认识阅读 阅读过程、文字体系与阅读媒介【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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第一部分 阅读·文字·媒介的理论研究3

中文导读3

CHAPTER ONE READING THEORIES OVER ONE CENTURY6

1.1 Trajectory of reading theory development6

1.1.1 Deconstructionist view of reading comprehension9

1.1.2 Process-based models of reading10

1.1.3 Constructionist view of reading comprehension17

1.2 Highlighted reading theories in practice20

1.2.1 A Simple View of Reading21

1.2.2 Goodman：Reading——A psycholinguistic guessing game23

1.2.3 Construction Integration（CI）Model26

1.3 Summary32

CHAPTER TWO COGNITIVE PROCESS INVOLVED IN READING34

2 1 Goal setter34

2.2 Knowledge base36

2.2.1 The importance of knowledge base36

2.2.2 How knowledge is stored in memory37

2.2.3 Schema in reading42

2.3 Components in the cognitive reading process45

2.3.1 Word recognition45

2.3.2 Lexical access47

2.3.3 Syntactic parsing48

2.3.4 Inferencing49

2.3.5 Building a mental model52

2.3.6 Creating a text level representation53

2.3.7 Creating an intertextual representation54

2.3.8 Monitoring56

2.4 Summary57

CHAPTER THREE METACOGNITIVE PROCESS IN READING59

3.1 Person knowledge60

3.2 Task knowledge64

3.3 Strategy knowledge66

3.3.1 Definition strategies66

3.3.2 Assessment of reading strategies70

3.3.3 Strategies and e-reading74

3.4 Summary76

CHAPTER FOUR WRITING SYSTEMS AND READING78

4.1 Types of writing system79

4.2 Depth of orthography83

4.3 Writing systems and reading difficulties85

4.4 Orthography and brain activities in reading89

4.5 Orthography and reading development92

4.6 Summary98

CHAPTER FIVE READABILITY：THE DIFFICULTY LEVEL OF A TEXT100

5.1 Qualitative approach101

5.2 Quantitative approach103

5.2.1 Traditional formulas104

5.2.2 Modern formulas113

5.3 Summary118

CHAPTER SIX MEDIA AND MODES120

6.1 Reading across media121

6.1.1 Affordances of paper and screen121

6.1.2 Media effect in reading123

6.1.3 Results favoring paper-based reading124

6.1.4 Results favoring screen127

6.1.5 No media effect128

6.2 Reading across modes130

6.2.1 Model of image-language relations130

6.2.2 The role of images in reading133

6.3 Summary136

CHAPTER SEVEN READING ASSESSMENT138

7.1 Approaches to assess reading comprehension139

7.1.1 Factorial approach139

7.1.2 Reading subskill approach140

7.1.3 A cognitive approach143

7.2 Factors to consider in reading assessment144

7.2.1 Reader characteristics145

7.2.2 Cognitive validity145

7.2.3 Context validity145

7.2.4 Scoring148

7.3 Techniques used to assess reading149

7.3.1 Techniques used in formative assessment149

7.3.2 Techniques used in summative assessment152

7.4 Summary156

第二部分 阅读·文字·媒介的实证研究161

中文导读161

CHAPTER ONE INTRODUCTION164

1.1 Introduction164

1.2 Purpose of the study172

1.3 Research questions in brief176

1.4 Definition of important terms177

1.5 Hypotheses178

1.6 Structure of the research178

CHAPTER TWO METHODOLOGY181

2.1 Introduction181

2.2 Theoretical background of the study182

2.2.1 Multimodal Discourse Theory182

2.2.2 Dual Coding Theory184

2.2.3 Cognitive Load Theory188

2.3 Research questions in detail189

2.4 Research design192

2.5 Experiments193

2.6 Subjects195

2.7 Materials199

2.7.1 Pretest materials199

2.7.2 Reading comprehension materials201

2.7.3 Instruments211

2.7.4 Piloting the materials225

2.8 Procedures226

2.9 Summary229

CHAPTER THREE RESULTS231

3.1 Introduction231

3.2 Coding and data analysis233

3.2.1 Coding the immediate free recall test233

3.2.2 Coding the multiple choice test236

3.2.3 Coding SORS questionnaire237

3.2.4 Coding the questionnaires237

3.3 Results related to research questions238

3.3.1 Presentation effect in general238

3.3.2 Presentation format effect from the dimension of readability levels246

3.3.3 Interaction between readability levels and presentation formats255

3.3.4 Reading strategy use and presentation formats258

3.3.5 Attitudes and strategies266

3.4 Summary273

CHAPTER FOUR DISCUSSION275

4.1 Introduction275

4.2 Discussion275

4.2.1 Limited mode and medium effect in general276

4.2.2 Presentation format effect varying with readability levels283

4.2.3 No significant interactive effect between presentation formats and readability levels288

4.2.4 Significant media effect on strategy use290

CHAPTER FIVE CONCLUSION296

5.1 Summary of key findings296

5.2 Pedagogical implication299

5.3 Limitations of study303

5.4 Recommendations for future research305

REFERENCES307

APPENDIX：A335

APPENDIX：B338

APPENDIX：C355

APPENDIX：D363

APPENDIX：E368

APPENDIX：F370