hce_cmu
114年
英文
第 29 題
📖 題組：
Passage B (A) Numerous other studies have documented the robust relationship between early phonological awareness and subsequent reading achievement. (B) In a later review, Torgesen (1999) concluded that the limited amount of information gained from the assessment of phonological awareness may not warrant the use of a phonological awareness assessment given the amount of time needed to administer, score, and interpret such an assessment. (C) Additionally, deficits in phonological awareness have been linked to reading disabilities. (D) This possibility has led reading researchers to question the usefulness of phonological awareness assessments once a certain level of reading achievement has been attained. Speech-language pathologists (SLPs) are actively involved in the development of literacy skills and in the remediation of literary problems. In particular, SLPs have an important role in the assessment of phonological awareness due to their knowledge of phonetics and phonological disorders. Phonological awareness has been shown to be a primary factor underlying early reading achievement. 29 The assessment of phonological awareness during preschool and kindergarten provides critical insight into the skills that children use to learn to read. Lonigan, Burgess, and Anthony (2000) demonstrated that phonological awareness, when compared to many other predictors, was the most stable and robust indicator of later reading in a group of children who were followed from late preschool into kindergarten and first grade. In another data set, Catts, Fey, Zhang, and Tombling (2001) found that a kindergarten measure of phonological awareness was one of five factors that predicted the presence of a reading disability in second grade. 30 Once children begin reading, however, the best indicator of current and future reading may simply be reading itself. 31 Wagner and his colleagues considered this issue using a large, longitudinal data set. They examined the amount of information that a measure of phonological awareness could add to the prediction of reading once a measure of current word reading and vocabulary was considered.
Passage B (A) Numerous other studies have documented the robust relationship between early phonological awareness and subsequent reading achievement. (B) In a later review, Torgesen (1999) concluded that the limited amount of information gained from the assessment of phonological awareness may not warrant the use of a phonological awareness assessment given the amount of time needed to administer, score, and interpret such an assessment. (C) Additionally, deficits in phonological awareness have been linked to reading disabilities. (D) This possibility has led reading researchers to question the usefulness of phonological awareness assessments once a certain level of reading achievement has been attained. Speech-language pathologists (SLPs) are actively involved in the development of literacy skills and in the remediation of literary problems. In particular, SLPs have an important role in the assessment of phonological awareness due to their knowledge of phonetics and phonological disorders. Phonological awareness has been shown to be a primary factor underlying early reading achievement. 29 The assessment of phonological awareness during preschool and kindergarten provides critical insight into the skills that children use to learn to read. Lonigan, Burgess, and Anthony (2000) demonstrated that phonological awareness, when compared to many other predictors, was the most stable and robust indicator of later reading in a group of children who were followed from late preschool into kindergarten and first grade. In another data set, Catts, Fey, Zhang, and Tombling (2001) found that a kindergarten measure of phonological awareness was one of five factors that predicted the presence of a reading disability in second grade. 30 Once children begin reading, however, the best indicator of current and future reading may simply be reading itself. 31 Wagner and his colleagues considered this issue using a large, longitudinal data set. They examined the amount of information that a measure of phonological awareness could add to the prediction of reading once a measure of current word reading and vocabulary was considered.
29.
- A Numerous other studies have documented the robust relationship between early phonological awareness and subsequent reading achievement.
- B In a later review, Torgesen (1999) concluded that the limited amount of information gained from the assessment of phonological awareness may not warrant the use of a phonological awareness assessment given the amount of time needed to administer, score, and interpret such an assessment.
- C Additionally, deficits in phonological awareness have been linked to reading disabilities.
- D This possibility has led reading researchers to question the usefulness of phonological awareness assessments once a certain level of reading achievement has been attained.
思路引導 VIP
請觀察空格前一句提到的關鍵字「閱讀成就 (reading achievement)」，接著快速瀏覽後半段的內容，看看除了「成就」之外，文中是否還提到了另一種關於閱讀能力的「特定狀況」？有沒有哪個選項剛好使用了銜接詞，將這個新的面向引入討論中呢？
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AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到文意間的轉折與補充，這顯示你對文章的語篇銜接 (Cohesion) 有著很強的敏銳度。這題選 (C) 是完全正確的判斷。
語義的對比與補全
這題的解題關鍵在於觀察空格前後的邏輯脈絡。空格前一句提到「聲韻覺識（Phonological awareness）」是早期閱讀成就（reading achievement） 的主要因素；而 (C) 選項巧妙地使用 "Additionally"（此外） 作為銜接詞，將討論範疇從「正向的成功經驗」擴展到「負向的閱讀障礙（reading disabilities）」。這種「正反兩面」的並陳方式，不僅讓論點更全面，也完美地銜接了下文 Catts (2001) 針對閱讀障礙所做的研究分析。
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