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     This article analyses the different organization methods of words in the text of different degree.
     本文通过对儿童及成人阅读语篇的分析 ,发现词语的聚合、衔接等组织方式在这两种不同难度等级的语篇中表现不同。
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     Elementary Introduction to the Work of Reading Guide in the Library of Adult School
     论成人院校图书馆的阅读导向
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     Research on Personal Factors in Adult English Reading
     成人英语阅读中的个人因素研究
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     Adult adrenoleukodystrophy.
     成人肾上腺脑白质营养不良
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     Reading Music
     耳朵的阅读
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  adult reading
In addition, the National Adult Reading Test (NART) was used to assess verbal IQ, and visual analogue scales to assess subjective effects of the drug.
      
In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts.
      
Implications deriving from a better understanding of adult reading practices and skills across the life span are discussed.
      
Older and younger adult reading speeds and error rates for different print types were compared for both bottle and flat labels.
      
Computer-based compensation of adult reading disabilities
      
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In this experiment,40 Chinese childrenof grade four and 40 university students weretested on their sentence information memoryright after their reading,after 30 words,and60 words respectively.The result suggestedthat skilled Chinese readers could remembersemantic,syntactic and lexical informationin good order whether tested immediately,after 30 or 60 words.The semantic informa-tion is remembered best.Although Chinesechildren could retain the same informationmodel as adults,their semantic informationafter 30,or...

In this experiment,40 Chinese childrenof grade four and 40 university students weretested on their sentence information memoryright after their reading,after 30 words,and60 words respectively.The result suggestedthat skilled Chinese readers could remembersemantic,syntactic and lexical informationin good order whether tested immediately,after 30 or 60 words.The semantic informa-tion is remembered best.Although Chinesechildren could retain the same informationmodel as adults,their semantic informationafter 30,or 60 words was lost so fast that nosuperiority was found,which,in the author'sopinion,had some relation with young Chinesereaders' difficulties in decoding Chinesecharacters.

本文以中文句子信息再认的实验为基础,分析了中国成人及儿童阅读句子后句子信息保持的特点。实验结果表明,中国成人阅读后,句子的语义信息保持为最好,句法信息次之,字词的音形信息最差,这与英文阅读的有关研究结果一致。中国儿童的句子信息保持同样具有语义优势性,但受时间间隔的限制。儿童与成人句子信息保持模式之间的差异说明,儿童阅读时的形—音—义转译负担过重是妨碍儿童阅读技能发展的重要因素。

This article analyses the different organization methods of words in the text of different degree. Approximate and opposite words are used more often in the works for adults than for children ,We should teach Chinese words to foreigners according to the method of organization.

本文通过对儿童及成人阅读语篇的分析 ,发现词语的聚合、衔接等组织方式在这两种不同难度等级的语篇中表现不同。在成人读物中更多使用近义、反义等方式组织词语 ,词语衔接更立体化。文章认为应基于这种词语组织方式在对外汉语中进行更充分的词语教学。

To improve adults′ reading and writing abilities,teachers should make efforts to improve students′ theoretical quality,strengthen case teaching and social practice teaching,take advantage of modern teaching approaches and encourage students to participate in writing contests and contribute works to magazines,etc.

为提高成人的阅读与写作能力,教师应不断提高阅读与写作理论修养和实践技能水平,强化案例教学和社会实践环节,加强学员写作实践训练力度,充分运用现代化教学手段,指导学员积极参加写作竞赛和向期刊杂志踊跃投稿。

 
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