（转）阅读策略

阅读策略

1.        阅读一本书后，和孩子的经历，读过的其他书联系起来。（充分利用背景知识）

The first strategy that our class is currently practicing is called, “Making Connections.” This means students connect their background knowledge to the text they are reading.
我们班级当前练习的第一个策略是叫”建立联系“。这意味着学生要联系他们的背景知识到他们正在读的书。

Readers comprehend better when they actively think about and apply their knowledge of the book's topic, their own experiences, and the world around them.
当读者积极思考，关联书本主题和自己的知识，经历，周围的世界，可以更好地理解书本。

"When children understand how to connect the text they read to their lives, they begin to make connections between what they read and the larger world. This nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighborhood."
当孩子们了解如何联系起他们的生活和他们读的课文，他们开始在他们所读的和更大的世界之间建立联系。这推动他们思考更大，更广泛的议题，超出了他们家庭，学校，和邻居的宇宙。

How to help your child use this strategy: 
To help your child make connections while they are reading, ask him/her the following questions:
        What does the book remind you of?
        What do you know about the book's topic? 
        Does this book remind you of another book?
如何帮助你的孩子使用这个策略：
帮助你的孩子在他们阅读时候建立联系，问他/她下面问题：
什么书让你想起什么吗？
你知道这本书的主题是什么？
这本书让你想起另一本书了吗

2.视觉化
The comprehension strategy of Visualizing is also known as Making Mental Images or Creating Mind Movies.
可视化的理解策略也被称为建立脑海里的图像或电影。

Visualizing is the creation of images in the mind as the student reads, processes and recalls what has been read. Visualizing a picture or scene with the words and phrases allows the reader to organize the ideas, to see the relationship among the ideas, and to make meaningful connections with them. Using visualization and discussing the pictures to check for understanding and discrepancies help a reader increase comprehension.
可视化是当学生阅读时在头脑中创建的图像，是加工和回忆所读的。将言语和短语可视化为图片或场景，可让读者去组织观点，看清思想内部的关联，和用它们建立有意义的连接。利用视觉化和讨论图片来核实理解的和偏差的，帮助读者提高理解力。
Visualizing helps students to: 
        bring personal prior knowledge to the forefront 
        check their mental images against text for discrepancies and detail to gain a more complete understanding
        match language to the images and therefore improve their processing of ideas
        connect in meaningful ways to what is read
        assist other students who have little experience making mental images, to improve.
可视化有助于学生：
        把个人先前知识带到活动的中心
        针对文本的矛盾处和细节核实他们的知识图像以获得更完整的理解
        匹配语言到图像，从而提高他们知识处理
        用有意义的方式连接所读的
        协助其他很少经验建立思维图像的学生去提高。

Graphic organizers assist students to visualize the relationships between ideas. Graphic organizers such as the following will be used to teach Visualizing: 
        concept maps 
        outlines 
        charts 
        list 
        cluster maps 
        comic strips
图形组织器帮助学生视觉化知识之间的关系。如下的图形组织器将被用来教视觉化：
        概念图
        概要
        图表
        列表
        聚类图
        漫画

Graphic organizers are the best way for us to teach children how to organize information and make their thinking visible to others. They support students to connect new learning to a student’s prior knowledge.
图形组织器是最好的方法对于我们教孩子们如何组织信息，使他们的思维别人可见。它们支持学生连接新的知识和以前的知识。

It is important that students continue making connections to activate prior knowledge well into this strategy of making mental images. The bottom line we want all children to learn is that everybody’s mental images are different because everyone’s schema for text is different.
学生继续建立联系是很重要的，它可激活之前的知识进入到视觉化图像的策略中。我们要求孩子们学习（需认识到）最重要的是每个人的想象图像是不同的因为每个人的文本模式是不同的。

3. 推论和预测
The skill of inferring is a skill we do all day long, similar to “reading” people or “reading” a situation. If it has been snowing outside and some cars have snow on them and some cars do not, we infer that those without snow have been parked in the garage. Inferring is not only about reading expressions, tones and body language, it is about “reading” text, often said as, “reading between the lines” where the answers are not explicitly stated.
推论的技能是能我们每天都要做的，类似于“读”人或“读”一种情形。如果天气下雪，一些汽车覆盖雪和一些汽车没有覆盖雪，我们推论，那些没有雪的车已经停在车库里。推论不仅仅是读表情，语调和肢体语言，它还可以“读”文字，常说的，在答案不明确说明时“领悟言外之意”。

Predicting is related to inferring, but we predict events, actions or outcomes that can be checked or confirmed as correct or incorrect by reading on or reading to the end of the story. I’ve heard it said that predicting is like thinking ahead but inferring is about looking back and reflecting about what has already been read. Predicting is like this, you are reading along, you stop and ask, “What will happen next?” Inferring is like this, you are reading along, you stop and ask, “I wonder what the author meant?”
预测是和推论有关，但预测事件，行为或结果是否正确可以在我们继续读下去或读到故事的结尾的时候被检查或证实。我听过这种说法，预测象事前思考，推论是回顾往事和反思已经读过的。预测是这样的，你正在阅读的同时，你停下来问：“接下来会发生什么？”推理是这样的，你正在阅读的同时，你停下来问:“我想知道作者是什么意思？”

Inferences are more open-ended and often uncheckable meaning that the reader is unable to truly know if an inference is correct. When students read, think and make an inference about text they have just read, they must use their schema, and prior knowledge and cross-check it with clues and evidence from the text.
推论是更加开放并且读者通常无法确切知道推论是否正确，当学生们阅读，思考和做一个有关他们刚读过文本的推论，他们必须用自己的模式，和先前知识和用文本的线索和证据反复核对推论。

When students use the strategy of inferring, they are making meaning of the text. They are adding pieces that are not explicitly there, often sharing personal opinions and forming interpretations. As children begin to make inferences out loud, they must be recognized for doing so and be told all day long, “You just made an inference!” When asking a student simple recall questions, some children feel like they are answering wrong if they don’t use words that are exactly in the text, when they are actually using inferring. Another way, I explain it kids is like this, something happens on one page of the book and then you turn the page and ask what just happened, as if somebody ripped out the middle page and you must decide what happened. 
当学生们使用推论策略，他们将制造文字的的意义。他们补充不明确的地方，经常分享个人观点和形成解释。当孩子开始大声说出推论，他们必须被认可这样做，和一整天都要告诉他们，“你刚才做了推论！“。当要求学生回答简单的记忆问题时，如果有些孩子他们没有使用课本里确切的词语会感觉他们回答错了，而实际上那时他们是在使用推论。另一种方式，我说明一下，孩子是喜欢这样的，书本的一页发生了一些事情，然后你翻过这一页，问发生了什么事，好像有人把中间的这页撕掉，你必须解决到底发生了什么。

When you infer, you might say: 
I think that...because... 
Maybe it means...because...
My clues from the text are...my schema is...so I infer that... 
It could mean...because... 
当你推论，你可能说：
我认为……因为…
也许这意味着……因为…
我从文本得来的线索是……我的模式是……所以我推论…
这可能意味着……因为…

Good books to read to your child to practice inferring are: 
用来读给你孩子去练习推论的好书：
-Something Beautiful 
-Big Al 
-The Royal Bee 
-Tight Times 
-Because of Winn Dixie

4.阅读中提出问题和思考

        Questions help a reader clarify ideas and deepen understanding.
提出问题帮助读者理清思路，加深理解
        If you ask questions as you read, you are awake, you are thinking.
当你阅读的时候提出问题，你是觉醒的，你是在思考。
        Diving in with questions-even those that are unanswerable-enriches the
reading experience.
        开始提出问题—甚至是那些没有答案的—丰富你的阅读体验
        In their quest to make sense of their world, they bombard those around them-young children are master questioners. Why are there clouds? Do fish sleep? Why is the sky blue? Frequently, parents have no idea how to answer these endless questions. In desperation they might change the subject or come up with a feeble dodge to get off the hook. In fact,those questions show a child’s brilliance. As a parent, you want to encourage them to ask the real questions, those questions that really puzzle them, even if you can’t answer them.
他们寻求搞明白他们的世界，他们连续质问周围的人—孩子们是提问题大师。为什么会有云？鱼会睡觉吗？天空为什么是蓝色的？通常，父母不知道如何回答这些层出不穷问题。在绝望中，他们可能会改变话题或想出一个没有说服力的伎俩脱身。事实上，这些问题显示出孩子的非凡的才能。作为家长，即使你不能回答他们，你也要鼓励他们问现实的问题，那些问题真的使他们感到困惑。 
        Wonder keeps the imagination alive and curiosity well-tuned.
疑惑可以保持想象力和好的好奇心。
        Asking questions is how you make sense of the world.
问问题是让你理解世界的方式。
        Questions lead you to new ideas, new perspectives, and additional questions.
问问题导致你的新想法，新的观点，和进一步的问题。
        Some questions don’t have easy answers. But all questions inspire thinking, generate discussion, or lead you to other sources.
有些问题没有简单的答案。但任何问题启发思维，引发讨论，或领你到其它的源头。
        Share your questions with your child, showing him/her that even you have questions when you read.
与孩子分享你的问题，当你阅读时有问题指给他/她看.
        Encourage your child to ask questions as he read is part of a larger task: inspiring wonder. There are so many things to wonder about: I wonder what a black hole is. I wonder why people risk their lives to climb Mt.Everest. I wonder how life began...Before you start reading a book with your child, play the “I Wonder” game.
鼓励你的孩子在阅读时提问，因为这是一个大任务的一部分：鼓舞人心的想知道。有这么多的事情想知道：我不知道什么是黑洞。我不知道为什么人们冒着生命危险爬上珠峰。我不知道怎么开始生活......在你开始与您的孩子阅读一本书，玩“我不知道”的游戏。
        Questions send readers on quests. They cause readers to seek, pursue and search for answers or deeper understanding.
问题推进读者探索。它们会导致读者去寻求，调查和研究答案或更深的理解。
        Help your child fall in love with the story-share the excitement. Questions keep you turning the pages to find out what happens next.
帮助孩子爱上这个故事¬—分享兴奋。问题让你继续翻页，了解接下来会发生什么。
        There’s no doubt about it: Kids love to generate their own questions!
Questioning makes reading fun. But to know how to question, your child needs to hear your questions first. This is not about asking your child questions. Instead, it’s about modeling what it means to be curious by sharing the questions you have while you read. Don’t rush the answers right away. Pose several questions and then let your child take a turn asking questions that come to his/her mind. You’re showing your child how to be an active player in the world of reading.  
有一点毫无疑问：孩子们喜欢创造自己的问题！提问题让阅读有乐趣。但要知道如何提问题，首先你的孩子需要听到你问问题。这不是问你的孩子问题。相反，它是关于意味着分享你在阅读中好奇提出的问题。不要急于给出答案。提出几个问题，然后让你的孩子做一下他/她脑海里的回答。你向你的孩子展示在阅读世界里如何成为一个的积极的角色。
        This type of questioning is not intended to be drill practice where parents ask students a series of comprehension questions about the book.  
这种类型的提问不是父母问学生一系列关于书本阅读理解问题的训练。

5.如何阅读非小说类书籍
       Nonfiction Feature #1:
Photographs & Captions
Nothing helps a child more than the pictures and illustrations used in the text. A real photograph and a caption describing it helps put the content of the information in real world context.
非小说类特点1：
图片和图片的说明
没有什么比在文本中使用图片和插图更能帮助孩子。一个真正的照片和文字描述有助于把在现实世界中实例引入到内容里。

        Nonfiction Feature #2:
Table of Contents
You can start reading from anywhere in the book and that section will make sense even if you haven’t read the book from the beginning, look at the Table of Contents to preview each section.
非小说类特点2：
目录
您可以从书中任何地方开始读，即使一开始你没有看过这本书，而那部分也会说得通，看看目录的各部分。       

         Nonfiction Feature #3:
Pronunciation Guides
This feature helps students with unfamiliar vocabulary in the text. It helps the child understand difficult content words, and spells out the word phonetically inside a set of parentheses.
非小说类特点3：
发音指导
此功能在文本陌生词汇方面帮助学生。它帮助孩子理解困难内容的词汇，并按照括号内的拼音读出来。

          Nonfiction Feature #4:
Cut-aways and Close-ups
The clipart used in the upper right side of this newsletter shows an example of a close-up feature. It shows more detail or the inside view of the important aspect of the information.
非小说类特点4：
剖开立体图和特写
它显示了更详细或重要看点的内部视图信息。
        Nonfiction Feature #5:
Glossary
The glossary is like a special little dictionary containing important vocabulary words from the book, and usually found at the end of the book, with easy to understand definitions.
非小说类特点5：
词汇表
词汇表就像是一个包含书中重要词汇的特别小字典，通常在书的末端可以找到，使用了通俗易懂的定义。        
Nonfiction Feature #5:
Index
The index is also found at the end of the book. It lists concept words in alphabetical order, and gives the page numbers where the information can be found.
非小说类特点5：
索引
索引也可在书的末端找到。它列出了按字母顺序排列的概念词，并给出找到相应信息的页码。
Nonfiction Feature #5:
Sidebars
Sidebars are bullet points of information off to the left or right of the main text area. Sidebars are short with little nuggets of facts and important
details.
非小说类特点5：
侧边栏
侧边栏是左侧或右侧正文区域的信息要点。侧边栏是短小有价值的事实和重要的。        Nonfiction Feature #5:
Labels
Labels are word tags next to important pictures connected with arrows as used above. Labels often identify the smaller parts of a bigger whole as when labeling the different parts of an insect.
非小说类特点5：
标签
标签是在重要照片上用箭头连接的文字标签。标签通常识别一个更大的整体内的其中一部分，例如标记昆虫的不同部分。Nonfiction Feature #5:
Headings/Subheadings
When an author wants to signal that important information is to follow, a heading or subheading is in a bigger, bolder font that the rest of the information as to say: PAY ATTENTION AHEAD.
非小说类特点5：
标题/副标题
当笔者接着想表示重要的信息，一个标题或副标题用更大的，粗体的字体，意思像是在说：注意前方。
Nonfiction Feature #5:
Maps
Maps are used in nonfiction to show location of events and place in time: examples are ship routes, birthplaces, hurricane paths, street and building locations, amusement park sections, etc.
Nonfiction Feature #5:
非小说类特点5：
地图
地图在非小说书籍里显示事件位置和发生时间：例子船舶航线，出生地，飓风路径，街道和建筑物的位置，游乐园部分等Nonfiction Feature #5:
Charts and Graphs
By including charts and graphs to represent data visually, readers analyze information by comparing it with other important information in an easy to read format – often found in newspapers.
非小说类特点5：
图表和图形
通过包括图表和图形来表示可视化数据，读者通过一个易于阅读的格式与其他重要信息进行对比分析信息—常见于报纸。
Nonfiction Feature #5:
Comparisons
When a nonfiction author wants a reader to understand relationship of size or put information in proportion, an author will use a comparison: A blue whale is as long as three school buses.
非小说类特点5：
比较
当一个非文学类作家想要一个读者理解大小关系，或比例的信息，作者将使用一个比较：蓝鲸和三辆校车一样长。

6.综合
The comprehension strategy of synthesizing is best explained using the analogy of a moving car merging onto a speeding highway.  Like a car who heads down the “on-ramp”, as soon as it merges onto a freeway of other moving cars, it must adjust its speed and lanes, whether it needs to speed up or slow down, it changed depending on the flow and speed of traffic. 
综合的理解策略可以类比一辆行驶中汽车驶入一个高速公路来解释。就像一辆车进入”匝道”，当它要并入到高速公路的其他车辆，它必须调整其速度和车道，是否需要加快或减慢，变化取决于交通流量和速度(的综合判断)。

The car is like our thinking.  We begin thinking a story is about one thing and using our background knowledge to help us form that prediction.  However, as we read on further, our thinking changes.  We do not let go of our original prediction, but rather we mold it, and sculpt it into something new.  By the end of the story, we have made a lot of changes to our original thinking as it has morphed into something new, bigger and different based on our interactions with the story.
汽车就像是我们的思维。我们开始思考关于故事里的一件事，用自己的背景知识来帮助我们形成的预测。然而，当我们读下去，我们的思维发生变化。我们不是放弃我们原始的预测，而是塑造它，雕刻它，并成形新的东西。在故事的结尾，我们的原始思维已经做了很多的变化，它基于我们和故事的相互作用，已演变成新的，更强的和不一样的了

When strong readers read, they not only read the words on the page, but they listen to the “inner voice” that processes the meaning of the story.  Strong reads use their prior knowledge, connections and other literary experiences to form new ideas as they read.  Strong readers know that answers are not always found in the book, but through their thinking ABOUT the reading.  A synthesizing reader uses details and inferences from the story and integrates them with their own ideas, evaluations and experiences.  
当强大的读者阅读时，他们不仅阅读页面上的文字，而且倾听“内心的声音”，用于处理故事的含义。强大的阅读使用他们的背景知识，联系其他的文学经验形成新的想法。强大的读者都知道答案并不总是在书中发现的，而是通过他们对阅读的思考。一个综合的读者使用来自故事的细节，推论，自己的想法，评价和经验进行综合。

Synthesizing is about creating something new by bringing together many different pieces of information.
综合是通过汇集许多不同的信息创造新的东西。

本文摘自: 爸妈网(www.ebama.net) 详细出处请参考：http://www.ebama.net/forum.php?mod=viewthread&tid=162422&extra=page%3D1%26filter%3Dtypeid%26typeid%3D348%26typeid%3D348