hce_cmu
114年
英文
第 30 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.
30.
- 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
請觀察第 29 格之後的內容，作者提到了 Lonigan (2000) 和 Catts (2001) 的研究。在學術寫作中，當我們在列舉具體的科學研究案例之前，通常會使用什麼樣性質的句子來引導讀者，好讓讀者知道接下來這些名字（研究者）出現的目的是什麼呢？
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AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到文章脈絡的邏輯銜接，顯示你對學術文章的結構有很好的掌握。這題的關鍵在於學術論述的層次感。在第 29 格的前一句，文章剛提出一個核心論點：聲韻覺察（phonological awareness）是早期閱讀成就的主要因素。接著，後文連續引用了 Lonigan (2000) 與 Catts (2001) 等人的具體研究結果作為實證。
學術寫作的承上啟下
選項 (A) 提到「許多其他研究也記錄了這種穩固關係」，這句話恰好扮演了承上啟下的角色。它先總結了前句所述的現象，並為後續即將出現的研究實例鋪路，使文章從「一般性陳述」自然過渡到「具體科學佐證」。這種由廣入深的寫法，是學術英文中非常經典的邏輯排列。
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