1) reading comprehension achievement
阅读理解成绩
1.
This study investigated how the different items influence subsequent study-time-allocation strategies and the effect of the reading comprehension achievement and strategy, using 193 Chinese senior high school students, under the different condition(having time pressure or no time pressure) .
本研究用学生所熟悉的英文阅读理解测试为研究任务，以高一学生共计193人为被试，在有时间压力和无时间压力情境下进行了测试，考察了情境和文章难度对学生的英文阅读理解成绩和策略的影响。
2.
This study focuses on comprehension monitoring and cognitive styles , two important factors and the respective relationship with reading comprehension achievement of China s junior English majors.
本研究旨在探讨我国不同阅读理解监控水平、不同认知风格的英语专业大学生在阅读理解成绩上的差异状况。
2) reading performance
阅读成绩
1.
The writer made a survey of English reading anxiety of vocational college students and their reading performance an.
笔者试图通过对高职学生的英语阅读焦虑对阅读成绩影响的相关调查,了解导致学生英语阅读焦虑产生的原因,以期对今后教学的改进有所帮助。
2.
The results show that the relationship among students levels of reading strategy,of reading motivations and of reading performance is positive correlation;English-reading-strategy training is not only feasible,but also can stimulate students reading motivations and im.
采用实验法、调查法、文献法等多种教育科研方法,对大专班学生研究了阅读策略训练对阅读动机的影响,结果显示:学生的阅读策略水平、阅读动机水平、阅读成绩之间存在极为显著的正相关;阅读策略训练不仅是可行的,而且能有效地激发学生的阅读动机,提高阅读成绩。
3) reading achievement
阅读成绩
1.
With foreign language reading anxiety scale,this study investigated foreign language reading anxiety and its relationship to reading achievement and gender based on random sampling of 95 high school students.
利用外语阅读焦虑量表,对随机抽样的95名高中二年级学生进行测试,以考察高中生外语阅读焦虑与阅读成绩及性别的关系。
2.
The eye tracker was used to study the relationship between reading achievements and personality in English fast reading with 48 sophomore participants.
本研究以48名大学二年级学生为被试，通过眼动实验探索英文快速阅读的阅读成绩与人格的关系。
3.
Therefore, using regression analysis, the present study explored how well learners\' English reading motivation (RM), use of English reading strategies (RS), negative L1 transfer (NT), and positive L1 transfer (PT) can predict their English reading achievement (RA), and which set of the observed variables best predicts it.
因此本研究运用回归分析考察了大学英语学习者的阅读动机、对阅读策略的运用、母语正迁移、和母语负迁移各自对其阅读成绩的预测力;进一步地考察了以上四种因素中哪种组合模式能最有效地预测学习者的阅读成绩。
4) reading achievements
阅读成绩
1.
The results indicated that strategy training effectively promoted the reading achievements of the trainees and T-test revealed a significant difference between good and poor students in terms of strategy learning and application.
结果表明:策略训练能有效提高中职生的阅读成绩;t检验表明高分组和低分组学生在掌握和运用所学策略方面存在显著性差异。
5) reading comprehension
阅读理解
1.
Understanding lexical, syntactic and textual levels inreading comprehension of CET band 4;
CET-4阅读理解测试题:词·句·篇
2.
A look at reading comprehension from the score of CET Band-4;
从英语四级考试分值看阅读理解
3.
On restatement in reading comprehension;
阅读理解中的重述现象探析
6) comprehension
[英][,kɔmprɪ'henʃn] [美]['kɑmprɪ'hɛnʃən]
阅读理解
1.
The paper focuses on a 2×2 design research which is intended to test the effects of two types of expository text structures(one well-organized and the other loosely-organized) on the reading comprehension and retention of the two language groups.
语言能力在初次阅读理解上起着重要作用,而文章顶层结构在帮助读者保持阅读信息方面有更大的作用,即大学生读者依靠其语言能力来理解文章,并运用文章顶层结构知识帮助他们再现所获得的信息。
补充资料：阅读理解
阅读理解
reading comprehension
阅读理解(readinge。mprehension)阅读心理过程的高级阶段，即在阅读感知的基础上获取材料的意义的过程。学生在阅读文章时一般有两种相互联系的思维加工方式:顺向分析和逆向分析。前者指从信息材料的感觉开始，逐步连锁向上到意义结构的分析过程。后者是从所获得的文章基本“线索”—意义结构开始到具体的语言材料的分析过程，该分析过程是受概念指导的加工过程。上述两种过程密不可分，前者是墓础，后者是发展，两者是辨证统一的。影响阅读理解的因素有:外部因素，如材料的性质及由外部确定的阅读目的和要求等:内部因素，女口阅读态度、阅读准备、言语能力等。在一定范围内与阅读速度呈正相关。中国心理学家艾伟研究发现，初中生能在一秒钟内读7一8个字，其理解力比读5一6个字为强。有学者提出四条标准来检查阅读理解:回答问题的能力;对给予的材料作摘要的能力;用自己的言语和不同的词复述材料的能力;把材料从一种语言转换成另一种语言的能力。 (蒋兆灿撰车丈博审)
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