1) Reading depth
阅读深度
2) Deep reading
深阅读
1.
Deep reading needs peace and devotion,concentrating on acquiring knowledge.
而深阅读需宁静、专注,是以获取知识为主的阅读形式。
2.
Network reading has a trend from shallow reading to deep reading.
网络阅读正在从浅阅读向深阅读发展,分析阅读是一种深层次的阅读方法,将分析阅读规则融入网络阅读,可以帮助读者从纷繁复杂的信息资源中,深度挖掘网络阅读内容,提升网络阅读层次。
3) reading speed
阅读速度
1.
The effects of font, stroke and contrast on the reading speed of Chinese characters;
中文字体大小、笔画数和对比度对阅读速度的影响
2.
Vision training and its effects on reading speed in low vision children;
视觉训练对低视力儿童阅读速度的影响
3.
Such as, the selection of reading material,applying previous knowledge of text structure and content,reducing the intensive reading time,and specific steps for improv ing reading speed are explicitly described.
本文分析了影响大学生英语阅读速度的原因,提出解决问题的方法:注意阅读材料的选择;强调运用先前所具备的有关文章结构、内容方面的知识;减少精读时间,并且详细阐述了此方法的具体运用步骤与技巧;以及加大学生课外阅读量。
4) reading attitude
阅读态度
1.
This study explores non-English majors attitudes and frequency regarding English extensive reading, including the factors that have determining influence on students reading attitudes and frequency.
调查了非英语专业学生对英语泛读的态度及阅读频率,探讨了母语阅读态度和英语阅读态度之间的关系。
2.
The results showed: (1) Reciprocal teaching with three strategies had remarkable positive influence on the facets of question strategy and reading attitude;(2) Reciprocal teaching with four strategies and five strategies displayed significant positive influence on reading comprehension,question and summarizing strategy,comprehension monitoring and reading at.
结果如下 :(1 )三策略组合的交互教学能显著提高优生和学习困难学生的提问策略水平 ,改善阅读态度 ;(2 )四、五策略组合的交互教学能显著促进优生和学习困难学生的阅读理解 ,提高提问和小结策略水平及理解监控水平 ,改善阅读态
5) reading span
阅读广度
1.
With the purpose of testing working memory,Daneman and Carpenter(1980)designed"reading span",which became the mostly applied tool in the measurement of working memory span.
为测量工作记忆容量,Daneman和Carpenter(1980)设计了"阅读广度作业",成为工作记忆广度最常用的测量工具。
2.
The results showed: College students reading span, reading comprehension efficacy and the familiarity with reading materials affected their reading metacomprehension monitoring directly; College students reading metacomprehension monitoring, reading span, and the difficulty of reading materials affected .
结果发现:大学生的阅读广度,阅读理解效能感和对所阅读材料的熟悉程度对其理解监控水平具有直接的影响作用;大学生的阅读理解监控,阅读广度和阅读材料的难度对其阅读理解成绩具有直接的影响作用;阅读广度同时经由阅读理解监控进而对阅读理解成绩具有间接影响作用。
6) reading span task
阅读宽度
补充资料：BCS穿透深度（BCSpenetrationdepth）
BCS穿透深度（BCSpenetrationdepth）
对纯超导体，由BCS电流方程，在伦敦极限下（`\xi_0\lt\lt\lambda`或$l\lt\lt\xi_0$）的穿透深度与伦敦穿透深度λL(T)相符。对非纯超导体（含杂质），在伦敦极限下为
$\lambda(T)=\lambda_L(T)(1 \xi_0//l)^{1/2}$
一般地，λL(T)由经验公式表示其与温度T的关系（见“伦敦穿透深度”）。在皮帕德极限下（$\xi_0\gt\gt\lambda$或$\xi_0\lt\ltl$），ξp=ξ0，则给出为
$\lambda(T)=\frac{8}{9}\lambda_L(T)[\frac{sqrt3\xi_0}{2\pi\lambda_L(T)}]^{1/3}$
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条