英语专业大学生阅读理解监控、认知风格与阅读理解成绩的关系
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摘要
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。实验任务一是考察被试的阅读理解水平和阅读理解监控水平。实验材料是一套标准的阅读理解测试，有八篇文章，要求被试首先完成阅读理解多选题，然后找出每篇文章中嵌入的一处语义错误并加以改正。实验任务二是通过PC机评定被试的认知风格，实验工具是英文版的CSA。实验结果发现：1利用错误觉察法测量我国英语专业大学生的阅读理解监控能力时，高监控组的阅读理解总成绩与推理类问题成绩优于低监控组，且在议论文推理成绩上存在阅读理解监控与性别的交互作用；2利用CSA评定我国英语专业大学生的认知风格时，言语—表象型风格维度的被试在阅读理解推理类成绩上存在显著差异，言语型被试与双极型被试有显著的组间差异，言语型被试优于双极型被试；言语型被试与表象型被试有显著的组间差异，言语型被试优于表象型被试；双极型被试与表象型被试无显著的组间差异。在说明文推理类问题成绩上，言语型被试与双极型被试有显著的组间差异，言语型被试优于双极型被试；言语型被试与表象型被试无显著组间差异；双极型被试与表象型被试无显著的组间差异；认知风格没有性别差异。3在阅读理解各项测试成绩上，言语—表象型认知风格在阅读理解测试推理类成绩上的主效应达到显著水平，不存在阅读理解监控与认知风格的交互作用。
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. The interaction between them on the comprehension performance is discussed as well. The comprehension monitoring is measured by the error detection paradigm. All the subjects read eight passages, each containing incongruent information either on the structure or on the content. They are respected to complete a multiple-choice recall test after each passage, pick out and correct the inconsistencies. The cognitive styles are identified with CSA, the English version. The achievement of the students with higher level of comprehension monitoring in comprehension and reasoning task is significantly better than those in lower level of comprehension monitoring. The interaction between comprehension monitoring and sex has been found on the reasoning task of the argumentations. A main effect of verbal-imagery cognitive style dimension has been found on both overall reasoning task and that of the expositions. There is no significant interaction between comprehension monitoring and cognitive styles in the comprehension gain.
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. The interaction between them on the comprehension performance is discussed as well. The comprehension monitoring is measured by the error detection paradigm. All the subjects read eight passages, each containing incongruent information either on the structure or on the content. They are respected to complete a multiple-choice recall test after each passage, pick out and correct the inconsistencies. The cognitive styles are identified with CSA, the English version. The achievement of the students with higher level of comprehension monitoring in comprehension and reasoning task is significantly better than those in lower level of comprehension monitoring. The interaction between comprehension monitoring and sex has been found on the reasoning task of the argumentations. A main effect of verbal-imagery cognitive style dimension has been found on both overall reasoning task and that of the expositions. There is no significant interaction between comprehension monitoring and cognitive styles in the comprehension gain.
引文
[1]胡春洞、王才仁主编，胡春洞、戴忠信著英语阅读论广西教育出版社 1998年9月第1版
[2]Paris, S. G., Lipson, M. Y. & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316
[3]Review of Children's Comprehension of Text: of Measuring Reading Competence, by Schwartz, Steven in 1984 16-20
[4] Baker L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review 1(12): 3-38
[5]Judith Westph al Irwin, Teaching Comprehension Process, Prentice Hall, 1986 36-37
[6]王枫林《阅读理解和语篇分析》 外语界 1994年第1期 p19-23
[7]田鹏 雷润宁《试论阅读理解中的难点及对策》外语教学 第18卷 1997年第1期p51—54
[8]张必隐(1992)《阅读心理学》，北京师范大学出版社 1992年版
[9]Flavell J H (1979), Metacognition and cognitive monitoring: A new area of cognitive—developmental inquiry, American Psychologist. 34. 906—911
[10]Schraw G. (1998). Promoting general metacognitive awareness. Instructional Science, 26:113—125
[11]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[12]汪玲、郭德俊《元认知的本质与要素》，心理学报，2000，32(4)：458—463
[13]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[14]陈雪枫 高尚仁 转引自 关于英文阅读困难的研究综述 心理科学 2001年第24卷 第2期 p205—208
[15]Paris, S. G, Myers, M. (1981). Comprehension monitoring, memory,
and study strategies of good and poor reader. Journal of Reading Behavior, 13, 5-22
[16]Garner, R., & Kraus, C. (1982). Good and poor comprehenders' differences in knowing and regulating reading behaviors. Educational Research Quarterly, 6, 5-12.
[17]Grabe, M., & Mann, S. (1984). A technique for the assessment and training of comprehension monitoring skills. Journal of Reading Behavior, 16, 131-144.
[18]Jeffrey J. Walczyk 和 Veman C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology. 1989 Vol. 81. No. 3.294-298
[19]Jeffrey J. Walczyk & Laura J. Raska. (1992). The Relation between Low-and High-Level Reading Skills in Children. Contemporary Educational Psychology 17, 38-46 (1992)
[20]Kinnun R. & Vauras M. (1995), Comprehension monitoring and the level of comprehension in high and low-achieving primary school children's reading, Learning and Instruction, 5, 143—165
[21]Zabrucky K. &Ratner H.H. (1992), Effects of passage type on comprehension monitoring and recall in good and poor readers, Journal of Reading Behavior, 24, 373—391
[22]Scott G. Paris, Barbara A. Wasik, and Julianne C. Turner. THE DEVELOPMENT OF STRATEGIC READERS. CONSTRUCTS OF READERE PROCESS
[23]Garner, R., & Taylor, N. (1982). Monitoring of understanding: An investigation of attentional assistance needs at different grade and reading proficiency levels. Reading Psychology, 3, 1-6.
[24]Baker, L. (1984). Spontaneous versus instructed use of multiple standards for evaluating eomprehension: Effects of age, reading proficiency, and type of standard. Journal of Experimental Child Psychology, 38, 289-311
[25]Garner R. & Krauss K. S. G. and Myers, (1987), Comprehension monitoring, memory and readers, Journal of Reading, 16—20
[26]Zabrucky K. &Ratner H.H. (1992), Effects of passage type on comprehension monitoring and recall in good and poor readers, Journal of Reading Behavior, 24, 373—391
[27]Garner R. (1990), When children and adults do not use learning strategies: Toward a theory of Settings, Review of Educational Research, 60:517—529
[28]Harris R. L., Kruithof A., Terwogt M. M. & Visser P. (1981), Children's detection and awareness of textual anomaly, Journal of Experimental Psychology, 31, 212—231
[29]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[30]转引自陈应和《认知发展心理学》，浙江人民出版社，1996年版
[31]Baker L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review 1(12): 3-38
[32]Garner R. & Krauss K. S. G. and Myers, (1987), Comprehension monitoring, memory and readers, Journal of Reading, 16—20
[33]转引自 宋广文、李寿欣、伊炎，学生认知方式及其教育应用的研究与进展，华东师范大学学报(教育科学版)，2000年12月，Vol．18，No．4
[34]Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[35]李浩然、刘海燕《认知风格结构模型的发展》，心理学动态，2000 年第8卷第3期，43—49
[36]张春兴教育心理学一三个取向的理论与实践，台湾东华书局，1994，408—413
[37]Rayner S., Riding R. J., Towards a categorization of cognitive styles and learning style, Educational Psychology, 1997, 17:5—27
[38]宋广文、李寿欣、伊炎，学生认知方式及其教育应用的研究与进展，华东师范大学学报(教育科学版)，2000年12月，Vol．18，No．4
[39] Jones A. E., Reflection—Impulsivity and Wholist—Analytic: two fledglings or is R—I a cuckoo? Educational Psychology, 1997, 17: 65—77
[40] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[41] Jones A. E., Reflection—Impulsivity and Wholist—Analytic: two fedglings or is R—I a cuckoo? Educational Psychology, 1997, 17: 65—77
[42] Curry L. An organization of learning styles theory and constructs, Eric Document, 1983, 185—235
[43] Guilford J. P. Cognitive styles: what are they? Educational and Psychological Measurement, 1980, 40:715—735
[44] Miller A. Cognitive styles: an integrated model, Educational Psychology, 1987, 7:251—268
[45] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[46] Riding R. J. On the nature of cognitive style. Educational Psychology, 1997, 17:29—49
[47] 李浩然、刘海燕《认知风格结构模型的发展》，心理学动态，2000年第8卷第3期，43—49
[48] 宋广文、李寿欣，西方认知方式研究概观，国外社会科学，1999年第1期
[49] Riding R. J., Rayner S. G. Cognitive styles and learning stratigies, London. David Fulton, 1998
[50] Riding R. J., Cognitive Style: A review. In: Riding R. J., Rayner S. G. ed. International perspectives on individual differences. Vol. 1: Cognitive Style. Ablex Publishing Corporation, 2000:315—344
[51] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[52] Riding R. J., Rayner S. G Cognitive styles and learning stratigies,
London. David Fulton, 1998
[53]Riding R. J., Cognitive Style: A review. In: Riding R. J., Rayner S. G. ed. International perspectives on individual differences. Vol. 1: Cognitive Style. Ablex Publishing Corporation, 2000:315—344
[54]Riding R. J. & Caine T. Cognitive style and GCSE performance in mathematics, English language and French [J], Educational Psychology, Vol. 13,1993 (11)
[55]Richard J. Riding. On the Nature of Cognitive Style. Educational Psychology, Vol. 17, Nos 1 and 2, 1997
[56]Graeme Douglas & Richard J. Riding. The Effect of Pupil cognitive Style and Position of Prose Passage Title on Recall. Educational Psychology, Vol. 13, Nos 3 and 4, 1993
[57]Riding, R. J. and Sadler-Smith, E. (1992) Type of Instructional Material, Cognitive Style and Learning Performance, Educational Studies 18,323-340
[58]Riding, R. J. and Anstey, L. (1982) Verbal-imagery Learning Style and Reading Attainment in Eight-year-old Children, Journal of Research in Reading 5, 57-66
[59]Riding, R. J. and Mathias, D. (1991) Cognitive Styles and Preferred Learning Mode, Reading Attainment and Cognitive Ability in 11-year-old Children, Educational Psychology 11,383-393
[60]Riding, R. J. and Taylor, E. M. (1976) Imagery Performance and Prose Comprehension in 7 Year Old Children, Educational Studies 2, 21-27
[61]Riding, R. J. and Dyer, V. A. (1980) The Relationship Between Extraversion and Verbal-imagery Learning Style In Twelve Year Old Children, Personality and Individual Differences 1,273-279
[62]Riding, R. J. and Calvey, I. (1981) The Assessment of Verbal-imagery Learning Styles and Their Effect on the Recall of Concrete and Abstract Prose Passages By Eleven Year Old Children, British Journal of Psychology, 72, 59-64
[63]Goodenough, D. R. The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 1976, 83, 675-694
[64]Kagan, J., Moss, H. A., & Sigel, I. E. Psychological significance of styles of conceptualization. In J. C. Wright& J. Kagan (Eds), Basic cognitive processes in children. Monographs of the Society for Research in Child Development, 1963, 28, 73-112
[65]Jeffrey J. Walczyk 和 Veman C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology 1989 Vol. 81. No. 3. 294-298
[66]张大均主编，教学心理学西南师范大学出版社1997年8月第一版 319-349
[67]Jeffrey J. Walczyk 和 Vernan C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology. 1989 Vol. 81. No. 3. 294-298
[68]Meyer, B. J. F., & Rice, G. E. (1984). The structure of text. In P. D. Pearson (Ed.), Handbook of reading research (pp. 319-353). New York: Longman.
[69]Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[70]Ellis, Rod. (1994) The Study of Second Language Acquisition. (47-73). Oxford University Press
[71]Vellutino, F., & Scanlon, D. (1986). Linguistic coding and metalinguistic awareness: Their relationship to verbal and code acquisition in poor and normal reader. In D. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy (pp. 115-141). Portsmouth, NH: Heinemann
[72]胡春洞、王才仁主编，胡春洞、戴忠信著英语阅读论广西教育出版社 1998年9月第1版
[73]Meyer, B. J. E, & Rice, G E. (1984). The structure of text. In P. D. Pearson (Ed.), Handbook of reading research (pp. 319-353). New York: Longman.
[74]田鹏 雷润宁《试论阅读理解中的难点及对策》外语教学 第18卷1997年第1期 p51-54
[75]黄国文 语篇分析概要湖南教育出版社，1988 89—93
[76]Riding, R. J. & Caine, Tracey, Cognitive Style and GCSE Performance in Mathematics, English Language and French. Educational Psychology, Vol. 13, No. 1, 1993. 59-67
[2]Paris, S. G., Lipson, M. Y. & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316
[3]Review of Children's Comprehension of Text: of Measuring Reading Competence, by Schwartz, Steven in 1984 16-20
[4] Baker L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review 1(12): 3-38
[5]Judith Westph al Irwin, Teaching Comprehension Process, Prentice Hall, 1986 36-37
[6]王枫林《阅读理解和语篇分析》 外语界 1994年第1期 p19-23
[7]田鹏 雷润宁《试论阅读理解中的难点及对策》外语教学 第18卷 1997年第1期p51—54
[8]张必隐(1992)《阅读心理学》，北京师范大学出版社 1992年版
[9]Flavell J H (1979), Metacognition and cognitive monitoring: A new area of cognitive—developmental inquiry, American Psychologist. 34. 906—911
[10]Schraw G. (1998). Promoting general metacognitive awareness. Instructional Science, 26:113—125
[11]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[12]汪玲、郭德俊《元认知的本质与要素》，心理学报，2000，32(4)：458—463
[13]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[14]陈雪枫 高尚仁 转引自 关于英文阅读困难的研究综述 心理科学 2001年第24卷 第2期 p205—208
[15]Paris, S. G, Myers, M. (1981). Comprehension monitoring, memory,
and study strategies of good and poor reader. Journal of Reading Behavior, 13, 5-22
[16]Garner, R., & Kraus, C. (1982). Good and poor comprehenders' differences in knowing and regulating reading behaviors. Educational Research Quarterly, 6, 5-12.
[17]Grabe, M., & Mann, S. (1984). A technique for the assessment and training of comprehension monitoring skills. Journal of Reading Behavior, 16, 131-144.
[18]Jeffrey J. Walczyk 和 Veman C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology. 1989 Vol. 81. No. 3.294-298
[19]Jeffrey J. Walczyk & Laura J. Raska. (1992). The Relation between Low-and High-Level Reading Skills in Children. Contemporary Educational Psychology 17, 38-46 (1992)
[20]Kinnun R. & Vauras M. (1995), Comprehension monitoring and the level of comprehension in high and low-achieving primary school children's reading, Learning and Instruction, 5, 143—165
[21]Zabrucky K. &Ratner H.H. (1992), Effects of passage type on comprehension monitoring and recall in good and poor readers, Journal of Reading Behavior, 24, 373—391
[22]Scott G. Paris, Barbara A. Wasik, and Julianne C. Turner. THE DEVELOPMENT OF STRATEGIC READERS. CONSTRUCTS OF READERE PROCESS
[23]Garner, R., & Taylor, N. (1982). Monitoring of understanding: An investigation of attentional assistance needs at different grade and reading proficiency levels. Reading Psychology, 3, 1-6.
[24]Baker, L. (1984). Spontaneous versus instructed use of multiple standards for evaluating eomprehension: Effects of age, reading proficiency, and type of standard. Journal of Experimental Child Psychology, 38, 289-311
[25]Garner R. & Krauss K. S. G. and Myers, (1987), Comprehension monitoring, memory and readers, Journal of Reading, 16—20
[26]Zabrucky K. &Ratner H.H. (1992), Effects of passage type on comprehension monitoring and recall in good and poor readers, Journal of Reading Behavior, 24, 373—391
[27]Garner R. (1990), When children and adults do not use learning strategies: Toward a theory of Settings, Review of Educational Research, 60:517—529
[28]Harris R. L., Kruithof A., Terwogt M. M. & Visser P. (1981), Children's detection and awareness of textual anomaly, Journal of Experimental Psychology, 31, 212—231
[29]董奇《10—17岁儿童元认知发展的研究》，心理发展与教育，1989年第3期11—17
[30]转引自陈应和《认知发展心理学》，浙江人民出版社，1996年版
[31]Baker L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review 1(12): 3-38
[32]Garner R. & Krauss K. S. G. and Myers, (1987), Comprehension monitoring, memory and readers, Journal of Reading, 16—20
[33]转引自 宋广文、李寿欣、伊炎，学生认知方式及其教育应用的研究与进展，华东师范大学学报(教育科学版)，2000年12月，Vol．18，No．4
[34]Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[35]李浩然、刘海燕《认知风格结构模型的发展》，心理学动态，2000 年第8卷第3期，43—49
[36]张春兴教育心理学一三个取向的理论与实践，台湾东华书局，1994，408—413
[37]Rayner S., Riding R. J., Towards a categorization of cognitive styles and learning style, Educational Psychology, 1997, 17:5—27
[38]宋广文、李寿欣、伊炎，学生认知方式及其教育应用的研究与进展，华东师范大学学报(教育科学版)，2000年12月，Vol．18，No．4
[39] Jones A. E., Reflection—Impulsivity and Wholist—Analytic: two fledglings or is R—I a cuckoo? Educational Psychology, 1997, 17: 65—77
[40] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[41] Jones A. E., Reflection—Impulsivity and Wholist—Analytic: two fedglings or is R—I a cuckoo? Educational Psychology, 1997, 17: 65—77
[42] Curry L. An organization of learning styles theory and constructs, Eric Document, 1983, 185—235
[43] Guilford J. P. Cognitive styles: what are they? Educational and Psychological Measurement, 1980, 40:715—735
[44] Miller A. Cognitive styles: an integrated model, Educational Psychology, 1987, 7:251—268
[45] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[46] Riding R. J. On the nature of cognitive style. Educational Psychology, 1997, 17:29—49
[47] 李浩然、刘海燕《认知风格结构模型的发展》，心理学动态，2000年第8卷第3期，43—49
[48] 宋广文、李寿欣，西方认知方式研究概观，国外社会科学，1999年第1期
[49] Riding R. J., Rayner S. G. Cognitive styles and learning stratigies, London. David Fulton, 1998
[50] Riding R. J., Cognitive Style: A review. In: Riding R. J., Rayner S. G. ed. International perspectives on individual differences. Vol. 1: Cognitive Style. Ablex Publishing Corporation, 2000:315—344
[51] Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[52] Riding R. J., Rayner S. G Cognitive styles and learning stratigies,
London. David Fulton, 1998
[53]Riding R. J., Cognitive Style: A review. In: Riding R. J., Rayner S. G. ed. International perspectives on individual differences. Vol. 1: Cognitive Style. Ablex Publishing Corporation, 2000:315—344
[54]Riding R. J. & Caine T. Cognitive style and GCSE performance in mathematics, English language and French [J], Educational Psychology, Vol. 13,1993 (11)
[55]Richard J. Riding. On the Nature of Cognitive Style. Educational Psychology, Vol. 17, Nos 1 and 2, 1997
[56]Graeme Douglas & Richard J. Riding. The Effect of Pupil cognitive Style and Position of Prose Passage Title on Recall. Educational Psychology, Vol. 13, Nos 3 and 4, 1993
[57]Riding, R. J. and Sadler-Smith, E. (1992) Type of Instructional Material, Cognitive Style and Learning Performance, Educational Studies 18,323-340
[58]Riding, R. J. and Anstey, L. (1982) Verbal-imagery Learning Style and Reading Attainment in Eight-year-old Children, Journal of Research in Reading 5, 57-66
[59]Riding, R. J. and Mathias, D. (1991) Cognitive Styles and Preferred Learning Mode, Reading Attainment and Cognitive Ability in 11-year-old Children, Educational Psychology 11,383-393
[60]Riding, R. J. and Taylor, E. M. (1976) Imagery Performance and Prose Comprehension in 7 Year Old Children, Educational Studies 2, 21-27
[61]Riding, R. J. and Dyer, V. A. (1980) The Relationship Between Extraversion and Verbal-imagery Learning Style In Twelve Year Old Children, Personality and Individual Differences 1,273-279
[62]Riding, R. J. and Calvey, I. (1981) The Assessment of Verbal-imagery Learning Styles and Their Effect on the Recall of Concrete and Abstract Prose Passages By Eleven Year Old Children, British Journal of Psychology, 72, 59-64
[63]Goodenough, D. R. The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 1976, 83, 675-694
[64]Kagan, J., Moss, H. A., & Sigel, I. E. Psychological significance of styles of conceptualization. In J. C. Wright& J. Kagan (Eds), Basic cognitive processes in children. Monographs of the Society for Research in Child Development, 1963, 28, 73-112
[65]Jeffrey J. Walczyk 和 Veman C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology 1989 Vol. 81. No. 3. 294-298
[66]张大均主编，教学心理学西南师范大学出版社1997年8月第一版 319-349
[67]Jeffrey J. Walczyk 和 Vernan C. Hall (1989). Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity? Journal of Educational Psychology. 1989 Vol. 81. No. 3. 294-298
[68]Meyer, B. J. F., & Rice, G. E. (1984). The structure of text. In P. D. Pearson (Ed.), Handbook of reading research (pp. 319-353). New York: Longman.
[69]Riding R. J., Cheema I., Cognitive style—an overview and integration, Educational Psychology, 1991, 11; 193—215
[70]Ellis, Rod. (1994) The Study of Second Language Acquisition. (47-73). Oxford University Press
[71]Vellutino, F., & Scanlon, D. (1986). Linguistic coding and metalinguistic awareness: Their relationship to verbal and code acquisition in poor and normal reader. In D. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy (pp. 115-141). Portsmouth, NH: Heinemann
[72]胡春洞、王才仁主编，胡春洞、戴忠信著英语阅读论广西教育出版社 1998年9月第1版
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