hce_cmu
114年
英文
第 31 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.
31.
- 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 30 句與第 32 句。第 30 句提出了一個關於預測指標的新觀點（閱讀本身比音韻覺識更重要），而第 32 句則提到科學家如何設計實驗來驗證一個「議題」。在邏輯上，這兩者之間應該存在什麼樣的橋樑，才能讓文章從一個「新現象的發現」自然地過渡到「科學家的具體研究行動」呢？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到段落間的轉折邏輯，選出選項 (D) 顯示你對文章結構有非常敏銳的觀察力。這題的核心在於文章論點的承上啟下，你準確地辨識出了作者思路的轉向。
語意銜接與邏輯指代
在第 30 句中，作者提出了一個重要的觀點轉折：一旦孩子開始具備閱讀能力，「閱讀行為本身」可能就是預測未來能力的最佳指標，而非早期的音韻覺識。選項 (D) 的開頭使用了 "This possibility"（這個可能性），這是一個強而有力的指代詞，直接呼應了前一句所描述的現象。這種寫法建立了一個邏輯橋樑，說明因為有了這個新發現，研究者才會進一步「質疑」舊有評估方式的必要性，進而引出下一句關於 Wagner 團隊具體實驗的描述。
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