Reading Aloud(大声朗读)研究综述
Reading Aloud 大声朗读 - Reading includes reading aloud and silent reading. [1] The listening techniques appropriate in developing one day one fairy tale strategy were aesthetic and creative listening, while reading techniques were reading pictures, telling stories, and reading aloud. [2] Okuzaki has presented the concept of an Ondoku-Dojo, whereby students support one another in learning English and in improving their mindset toward learning, with Ondoku meaning a method of improving English reading by reading aloud. [3] The reading aloud activity was given for 14 days. [4] Studies in Japan, America and Taiwan have revealed that learning therapy, using reading aloud and arithmetic, can improve cognitive functions. [5] The reading aloud activity aims to arouse parental awareness and provide skills for parents of the 1st graders of SD Ihsaniyah Gajahmada Tegal to be able to accompany their children in reading books at home as an effort to develop reading interest from an early age. [6] Neuropsychological activation included reading aloud in foreign and native language, praxis and a letter cancelation task (each with a duration of three minutes). [7] The rates of variation in eight phonological variables (-ow monophthongization, -aj, -ej monophthongization, diphthongization, coda -r deletion in nouns and in verbs, -d deletion in -ndo, cluster simplification, and vocalization of palatal lateral) in three different stylistic contexts (from - to + monitored speech: short interview -> naming picture task -> reading aloud task) collected in a 3rd grade classroom show a gradual relation between the increase in stylistic monitoring and the use of standard variant and a positive effect in the performance in a reading comprehension test. [8] The occurrences of exchanges in reading aloud were in confusion of letters, syllables or words with little difference in the way of writing, but different in the direction, the same students did not present exchanges or confusions between letters, which have the same point and manner of articulation, and whose sounds are acoustically close. [9] The current study examined the contribution of semantic knowledge to the process of reading aloud unfamiliar words among thirty non-typical readers from third grade. [10] The research questions highlighted are: What primary uses are associated with norm critical literature in preschool, according to preschool teachers and observations of reading aloud? How does the (claimed) usage of norm critical literature relate to required anti-discrimination and gender equality work? These questions are answered by focusing on the perceptions of preschool teachers as expressed in qualitative interviews with seven educators, and by additional observations of teachers reading aloud to children at six preschools in three different communities in Sweden. [11] The results suggest the need for a greater reflection on this practice and a more precise identification of how to implement reading aloud in order to identify concrete actions to support reading, both in scholastic and extra-scholastic contexts. [12] Most psycholinguistic models of reading aloud and of speech production do not include linguistic representations more fine-grained than the phoneme, despite the fact that the available empirical evidence suggests that feature-level representations are activated during reading aloud and speech production. [13] 3 years) with no known pathology of voice or hearing and a perceptually normal voice (G = 0 in GRBAS), who were recorded while reading aloud a standard text and sustaining the vowel [a:]. [14] The coexistence and frequent alternation of two forms of language communication makes it necessary to "translate" written messages into sound and sound into written ones, which is associated with the presence of two specific types of communicative activity: reading aloud and writing speech. [15] · Reading aloud in the NICU enhances language enrichment and supports early foundational relationships. [16] The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. [17] The results of reading learning activities which consist of three activities of reading aloud reading texts, reading comprehension, and reading poetry texts indicate a very good level of students' reading skills. [18] On the one hand, this is an expres-sive reading aloud, which can also be defined as staged reading. [19] The hypothesis was that the vocal range (F0 range and Intensity range) elicited while reading aloud the passage could be similar to that of the voice range profile (VRP) obtained with sustained vowel production and significantly different from that while reading an existing standard Mandarin passage. [20] This paper provides specific strategies on how to support student vocabulary and content comprehension/ retention, confidence when reading aloud, and accuracy in pronunciation/connected speech. [21] How frequently a character appears in a word (positional character frequency) is used as a cue in word segmentation when reading aloud in the Chinese language. [22] The aim of the competition is to make it prestigious to read and be good at reading aloud. [23] (3) The reading ability of students is implemented in learning through reading aloud. [24] Difficulty reading at the beginning of the next is in the aspect of fluency in reading aloud and reading comprehension with a score of 27%. [25] The present study hypothesizes that the duration of this refinement and the weight applied on different feedbacks loops would depend on the intended sounds to be produced, namely reading aloud versus singing. [26] In each text, half of the sentences were learned by production (reading aloud or writing) and half by no production (reading silently or listening), followed by fill-in-the-blank tests. [27] In the present study, we evaluated the reliability of speech-related brain activity measured by functional magnetic resonance imaging data from twenty neuro-typical subjects who participated in two experiments involving reading aloud simple speech stimuli. [28] 0 mg/day) or a placebo pill, participants were assigned to a solo reading aloud task for 30 min and subsequently underwent a 90-min positron emission tomography scan. [29] Group 1 was the control group, group 2 was the 15-minute reading aloud intervention group, and group 3 was the 30-minute reading aloud intervention group. [30] Reading aloud to children is not only a very pleasurable experience but also an academic enrichment activity that helps equalize opportunities for all students by increasing their exposure to language, culture, and literature through a variety of vicarious experiences. [31] CONCLUSION A book-sharing intervention in the NICU increased parent-reported reading aloud during hospitalization and among parents disinclined to read for pleasure, both in the NICU and following discharge. [32] Concluding remarks show that the emphasis of this activity was placed on the dissemination of the library collection, along with promoting the reader's abilities the most appreciated in the school culture, such as reading fluency, through exercises such as reading aloud. [33] Reading aloud to children appears to substantially impact and mediate SES differences in vocabulary progress. [34] Reading aloud stories for children is one of most commonly-seen parenting practices to promote children’s language development. [35] Our results show that significant information on subject arousal can be obtained by analyzing EDA during the processing of out-of-context words with an emotional content in a reading aloud task. [36] Interventions: Experimental treatment was Web ORLA® (Oral Reading for Language in Aphasia) which provides repeated choral and independent reading aloud of sentences with a virtual therapist. [37] The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. [38] Audiobooks simultaneously follow traditions of reading aloud, remediates the printed book and previous audiobook formats. [39] Keywords: children’s poetry, public engagement, reading aloud, recording of poetry, Veidenbaums The development of public engagement technologies has provided new ways of ensuring societal participation. [40] This study deals with the effectiveness of reading aloud using English TV news to increase the number of opportunities and improve self-confidence in producing English utterances for EFL learners. [41] Reading aloud to children is the best way to get them interested in reading. [42] This study aims at identifying, analysing, and classifying the mistakes that students make in grades (second, third, and fourth) in the elementary stage in Aseer in reading aloud and developing a proposed program to treat these errors. [43] Fokus penelitian adalah dampak pelatihan kegiatan decoding text, reading aloud, dan fill in the blank dengan metode birkenbhil terhadap receptive skill dalam SLA. [44] Traditional methods for pronunciation assessment of reading aloud tasks utilize features derived from automatic speech recognition (ASR) and thus are sensitive to the accuracy of ASR and the effectiveness of features. [45] In this work we propose the use of Entropy to measure variability in pronunciations in pseudowords reading aloud: pseudowords where participants give many different pronunciations receive higher Entropy values. [46] 2 students involved had remarkable improvements in various skills such as prediction skills, reading aloud and communication skills. [47] In the study, it was determined that 'the employment of a single audio recording type, audio recording, lack or inadequacy of listening devices', 'problems associated with the difficulties that students experienced in vocalizing alien sounds, 'pronunciation, accent, intonation errors when reading aloud, only reading the texts available in the textbook,' ‘ low writing self-efficacy, writing anxiety, lack of interest, negative attitudes’, ‘grammatical errors, the obstraction of development by previously learned foreign language topics or the native language, negative student attitudes’, ‘lack of motivation, high anxiety levels, lack of technical and technological support, and problems associated with the curricula’. [48] In this study, we examined whether writing and reading aloud positive events that take place in the workplace would be useful as a measure to improve work engagement and to reduce occupational stress among care workers in such facilities. [49] We report on developmental vowel dyslexia, a type of dyslexia that selectively affects the reading aloud of vowel letters. [50]阅读包括朗读和默读。 [1] 适合制定一日童话策略的听力技巧是审美和创造性听力，而阅读技巧是阅读图片、讲故事和大声朗读。 [2] Okuzaki 提出了 Ondoku-Dojo 的概念，学生在学习英语和提高学习心态方面相互支持，Ondoku 是一种提高英语的方法 通过大声朗读来阅读。 [3] 朗读活动进行了14天。 [4] 日本、美国和台湾的研究表明，使用朗读和算术的学习疗法可以改善认知功能。 [5] 朗读活动旨在唤起家长的意识，并为 SD Ihsaniyah Gajahmada Tegal 一年级学生的家长提供技能，让他们能够在家陪伴孩子阅读书籍，以从小培养阅读兴趣。 [6] 神经心理激活包括用外语和母语大声朗读、练习和取消字母任务（每个任务持续三分钟）。 [7] 三个语音变量的变化率（-ow 单音化、-aj、-ej 单音化、双元音化、名词和动词中的尾音 -r 缺失、-ndo 中的 -d 缺失、簇简化和腭侧发声）在三年级教室中收集的不同文体背景（从 - 到 + 监控演讲：简短访谈 -> 命名图片任务 -> 朗读任务）显示文体监控的增加与标准变体的使用之间的逐渐关系和积极效果在阅读理解测试中的表现。 [8] 朗读交流的发生是字母、音节或单词的混淆，书写方式差异不大，但方向不同，同一个学生没有出现字母之间的交流或混淆，具有相同的点和方式的发音，并且其声音在声学上接近。 [9] 本研究考察了 30 名三年级非典型读者中语义知识对朗读生词过程的贡献。 [10] 突出的研究问题是：根据学前教师和对大声朗读的观察，学前教育中的规范批判文学有哪些主要用途？规范批判文献的（声称的）使用与所需的反歧视和性别平等工作有何关系？回答这些问题的方法是关注学前教师在对七位教育工作者的定性访谈中表达的看法，以及对瑞典三个不同社区的六所幼儿园的教师大声朗读儿童的额外观察。 [11] 结果表明，需要对这种做法进行更多反思，并更准确地确定如何实施大声朗读，以便确定支持阅读的具体行动，无论是在校内还是校外环境中。 [12] 大多数朗读和语音生成的心理语言学模型不包括比音素更细粒度的语言表征，尽管现有的经验证据表明特征级表征在朗读和语音生成过程中被激活。 [13] 3 年），没有已知的声音或听力病理学和感知正常的声音（GRBAS 中的 G = 0），他们在大声朗读标准文本并保持元音 [a:] 时被记录下来。 [14] 两种语言交际形式的并存和频繁交替，使得有必要将书面信息“翻译”成声音，并将声音“翻译”成书面信息，这与两种特定类型的交际活动的存在相关：朗读和写语音。 [15] · 在新生儿重症监护室大声朗读可以增强语言丰富性并支持早期的基础关系。 [16] 结果显示，学生在使用 Kahoot 的实验班学习成果显着！游戏化方法明显高于控制类，后者使用了朗读和猜义方法。 [17] 阅读学习活动包括朗读课文、阅读理解和阅读诗歌课文三个活动，结果表明学生的阅读技能水平非常好。 [18] 一方面，这是一种表达性朗读，也可以定义为分阶段朗读。 [19] 假设是朗读段落时产生的音域（F0 范围和强度范围）可能与持续元音产生时获得的音域轮廓（VRP）相似，而与阅读现有标准普通话段落时的音域轮廓（VRP）有显着差异. [20] 本文提供了有关如何支持学生词汇和内容理解/保留、朗读时的信心以及发音/连接语音的准确性的具体策略。 [21] 当用中文朗读时，一个字符在一个单词中出现的频率（位置字符频率）被用作分词的提示。 [22] 比赛的目的是让阅读有声望，并擅长大声朗读。 [23] (3)学生的阅读能力在朗读学习中得到体现。 [24] 下一篇开头的阅读困难是在朗读流利度和阅读理解方面，得分为27%。 [25] 本研究假设这种改进的持续时间和应用于不同反馈循环的权重将取决于要产生的预期声音，即大声朗读与唱歌。 [26] 在每个文本中，一半的句子是通过生产（大声朗读或写作）学习的，一半是通过不生产（默读或听）学习的，然后是填空测试。 [27] 在本研究中，我们评估了通过功能磁共振成像数据测量的与语音相关的大脑活动的可靠性，这些数据来自二十名神经典型受试者，这些受试者参加了两个涉及大声朗读简单语音刺激的实验。 [28] 0 毫克/天）或安慰剂药丸，参与者被分配到一个单独的朗读任务 30 分钟，随后接受了 90 分钟的正电子发射断层扫描。 [29] 第1组为对照组，第2组为15分钟朗读干预组，第3组为30分钟朗读干预组。 [30] 给孩子朗读不仅是一种非常愉快的体验，而且还是一种学术充实活动，通过各种替代体验增加他们对语言、文化和文学的接触，帮助所有学生平等机会。 [31] 结论 NICU 中的书籍共享干预增加了在 NICU 和出院后的父母报告的住院期间大声朗读和不愿为娱乐而阅读的父母。 [32] 结束语表明，本次活动的重点放在图书馆馆藏的传播上，同时通过朗读等练习，提升读者在学校文化中最受重视的能力，如阅读流利程度。 [33] 给孩子大声朗读似乎对词汇进步的 SES 差异有很大的影响和调解。 [34] 为孩子朗读故事是促进孩子语言发展的最常见的育儿方式之一。 [35] 我们的研究结果表明，在朗读任务中处理带有情感内容的语境外单词时，可以通过分析 EDA 来获得有关主题唤醒的重要信息。 [36] 干预：实验性治疗是 Web ORLA®（失语症语言的口语阅读），它通过虚拟治疗师提供重复的合唱和独立大声朗读句子。 [37] 研讨会由小学教育学生教师参加，内容包括用无字图画书讲故事、朗读关于学校或其他文学主题的图画书。 [38] 有声读物同时遵循大声朗读的传统，修正了印刷书籍和以前的有声读物格式。 [39] 关键词：儿童诗歌，公众参与，大声朗读，诗歌录音，韦登鲍姆 公众参与技术的发展为确保社会参与提供了新的途径。 [40] 本研究探讨了使用英语电视新闻大声朗读的有效性，以增加机会数量并提高 EFL 学习者产生英语话语的自信心。 [41] 给孩子大声朗读是激发他们阅读兴趣的最好方法。 [42] 本研究旨在识别、分析和分类学生在 Aseer 小学阶段（二、三、四）在大声朗读时所犯的错误，并制定解决这些错误的建议程序。 [43] 研究的重点是使用 Birkenbhil 方法训练对文本解码、朗读和填空活动对 SLA 中接受技能的影响。 [44] 传统的朗读任务发音评估方法利用来自自动语音识别（ASR）的特征，因此对ASR的准确性和特征的有效性很敏感。 [45] 在这项工作中，我们建议使用熵来测量大声朗读的伪词的发音变异性：参与者给出许多不同发音的伪词会收到更高的熵值。 [46] 2名参与的学生在预测能力、朗读能力和沟通能力等各项技能上都有显着提高。 [47] 在这项研究中，确定了“使用单一的录音类型、录音、听力设备的缺乏或不足”、“与学生在发出外星声音时遇到的困难相关的问题”、“发音、口音、语调错误”大声朗读时，只阅读教科书上的文本，''写作自我效能低，写作焦虑，缺乏兴趣，消极态度'，'语法错误，以前学过的外语话题或母语阻碍发展、消极的学生态度”、“缺乏动力、高度焦虑、缺乏技术和技术支持以及与课程相关的问题”。 [48] 在这项研究中，我们检查了在工作场所发生的写和朗读积极事件是否有助于提高工作投入和减少此类设施中护理人员的职业压力。 [49] 我们报告了发育性元音阅读障碍，这是一种选择性影响元音字母朗读的阅读障碍。 [50]
Included Reading Aloud
Neuropsychological activation included reading aloud in foreign and native language, praxis and a letter cancelation task (each with a duration of three minutes). [1] The intervention group was engaged weekly in a group activity comprising exercise and discussions of homework, which included reading aloud, simple arithmetic, and simple activities, like spotting differences, for cognitive stimulation. [2]神经心理激活包括用外语和母语大声朗读、练习和取消字母任务（每个任务持续三分钟）。 [1] 干预组每周参加一个小组活动，包括锻炼和家庭作业的讨论，其中包括大声朗读、简单的算术和简单的活动，如发现差异，以进行认知刺激。 [2]
reading aloud task
The rates of variation in eight phonological variables (-ow monophthongization, -aj, -ej monophthongization, diphthongization, coda -r deletion in nouns and in verbs, -d deletion in -ndo, cluster simplification, and vocalization of palatal lateral) in three different stylistic contexts (from - to + monitored speech: short interview -> naming picture task -> reading aloud task) collected in a 3rd grade classroom show a gradual relation between the increase in stylistic monitoring and the use of standard variant and a positive effect in the performance in a reading comprehension test. [1] 0 mg/day) or a placebo pill, participants were assigned to a solo reading aloud task for 30 min and subsequently underwent a 90-min positron emission tomography scan. [2] Our results show that significant information on subject arousal can be obtained by analyzing EDA during the processing of out-of-context words with an emotional content in a reading aloud task. [3] Traditional methods for pronunciation assessment of reading aloud tasks utilize features derived from automatic speech recognition (ASR) and thus are sensitive to the accuracy of ASR and the effectiveness of features. [4] The participants were asked to perform spontaneous speaking and reading aloud tasks in standard sitting and maximally relaxed lying postures. [5] Elicitation settings varied from strongly standardized tasks with a graphic or visual stimulus (reading aloud tasks, picture naming tasks) to translation tasks (translation from dialect into standard) with oral stimuli. [6]三个语音变量的变化率（-ow 单音化、-aj、-ej 单音化、双元音化、名词和动词中的尾音 -r 缺失、-ndo 中的 -d 缺失、簇简化和腭侧发声）在三年级教室中收集的不同文体背景（从 - 到 + 监控演讲：简短访谈 -> 命名图片任务 -> 朗读任务）显示文体监控的增加与标准变体的使用之间的逐渐关系和积极效果在阅读理解测试中的表现。 [1] 0 毫克/天）或安慰剂药丸，参与者被分配到一个单独的朗读任务 30 分钟，随后接受了 90 分钟的正电子发射断层扫描。 [2] 我们的研究结果表明，在朗读任务中处理带有情感内容的语境外单词时，可以通过分析 EDA 来获得有关主题唤醒的重要信息。 [3] 传统的朗读任务发音评估方法利用来自自动语音识别（ASR）的特征，因此对ASR的准确性和特征的有效性很敏感。 [4] nan [5] nan [6]
reading aloud activity
The reading aloud activity was given for 14 days. [1] The reading aloud activity aims to arouse parental awareness and provide skills for parents of the 1st graders of SD Ihsaniyah Gajahmada Tegal to be able to accompany their children in reading books at home as an effort to develop reading interest from an early age. [2] Conclusion Based on the results, the Indonesian older people exercise program and reading aloud activity had a positive effect on the cognitive function of older people with dementia. [3] The students took a pre- and a post-test based on a reading aloud activity to measure their level of pronunciation. [4]朗读活动进行了14天。 [1] 朗读活动旨在唤起家长的意识，并为 SD Ihsaniyah Gajahmada Tegal 一年级学生的家长提供技能，让他们能够在家陪伴孩子阅读书籍，以从小培养阅读兴趣。 [2] nan [3] nan [4]
reading aloud method
Fifth, using the reading aloud method. [1] The results of the study show that the use of reading aloud methods can improve students' ability to read texts in grade III SDN. [2]第五，采用朗读法。 [1] nan [2]
reading aloud skill
This material is effective in improving students reading aloud skills. [1] Reading aloud skills can be applied in learning to read news texts. [2]本教材对提高学生的朗读能力非常有效。 [1] nan [2]
reading aloud intervention
Group 1 was the control group, group 2 was the 15-minute reading aloud intervention group, and group 3 was the 30-minute reading aloud intervention group. [1] OBJECTIVES In this study, we examined (1) whether a reading aloud intervention, Universidade do Bebê (UBB), had impacts on self-regulation; (2) whether effects on child outcomes were mediated by self-regulation; and (3) whether effects of UBB were explained through a sequential pathway of impact, including cognitive stimulation in the home, parent-child interactive reading, and self-regulation. [2]第1组为对照组，第2组为15分钟朗读干预组，第3组为30分钟朗读干预组。 [1] 目标 在这项研究中，我们检查了 (1) 大声朗读干预是否贝贝大学 (UBB) 对自我调节有影响； (2) 对儿童结果的影响是否由自我调节所调节； （3）UBB的影响是否通过影响的顺序途径来解释，包括家庭认知刺激、亲子互动阅读和自我调节。 [2]