What Reading Does for the Mind.
What Reading Does for the Mind.
复制标题
阅读对心灵有什么作用。
DOI：
--
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
K. Stanovich
中科院分区：
文献类型：
--
作者：
A. Cunningham;K. Stanovich
Eading具有认知后果，超出了从特定段落中提升含义的直接任务，这些后果是随着时间的推移而累积的。认知能力对阅读成就的相互影响的关注已通过讨论所谓的“ Matthew效应”来阐明在学术成就中（Stanovich，1986; Walberg＆Tsai，1983）。“马修效应”一词摘自所描述的富裕和贫穷的贫困者现象的圣经段落，将此概念付诸实践，我们将这种概念应用于阅读，我们看到，在阅读过程的早期，贫穷的读者在打破拼写对话的代码方面经历了更大的困难，而与他们更熟练的同龄人相比，经历的文字开始少得多（Allington，1984; Biemiller，1977- 1978年）不足的解码技能，缺乏实践和困难的材料的结合会导致早期阅读经验导致参与与阅读相关的活动的参与。练习较少的读者延迟了识别级别的自动化和速度阅读经历倍增和实践是避免的，或者仅仅是认知参与的情况。后果
EADING HAS cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage. Furthermore, these consequences are reciprocal and exponential in nature. Accumulated over time—spiraling either upward or downward— they carry profound implications for the development of a wide range of cognitive capabilities. Concern about the reciprocal influences of reading achievement has been elucidated through discussions of so-called “Matthew effects” in academic achievement (Stanovich, 1986;Walberg & Tsai, 1983).The term “Matthew effects” is taken from the Biblical passage that describes a rich-get-richer and poor-get-poorer phenomenon.Applying this concept to reading, we see that very early in the reading process poor readers, who experience greater difficulty in breaking the spelling-to-sound code, begin to be exposed to much less text than their more skilled peers (Allington, 1984; Biemiller, 1977-1978). Further exacerbating the problem is the fact that less-skilled readers often find themselves in materials that are too difficult for them (Allington, 1977, 1983, 1984; Gambrell,Wilson, & Gantt, 1981). The combination of deficient decoding skills, lack of practice, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading-related activities. Lack of exposure and practice on the part of the less-skilled reader delays the development of automaticity and speed at the word recognition level. Slow, capacity-draining word recognition processes require cognitive resources that should be allocated to comprehension. Thus, reading for meaning is hindered; unrewarding reading experiences multiply; and practice is avoided or merely tolerated without real cognitive involvement. The disparity in the reading experiences of children of varying skill may have many other consequences for