题目内容
In many classrooms around the country, teachers are emphasizing, and periodically testing, students’ reading fluency, the current buzzword in reading instruction. The problem is that speed isn’t the only element to fluency, educators said, Key elements are also accuracy and expressiveness. "The food was delectable" is different from "the food was detestable," and Shakespeare should not sound like a chemistry textbook. It is a complicated process teaching students to recognize enough words and read at a consistent rate so they can spend their time concentrating on meaning rather than decoding, educators said. And when tackling a book such as "The Giver," one that deals with a boy’s discovery that his utopian world comes at the expense of the stifling of intellectual and emotional freedom, meaning is critical. "Fluent readers are readers who know how to dig into a book and pull out just what they are looking for—whether it is information, a part with strong language, a part with good character development, or just a chance to read for fun," said Susan Marantz, a longtime teacher now at a suburban school in Columbus, Ohio. Yet u combination of politics, insufficient teacher development and an inherent difficulty in capturing all aspects of fluency have led to questionable instruction practices, according to Richard Allington, a reading researcher and University of Tennessee professor. Many students are asked by teachers to reread the same passages over and over—often with constant interruptions from the teacher. And some struggling readers are given books—including textbooks—that are above their reading level and soon become a source of frustration. "You can make any adult a disfluent reader by giving them books that are too hard and jump in and interrupt them a lot," Allington said. "What do you think it does to kids" As a result, some kids are motivated to read only to beat a test clock, he and other researchers said. "The more important question to ask is: Are teachers focusing on all three parts of fluency" Beers, vice president-elect of the National Council of Teachers of English, wrote in an e-mail. "When fluency is only about building automaticity (and therefore speed), then some (teachers) do mistakenly believe that the point of reading is fast decoding. That’s no more the best measure of a skilled reader than fast driving is the best measure of skilled driver." The current interest in reading fluency illustrates the complexities in the long national argument about how best to teach reading, dubbed the "reading wars." Advocates of phonics and literature-based instruction have been at odds for years, with the argument only intensifying after a controversial 2000 report by the National Reading Panel. Many reading experts said the panel relied on a limited set of studies that supported, among other things, intensive drilling in phonics. Reading fluency also was one of the key areas for instruction, along with phonemic awareness and phonics instruction, comprehension, teacher education and computer technology. President Bush used the report as a basis for Reading First, a program to improve reading scores that became the centerpiece of his No Child Let Behind law. Although fluency had long been identified by experts as important, it then became a hot issue. Reading researchers began devising programs to help teachers improve students’ fluency. And although there was no consensus definition of fluency, panels approving Reading First money accepted programs that used tools that stressed reading speed, according to some educators. A report by the Department of Education’s inspector general this month slammed the grant-approval processing, saying it was riddled with problems and conflicts of interest. The result, said fluency expert Tim Rasinski of Kent State University, was a massage strut to schools to concentrate on speed. "The influence of No Child Left Behind has been such that even schools that aren’t Reading First schools are doing periodic (speed reading) testing of kids," he said. In Ottumwa, Iowa, Evans Middle School did it a different way. Evans was declared a school in need of improvement in reading in 2004, and Principal Davis Eidahl said he adopted a program focused on reading fluency using a model constructed by Rasinski aimed at improving comprehension. Some students, he said, came into the school reading fast but understanding little. "They read so fast, with no punctuation and no expression that we’d go back and ask comprehension questions and they weren’t very successful answering them." he said. To slow them down and teach them to talk with expression and comprehension, various exercises were used, including having children read passages to each other and listen to how they sound when reading, asking students to repeat passages, and adding 45 more minutes of reading time each day, he said. Now, 71 percent of the kids am reading at grade level, up from 58 percent two years ago. What worked, Eidahl said, was addressing all aspects of fluency, maintaining consistency and most importantly, having a quality teacher. "It all comes down to the teacher," he said. "It’s people, not programs.\ According to the author, "No Child Left Behind Law" is ______
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In many classrooms around the country, teachers are emphasizing, and periodically testing, students’ reading fluency, the current buzzword in reading instruction. The problem is that speed isn’t the only element to fluency, educators said, Key elements are also accuracy and expressiveness. "The food was delectable" is different from "the food was detestable," and Shakespeare should not sound like a chemistry textbook. It is a complicated process teaching students to recognize enough words and read at a consistent rate so they can spend their time concentrating on meaning rather than decoding, educators said. And when tackling a book such as "The Giver," one that deals with a boy’s discovery that his utopian world comes at the expense of the stifling of intellectual and emotional freedom, meaning is critical. "Fluent readers are readers who know how to dig into a book and pull out just what they are looking for—whether it is information, a part with strong language, a part with good character development, or just a chance to read for fun," said Susan Marantz, a longtime teacher now at a suburban school in Columbus, Ohio. Yet u combination of politics, insufficient teacher development and an inherent difficulty in capturing all aspects of fluency have led to questionable instruction practices, according to Richard Allington, a reading researcher and University of Tennessee professor. Many students are asked by teachers to reread the same passages over and over—often with constant interruptions from the teacher. And some struggling readers are given books—including textbooks—that are above their reading level and soon become a source of frustration. "You can make any adult a disfluent reader by giving them books that are too hard and jump in and interrupt them a lot," Allington said. "What do you think it does to kids" As a result, some kids are motivated to read only to beat a test clock, he and other researchers said. "The more important question to ask is: Are teachers focusing on all three parts of fluency" Beers, vice president-elect of the National Council of Teachers of English, wrote in an e-mail. "When fluency is only about building automaticity (and therefore speed), then some (teachers) do mistakenly believe that the point of reading is fast decoding. That’s no more the best measure of a skilled reader than fast driving is the best measure of skilled driver." The current interest in reading fluency illustrates the complexities in the long national argument about how best to teach reading, dubbed the "reading wars." Advocates of phonics and literature-based instruction have been at odds for years, with the argument only intensifying after a controversial 2000 report by the National Reading Panel. Many reading experts said the panel relied on a limited set of studies that supported, among other things, intensive drilling in phonics. Reading fluency also was one of the key areas for instruction, along with phonemic awareness and phonics instruction, comprehension, teacher education and computer technology. President Bush used the report as a basis for Reading First, a program to improve reading scores that became the centerpiece of his No Child Let Behind law. Although fluency had long been identified by experts as important, it then became a hot issue. Reading researchers began devising programs to help teachers improve students’ fluency. And although there was no consensus definition of fluency, panels approving Reading First money accepted programs that used tools that stressed reading speed, according to some educators. A report by the Department of Education’s inspector general this month slammed the grant-approval processing, saying it was riddled with problems and conflicts of interest. The result, said fluency expert Tim Rasinski of Kent State University, was a massage strut to schools to concentrate on speed. "The influence of No Child Left Behind has been such that even schools that aren’t Reading First schools are doing periodic (speed reading) testing of kids," he said. In Ottumwa, Iowa, Evans Middle School did it a different way. Evans was declared a school in need of improvement in reading in 2004, and Principal Davis Eidahl said he adopted a program focused on reading fluency using a model constructed by Rasinski aimed at improving comprehension. Some students, he said, came into the school reading fast but understanding little. "They read so fast, with no punctuation and no expression that we’d go back and ask comprehension questions and they weren’t very successful answering them." he said. To slow them down and teach them to talk with expression and comprehension, various exercises were used, including having children read passages to each other and listen to how they sound when reading, asking students to repeat passages, and adding 45 more minutes of reading time each day, he said. Now, 71 percent of the kids am reading at grade level, up from 58 percent two years ago. What worked, Eidahl said, was addressing all aspects of fluency, maintaining consistency and most importantly, having a quality teacher. "It all comes down to the teacher," he said. "It’s people, not programs.\ National Reading Panel focuses on ______.
A throng of bearded men, in sad-colored garments and gray steeple-crowned hats, intermixed with women, some wearing hoods and others bareheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak and studded with iron spikes. The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, have invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison. In accordance with this rule, it may safely be assumed that the forefathers of Boston had built the fast prison-house somewhere in the vicinity of Cornhill, almost as seasonably as they marked out the first burial-ground, on Isaac Johnson’s lot, and round about his grave, which subsequently became the nucleus of all the congregated sepulchres in the old churchyard of King’s Chapel. Certain it is that, some fifteen or twenty years after the settlement of the town, the wooden jail was already marked with weatherstains and other indications of age, which gave a yet darker aspect to its beetle-browed and gloomy front. The rust on the ponderous iron-work of its oaken door looked more antique than anything else in the New World. Like all that pertains to crime, it seemed, never to have known a youthful era. Before this ugly edifice, and between it and the wheel-track of the street, was a grassplot, much overgrown with burdock, pigweed, apple-peru, and such unsightly vegetation, winch evidently found something congenial in the soil that had so early borne the black flower of civilized society a prison. But on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him. This ruse-bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stem old wilderness, so long after the fall of the gigantic pines and oaks that originally overshadowed it, or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Ann Hutchinson as she entered the prison-door, we shall not take upon us to determine. Finding it so directly on the threshold of our narrative, which is now about to issue from that inauspicious portal, we could hardly do otherwise than pluck one of its flowers and present it to the reader. It may serve, let us hope, to symbolize some sweet moral blossom that may be found along the track, or relieve the darkening close of a tale of human frailty and sorrow. The atmosphere of the story in the very beginning is ______.
一4个月婴儿，来儿保门诊检查，可认为发育异常的情况是（）
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