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阅读难
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  reading difficulty
     Quantification Model of Chinese Reading Difficulty by Neual Network and Its Result Comparsion
     神经网络汉语阅读难度量化计算模型及结果比较
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  “阅读难”译为未确定词的双语例句
     The eye movements of 60 subjects of Grades 5,8 and 11 were monitored during the reading of fables.
     研究用眼动记录仪对小五、初二和高二年级各 2 0名视力正常学生阅读难、易两种寓言材料的眼动过程进行了记录。
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  相似匹配句对
     READING
     阅读
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     2) demanding questions in reading comprehension;
     2)阅读理解问题偏
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     An Analysis into the Sentence patterns of Difficult Sentences in English Reading Comprehension
     英语阅读中的句句式剖析
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     Reading Music
     耳朵的阅读
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     For tenors: high pitch is difficult
     男高音——“高音
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  reading difficulty
The results obtained in this study indicate that AIDS patients suffer a divergence insufficiency, which could add to other visual complaints such as blurred vision, photophobia, nyctalopia and reading difficulty.
      
Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics.
      
The study compared the eye movements recordings of 30 dyslexic, 30 retarded and 30 normal readers, aged between 7 and 14, in one ocular tracking task and two reading tasks which differed in their degree of reading difficulty.
      
Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years.
      
This study investigated the reading difficulty level of college recruitment literature and the ability of college-bound high-school students to understand the terminology frequently used in college admissions.
      
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The eye movements of 60 subjects of Grades 5,8 and 11 were monitored during the reading of fables. The results are as follows: Firstly, neither the difference in the reading comprehension of the same level fables nor the difference in the eye movement pattern is significant between Grade 5 and Grade 8, or between Grade 8 and Grade 11. It can be concluded that the key period in comprehending fables is the junior high school years, and the ability to comprehend what they read will be further improved during...

The eye movements of 60 subjects of Grades 5,8 and 11 were monitored during the reading of fables. The results are as follows: Firstly, neither the difference in the reading comprehension of the same level fables nor the difference in the eye movement pattern is significant between Grade 5 and Grade 8, or between Grade 8 and Grade 11. It can be concluded that the key period in comprehending fables is the junior high school years, and the ability to comprehend what they read will be further improved during the senior high school years. Secondly, the difficulty of text has different effects on the eye movement pattern of the participants of different grades, such as, saccadic distance for Grade 5; the times of fixation for Grade 8; and the duration of fixation for Grade 11.

研究用眼动记录仪对小五、初二和高二年级各 2 0名视力正常学生阅读难、易两种寓言材料的眼动过程进行了记录。结果发现 :1 .无论是对同一难度寓言阅读理解成绩的差异还是眼动模式的差异 ,在小五与初二之间显著 ,在初二与高二之间不显著 ,这说明对寓言真正理解的年龄在初中 ,高中只是进一步完善阶段 ;2 .材料难度对不同年级学生的眼动模式有一定影响 ,分别影响小学生的眼跳距离、初中生的注视次数和高中生的注视点持续时间

 
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