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高中生地理阅读能力评价研究
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作者 李景军 《神州》 2019年第11期120-120,共1页
地理教学是高中教育中的重要组成部分,地理学科是一门逻辑性、实践性非常强的学科,如果学生只学习地理理论知识没有进行实践课程的学习,就会对学生的地理学习效率有所影响。因此高中地理教学中应该重视对学生进行实践课的学习,从而提升... 地理教学是高中教育中的重要组成部分,地理学科是一门逻辑性、实践性非常强的学科,如果学生只学习地理理论知识没有进行实践课程的学习,就会对学生的地理学习效率有所影响。因此高中地理教学中应该重视对学生进行实践课的学习,从而提升学生的地理实践能力。 展开更多
关键词 学科核心素养 高中生 理阅读能力
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Students' Perception Towards the Use of Internet as Learning Media to Promote Reading Comprehension Skill 被引量:2
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作者 Sudiran 《Sino-US English Teaching》 2015年第9期684-692,共9页
This study analyses student's perception toward the use of lnternet to improve reading comprehension. This study aims: (1) to describe the students' perception of the use of Interact as teaching media in learning... This study analyses student's perception toward the use of lnternet to improve reading comprehension. This study aims: (1) to describe the students' perception of the use of Interact as teaching media in learning reading comprehension; (2) to depict the students' perception of the importance oflnternet to access information; and (3) to explain the students' frequency to access Internet. This study uses the descriptive method to reveal the research problems. A questionnaire is used to collect the data. It consists of 20 questions with five options to reveal the students' perception of the use of Internet. The questionnaire is distributed to 120 students who took reading subject at the University of Muhammadiyah Malang. The study shows that (1) The students' perception toward the use of Internet to improve Reading Comprehension subject is positive; (2) According to the students, the use of Internet to access reading materials is very important; and (3) The students frequently access Internet to find the reading materials. 展开更多
关键词 PERCEPTION INTERNET READING SKILL
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Graphic Organizers and Reading Comprehension Ability: Evidence From Iranian EFL University Students
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作者 Reza Biria Mohammad Mahdi Sharifi 《Sino-US English Teaching》 2013年第5期358-365,共8页
The present study investigated the impact from GOs (Graphic Organizers) upon reading comprehension ability. To this end, an OPT (Oxford Placement Test) was administered to a research population (N = 354) in orde... The present study investigated the impact from GOs (Graphic Organizers) upon reading comprehension ability. To this end, an OPT (Oxford Placement Test) was administered to a research population (N = 354) in order to homogenize it. On the basis of the test results, the population was sorted into three groups of reading-low, reading-mid, and reading-high students. Sixty participants with the lowest level of reading comprehension proficiency were randomly selected and assigned to an EG (Experimental Group) (N = 30) and a CG (Control Group) (N = 30). Afterwards, a TOEFL (Test of English as a Foreign Language) reading comprehension pretest was administered to both groups in order to determine their current level of reading proficiency. Then, the EG received 10 successive 90-minute sessions on GOs as post-reading strategies for expository text comprehension, while the CG received the same amount of treatment on other post-reading strategies. In the end, another TOEFL reading comprehension posttest was administered to the research groups to measure their reading comprehension performance level after the treatment. The results revealed that GOs were statistically more significant and effective for the low-skilled readers than other post-reading strategies. 展开更多
关键词 GOs (graphic organizers) text structure reading comprehension strategies expository text readingcomprehension ability
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Reading Developmental Trends in Early Years: The Influence of Word Identification Skills and Target Langauge Oral Ability to Comprehension
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作者 Grace Njoki Mwathe 《Journalism and Mass Communication》 2015年第10期522-536,共15页
Language, reading, and reading-related tasks were administered to 148 children from lower primary (Standard 1, 2, and 3) in Kenyan schools. The aim was to investigate the literacy developmental trends across the yea... Language, reading, and reading-related tasks were administered to 148 children from lower primary (Standard 1, 2, and 3) in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system. 展开更多
关键词 first language oral ability target language word level skills
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Cooperative Learning Makes Extensive Reading More Enjoyable
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作者 I-Chia Chou 《Sino-US English Teaching》 2012年第8期1373-1379,共7页
In the field of L2 (second language) reading, scholars generally agree that ER (extensive reading) improves L2 learners' reading speed and comprehension and enriches their L2 vocabulary (Grabe & Stoller, 1997)... In the field of L2 (second language) reading, scholars generally agree that ER (extensive reading) improves L2 learners' reading speed and comprehension and enriches their L2 vocabulary (Grabe & Stoller, 1997). This teacher-inquiry type of paper presents a practical suggestion for supplementing ER activity with the element of CL (cooperative learning). ER, theoretically speaking, focuses on the solitary task of silent reading. The CL technique used in this study was a book-talk activity. Forty-five freshmen from a course of children and young adult literatures were required to read at least 20 English books throughout a semester. CL was added to facilitate students' ER in young adult literature. After a semester, short-answer questions were asked regarding students' comments on ER as well as CL. Students overall agreed that when ER is supplemented with CL, reading in an L2 seems to be less intimidating. 展开更多
关键词 L2 (second language) reading ER (extensive reading) CL (cooperative learning)
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