阅读的

Among them, the role of orthographic processing skills is the most important, whatever in single-character recognition or in comprehension.

二、正字法加工技能对汉语阅读获得非常重要，特别是在阅读获得的初期。

Since a 1D bar code reader is generally manufactured for a market that experiences brisk operations, it is easy to assume that the sheer transportability of these portable 1D bar code readers make them more appealing to their target audience.

由于一维条码阅读器通常是制造市场经验旺盛行动不难推断，纯属可移植性这些便携式维条码阅读器，使之更具吸引力他们的目标受众。

There were no significant facilitating effects to the retention of signaled information in the overuse of text signals condition, but there were in the selective use of text signals condition. Experiment 3, in which 2 small experiments contained, studied the effects of reader-based factors. Experiment 3a examined the effects of the familarity to the text topics and the readers' reading levels. Experiment 3b explored the effects of cognitive style and the intention to use the text signals. The results were as the follows: There were no significant difference between the signaled and unsignaled conditions in the circumstance of high familarity to the text topics, but there were significant differences between them in the circumstances of lower familarity to the text topics. There were no significant differences between the signaled and unsignaled conditions for the field-independent participants, but there were for the field-dependent participants. All the participants with different reading levels were helped by the text signals.

实验3 对不同主体因素条件下文章标记效应进行了研究，分2个分实验，实验3a以高中二年级学生为被试，研究了文章主题熟悉程度与阅读水平对文章标记效应的影响，实验3b以初中二年级学生为被试，探索了读者不同的认知方式与标记利用的意向对文章标记效应的影响，实验3结果发现，读者的阅读水平、对文章主题的熟悉程度、认知方式和利用标记意向等因素影响着文章标记效应，在文章主题熟悉的条件下，有无文章标记无显著差异，但在主题不熟悉条件下，有文章标记的效果显著优于无标记的效果；对场独立被试而言，有无标记无显著差异，但对场依存被试来说，有标记条件显著优于无标记条件；文章标记对不同阅读水平被试都有显著促进效应；文章标记利用意向对场独立与场依存被试都有显著促进效应。

Moreover, readers with reading difficulty read fast with the word-spaced format than with the unspaced format.

阅读速度和阅读理解分别在练习前、第三周后及六周后以难度相当的不同文章测试。

Unsubscribe feeds - This is my major time waster. Last time I checked, I was reading over 200 feeds and my Google Reader would always show 100+ items no matter how much I followed my powerful ways to use Google Reader. I started unsubscribing from feeds and have brought the number down to under 100 feeds. I removed feeds which overwhelmed my reader by the large number of daily posts and which shared common news. I shifted many feeds to live bookmarks and iGoogle. Now I find my feeds more manageable and get the right content to blog about.

这是一个主要的浪费时间的地方，如果在Google Reader中订阅的Feed超过200个的时候，往往每天都有100+的文章需要阅读，这时应该选择退订某些Feed，将阅读量控制在100篇文章以内，我们可以退订那些每天大量更新、只输出摘要、或者和其他Feed内容重复的订阅，将这些大量更新的Feed放到Live或者iGoogle上去，这样Feed就很便于管理，在阅读Feed的时候就可以节省大量时间，并且可以依旧得到正确的更新内容。

Read both word-for-word and then judge which is easier to read.

阅读这两个单词的单词，然后判断哪一个更容易阅读。

Students read the text again and fill in the table with the information they get.

再让学生阅读课文，用他们在阅读中所获得的信息填写一个表格。

We are usually left to wonder, but I recently spent 12 hours crisscrossing four boroughs underground, asking people what they were reading and why.

我们通常会去想，但我最近花了近12个小时穿梭在四大街区的地铁，询问他们在阅读什么，为什么阅读。

Secondly,I will read English books and write English dairies the enhance my reading comprehension and writing skills.

第二，我打算阅读英语文章和写英语日记，以提高我的阅读和写作技能。

What kind of reading practice is more fun than reading your favorite books in English?

哪种阅读练习能比阅读你喜欢的英语书更有趣呢？

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。