“視覺(jué)型”、“聽覺(jué)型”學(xué)習(xí)者的說(shuō)法缺乏證據(jù)支持

1、“視覺(jué)型”、“聽覺(jué)型”學(xué)習(xí)者的說(shuō)法缺乏證據(jù)支持

一些心理學(xué)家對(duì)“視覺(jué)型”、“聽覺(jué)型”學(xué)習(xí)者以及有人習(xí)慣用“左腦”,有人習(xí)慣用“右腦”之類說(shuō)法的相關(guān)研究進(jìn)行了重新驗(yàn)證,發(fā)現(xiàn)上述理論幾乎找不到任何證據(jù)支持， 

Take the notion that children have specific learning styles, that some are “visual learners” and others are auditory; some are “l(fā)eft-brain” students, others “right-brain.” In a recent review of the relevant research, published in the journal Psychological Science in the Public Interest, a team of psychologists found almost zero support for such ideas. “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing,” the researchers concluded.

參考來(lái)源：Forget What You Know About Good Study Habits - The New York Times 2010

2、很多小學(xué)階段孩子的語(yǔ)言發(fā)展主要來(lái)自非印刷來(lái)源

加拿大多倫多大學(xué)兒童研究所的教授Andrew Biemiller 

聽力理解能力是閱讀理解能力的上限；很多小學(xué)階段孩子的語(yǔ)言發(fā)展主要來(lái)自非印刷來(lái)源。 對(duì)于許多孩子來(lái)說(shuō)，在整個(gè)小學(xué)階段，大部分語(yǔ)言的發(fā)展仍然來(lái)自非印刷來(lái)源（父母、同齡人、教師講座、課堂討論、電視等）.對(duì)于許多孩子來(lái)說(shuō)，閱讀印刷版英語(yǔ)所需的技能仍然太差，以至于他們無(wú)法閱讀引入新詞匯和新概念結(jié)構(gòu)的文本。 

“For many children, most language growth continues to come from non-print sources (parents, peers, teacher lectures, class discussions, television, etc.) throughout the elementary years. For many children, the skills necessary for reading printed English remain too poor for them to read texts that introduce new vocabulary and new conceptual structures. ”

參考來(lái)源：Andrew Biemiller ，2003，Oral Comprehension Sets the Ceiling on Reading Comprehension

更多相關(guān)內(nèi)容，請(qǐng)參考公眾號(hào)文章：

純凈版兒童英語(yǔ)學(xué)習(xí)系列（五）學(xué)習(xí)方法（5）聽說(shuō)讀寫的順序