledge,but also the main way for people to learn a foreign language.Reading information processing can be divided into controlled processing and automatic processing.Controlled information processing is a conscious and resource-intensive processing model,while automatic information processing is an unconscious and automatic processing model.This study investigates the characteristics and interactivity of controlled and automatic information processing in L2 reading,and explores the roles of controlled and automatic information processing strategies in improving L2 reading ability.The findings are as follows:(a)controlled and automatic information processing is interactive in L2 reading;and(b)the uses of controlled and automatic information processing strategies are beneficial to the improvement of the reading ability of L2 learners.This study has important theoretical and practical value in improving the efficiency of L2 reading teaching and learning.

Roller Screw and Threaded Chain Speed Reducer: An Experimental Evaluation

We are developing a speed reducer that can be considered a transformation of a worm gear reducer: the worm is replaced by an inverted roller screw, and the gear is replaced by a threaded chain drive. This configuration lessens wear, increases load capacity, and improves efficiency. The threaded chain consists of nut-shaped links. This paper presents the results of tests carried out on a prototype with a reduction ratio of 46.

Analysis of the Role of Syntactic Complexity in Students’ Reading Comprehension: A Teacher’s Perspective

This study examines the role of the syntactic complexity of the text in the reading comprehension skills of students.Utilizing the qualitative method of research,this paper used structured interview questions as the main data-gathering instruments.English language teachers from Coral na Munti National High School were selected as the respondents of the study.Finding of the study suggests that the syntactic complexity of the text affects the reading comprehension of the students.Students found it challenging to understand the message that the author conveyed if he or she used a large number of phrases and clauses in one sentence.Furthermore,the complex sentence syntactic structure was deemed the most challenging for students to understand.To overcome said challenges in comprehending text,various reading intervention programs were utilized by teachers.These interventions include focused or targeted instruction and the implementation of the Project Dear,suggested by the Department of Education.These programs were proven to help students improve their comprehension as well as their knowledge in syntactical structure of sentences.This study underscores the importance of selecting appropriate reading materials and implementing suitable reading intervention programs to enhance students’comprehension skills.

AB104.Validation of the international reading speed texts in a Canadian sample

Background:The International Reading Speed Texts(IReST)were developed in Europe as a standardized measure to assess continuous reading in normally sighted and visually impaired individuals.The IReST is used throughout the United States and Canada to assess reading speed;however,the normative values may not be valid in North America(NA).Additionally there are no normative values for individuals with visual impairments.The aim of this study was to validate the IReSTs in a normally sighted English-speaking NA sample with and without a simulated reduction in visual acuity.Methods:Fifty undergraduate students from Concordia University participated in this study.Participants were systematically assigned to a counterbalanced order of testing conditions and were asked to read all 10 IReSTs aloud.The normal and impaired vision conditions were counterbalanced such that the first set of five IReSTs were read with either the participants normal/corrected-to-normal vision or with a simulated 20/80 visual impairment.Results:Multiple two-sample dependent t-tests using a Holm-Bonferroni correction for multiple comparisons were used to compare the IReST values(means and standard deviations)to the current sample;the results showed statistically significant differences between the current samples mean reading speed and the values provided by the IReSTs.In all cases,P were equal to or less than 0.005.Mean difference scores ranged from 14.87 to 30.05 wpm,with 95%confidence intervals ranging from 4.82 to 43.32.Measures of effect size using bias corrected Hedge’s g*ranged from 0.83 to 1.32,with 95%confidence intervals ranging from 0.25 to 1.93.Multiple two-sample dependent t-tests using a Holm-Bonferroni correction for multiple comparisons were used to compare the mean reading speed in wpm of the normal and impaired vision conditions;the results showed statistically significant differences between the mean reading speeds of the normal vision condition and the simulated impairment condition on the IReSTs.In all cases,the P were less than 0.001.Mean difference scores ranged from 25.44 to 41.8 wpm,with 95%confidence intervals ranging from 21.66 to 46.Measures of effect size using bias corrected Hedge’s g*ranged from 2.74 to 3.81,with 95%confidence intervals ranging from 1.97 to 4.74.Further Bayesian analyses revealed BF10 factors ranging from 1.277×107 to 7.334×1011,indicating decisive evidence for the research.Conclusions:There are statistically significant differences in reading speed between the NA English sample and the normative values established by the IReST;such that reading speeds of the NA English sample are slower than the normative values of the IReST.Additionally,participants in the simulated impairment condition read the IReSTs significantly slower than the normal vision condition.

A Book Review of Becoming a Reading Teacher:Connecting Research and Practice

The book Becoming a Reading Teacher:Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit.To bridge the gap between teachers and researchers,this book is structured around four parts:reading as a linguistic process,reading as a personal experience,reading as a collective experience,and reading as a classroom practice.The definition of a reading teacher can be interpreted in two ways:the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers,but who is a reader themselves.Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners,eventually creating a reading culture beyond the classroom.However,the necessity for reading teachers to participate in the research may be explained as follows.Firstly,new research may change one’s mind.What’s more,research allows teachers to turn their difficulties,surprises,and challenges into questions,and to seek answers to those questions.In addition,research helps teachers overcome the challenges in teaching by discovering new strategies.Research can also help to prove teachers’choices and decisions in teaching.Secondly,research allows teachers to see the role they play in the bigger picture.Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences.Last but not least,research informs and promotes changes in policy,thinking,and so on.

ANALYSIS OF SPEED READING

A student’s reading ability can directly affect the understanding, analysis and thinking of many questions, affect the efficient study of various subjects, and also affect the absorption and input of all kinds of knowledge. That is the reason why it is necessary to strengthen the student’s speed reading.

Literary Reading Intervention Strategies for Adolescents with Depression

Teenagers are in the special stage of physical and mental development,and their psychological problems show complex and diverse characteristics.Depression is the most common mental disorder among teenagers.Literary reading has a certain intervention effect on depression and can be used as an important strategy for psychological intervention.Reading literature works can help teenagers understand and discover themselves from different angles,and then realize the self-recognition and intervention of depression.This paper mainly discusses the causes of depression in teenagers and the intervention principles and strategies of literary reading on depression,aiming to alleviate and eliminate the depressive symptoms of teenagers through literary reading and promote their physical and mental health development.

Non-Native English Speaker Readability Metric: Reading Speed and Comprehension

This paper presents an investigation to evaluate the reading speed and reading comprehension of non-native English speaking students by presenting a simple analytical model. For this purpose, various readability softwares were used to estimate the average grade level of the given texts. The relationship between the score obtained by the students and their reading speed under average grade level 9 and 14 using font size 12 and 14 is presented. The experimental results show that the reading speed and the score versus the students may be explained by a linear regression. Reading speed decreases as the score decreases. The students with a higher magnitude of reading speed scored better marks. More importantly, we find that the reading speed of our students is lower than the native English speakers. This approach of modeling the readability in linear form significantly simplifies the readability analysis.

The Promotion and Challenges of Modern Electronic Technology in English Reading Teaching

In the context of the information age,modern electronic technology has gradually penetrated into every aspect of our lives,and the field of education is no exception.Especially in English reading teaching,the application of electronic technology has provided unprecedented convenience and possibilities for teachers and students.However,just as every coin has two sides,modern electronic technology has also brought a series of challenges.Some students may overly rely on electronic devices for reading and overlook traditional paper-based reading methods,leading to a decline in reading comprehension ability.In addition,prolonged use of electronic devices can also have a negative impact on students’eyesight.Therefore,when using electronic technology for reading teaching,teachers need to pay attention to guiding students reasonably,balancing the use of electronic devices and traditional reading methods,and protecting students’vision and reading comprehension abilities.This article aims to explore the promotion and challenges of modern electronic technology in English reading teaching.

A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy

Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of English-related knowledge,and cultivate students’core literacy.This paper outlines the problems in high school English reading teaching,analyzes the significance of extracurricular literary classics reading in high school English,and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy,with a view to providing valuable reference information for teachers.

Marketing Strategies for Reading Promotion Activities in Academic Libraries:A Case Study of the University of Shanghai for Science and Technology

In the contemporary digital age,traditional reading habits have been compromised by digital media,a situation that has forced academic libraries to adopt proactive marketing approaches to promote reading among students and faculty.This article investigates the implementation of marketing strategies in promoting reading activities within academic libraries,taking the University of Shanghai for Science and Technology as a case study.The paper explores various marketing strategies employed by academic libraries,including market segmentation,utilization of new media platforms,and the creation of personalized content for readers.Drawing from an extensive literature review and real-world examples,the study establishes a framework for marketing reading promotion activities tailored to academic libraries.These findings underscore how effective marketing strategies can enhance user participation,expand library influence,and optimize resource utilization.