1) Reading disability
阅读困难
1.
A preliminary study of reading disability of Chinese speaking children ——Statistical data of children with reading disability;
汉语儿童阅读困难初探——来自阅读困难儿童的统计数据
2.
, while educators focused on how to help reading disability children improving their reading efficiency.
在多媒体学习日益普遍的今天,如何帮助阅读困难儿童提高他们的阅读成绩是教育工作者们需要探讨的问题之一。
3.
For centuries ,people considered that reading disability would only be brought about by adults and school-aged children.
阅读困难是学习困难的最大亚型，是阻碍学业的主要障碍之一。
2) reading disabilities
阅读困难
1.
First of all, this thesis gives a brief introduction based on children reading disabilities originating from inheritance and biological reasons in foreign countries.
儿童阅读困难问题是当前发展与教育心理学领域研究的热点问题。
2.
Basing on the studies of implicit learning and reading disabilities, we examined implicit learning and the relationship between implicit learning and explicit learning of the children with difficulties in Chinese reading on especial reading activity though examination and experimentation.
本文以内隐学习和阅读困难的研究为基础，采用测验法和实验法，研究了汉语阅读困难儿童在特定阅读活动中的内隐学习以及内隐学习与外显学习的关系。
3) Reading Difficulty
阅读困难
1.
This paper aims to analyze the reasons attributing to Chinese college students’reading difficulty from a psycholinguistic point of view, and propose some suggestions for the reading teachers to help the students overcome these difficulties and to improve the future teaching of college English reading.
本文针对目前大学生群体阅读困难的现象,从心理语言学角度探究其成因,并为阅读教师在今后的英语阅读教学中帮助学生克服这些困难提出一些建议和对策。
4) Reading comprehension difficulties
阅读理解困难
1.
Reading comprehension difficulties is a main type of reading disability which have been much studied in recent years.
阅读理解困难是阅读障碍的一个主要类型,近年来受到西方研究者的重视。
2.
Based on distributing difficulties of attention source in reading comprehension difficulties students, the text signals as a kind of external clue is set up to support reading process.
根据阅读理解困难学生不能合理分配注意资源的特点,设置了文章标记这一能引导注意分配的外在线索,并以高层次的主题信息回忆和低层次的从属信息回忆为指标,考察阅读理解正常与困难学生接受标记影响的不同特点。
补充资料：阅读困难
阅读困难
dyslexia
阅读困难(dyslexia)一种以不能理解所读材料为特征的阅读障碍。表现形式有:词汇识别不正确，难以辨别音同、音近或形近的字词，或难以辨别拼音字母，不能把字母与发音联系起来;逐字阅读，不能正确停顿:缺乏理解，难以获得意义:厌恶阅读等。对其产生的原因看法不一，故对如何准确归类也没有一致意见。一般是把它看作是一种学习能力的缺失。许多研究者用“特殊发展阅读困难”一词来描绘儿童时期的这种征兆，以区别于失读症。 (蒋兆灿撰牟丈博审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条