大連翻譯公司分享雙語(yǔ)優(yōu)秀文摘孩子讀紙質(zhì)書(shū)和電子書(shū)有何不同？

時(shí)間：2021-03-26作者：大連信雅達(dá)翻譯服務(wù)有限公司瀏覽：117

電子閱讀可能適合社交媒體，但是，*稱對(duì)于學(xué)習(xí)任務(wù)來(lái)說(shuō)，孩子放慢閱讀速度會(huì)學(xué)得較好。 
疫情期間，父母親們常常焦慮地看著他們的孩子在教育的各個(gè)方面越來(lái)越依賴屏幕。回到紙質(zhì)書(shū)本學(xué)習(xí)的日子似乎一去不復(fù)返了。
但是，孩子們閱讀的介質(zhì)會(huì)較大地影響他們吸收信息的方式。
娜奧美?巴農(nóng)（Naomi Baron）是美洲大學(xué)語(yǔ)言榮譽(yù)教授，著有《我們當(dāng)今閱讀的形式——在紙質(zhì)、屏幕、音頻之間做出戰(zhàn)略選擇》這本新書(shū)。她說(shuō)，“有兩個(gè)組成部分，即物理介質(zhì)和在這些介質(zhì)上閱讀時(shí)的心情以及伴隨這種心情的所有其它東西?！?
因?yàn)槲覀兪褂闷聊簧缃缓蛫蕵?lè)，所以我們所有的人——包括成年人和孩子——習(xí)慣于吸收在線信息，這些信息*部分被設(shè)計(jì)成能快速而隨意地閱讀，而不需要太費(fèi)力。然后，我們傾向于把閱讀電子材料和方式同樣用于閱讀我們需要學(xué)習(xí)的材料之中，但是這些材料較難，需要放慢速度，較仔細(xì)地去吸收這些信息。結(jié)果可能是我們沒(méi)有向那些材料投入足夠的關(guān)注力。
對(duì)于學(xué)齡前讀者
談到較小年齡孩子的閱讀問(wèn)題時(shí)，巴農(nóng)教授說(shuō)，盡可能地堅(jiān)持閱讀紙質(zhì)書(shū)是有意義的。（完整表述：作為“走出去閱讀項(xiàng)目“的國(guó)家醫(yī)學(xué)主任，我篤信閱讀紙質(zhì)書(shū)籍對(duì)于小孩的**。）她說(shuō)，紙質(zhì)書(shū)籍能較*地讓父母和孩子通過(guò)語(yǔ)言、問(wèn)題、答案這種”對(duì)話閱讀“的方式來(lái)進(jìn)行互動(dòng)交流。而且，許多App和電子書(shū)有太多分散注意力的東西。父母可以在孩子還小時(shí)，通過(guò)討論故事和問(wèn)一些
對(duì)學(xué)齡的孩子
她說(shuō)，在小學(xué)階段，**會(huì)可以和孩子聊聊不同媒介的優(yōu)勢(shì)：“紙質(zhì)、電子屏幕、音頻、視頻，它們都有它們的用途——我們需要讓孩子明白，并不是所有媒介都適合全部需求?！焙⒆涌梢試L試電子和紙質(zhì)的閱讀方式，并且還可以鼓勵(lì)他們談?wù)勊私夂蜔嶂缘膬?nèi)容。
對(duì)年齡較大的讀者
對(duì)于復(fù)雜的閱讀，放慢閱讀速度是有益處的。巴農(nóng)教授說(shuō)，父母可以在家以身作則，坐下來(lái)放松身心，不急不緩地閱讀，而且在學(xué)習(xí)時(shí)可以不再?gòu)?qiáng)調(diào)速度。老師可嘗試幫助學(xué)生發(fā)展“用心專注內(nèi)容的深度閱讀能力。

以上是大連翻譯公司引薦來(lái)著《紐約時(shí)報(bào)》文章！

How Children Read Differently From Books vs.Screens 

Scrolling may work for social media, butexperts say that for school assignments, kids learn better if they slow downtheir reading.
In this pandemic year, parents have beenwatching — often anxiously — their children’s increasing reliance on screensfor every aspect of their education. It can feel as if there’s no turning backto the time when learning involved hitting the actual books.
But the format children read in can make adifference in terms of how they absorb information.
Naomi Baron, who is professor emerita oflinguistics at American University and author of a new book, “How We Read Now:Strategic Choices for Print, Screen and Audio,” said, “there are twocomponents, the physical medium and the mind-set we bring to reading on thatmedium — and everything else sort of follows from that.”
Because we use screens for social purposesand for amusement, we all — adults and children — get used to absorbing onlinematerial, much of which was designed to be read quickly and casually, withoutmuch effort. And then we tend to use that same approach to on-screen readingwith harder material that we need to learn from, to slow down with, to absorbmore carefully. A result can be that we don’t give that material the right kindof attention. 
For early readers
With younger children, Professor Baron said,it makes sense to stick with print to the extent that it is possible. (Fulldisclosure: As the national medical director of the program Reach Out and Read,I believe fervently in the value of reading print books to young children.)Print, she said, makes it easier for parents and children to interact withlanguage, questions and answers, what is called “dialogic reading.” Further,many apps and e-books have too many distractions.
Dr. Jenny Radesky, a developmentalbehavioral pediatrician who is an assistant professor of pediatrics at MichiganMedicine C.S. Mott Children’s Hospital in Ann Arbor, said that apps designed toteach reading in the early years of school rely on “gamification meant to keepchildren engaged.” And though they do successfully teach core skills, she said,“what has been missing in remote schooling is the classroom context, theteacher as meaning maker, to tie it all together, helping it be more meaningfulto you, not just a bunch of curricular components you’ve mastered.” 
Any time that parents are able to engagewith family reading time is good, using whatever medium works best for them,said Dr. Tiffany Munzer, also a developmental behavioral pediatrician at MottChildren’s Hospital, who has studied how young children use e-books. However,Dr. Munzer was the lead author on a 2019 study that found that parents andtoddlers spoke less overall, and also spoke less about the story when they werelooking at electronic books compared with print books, and another study thatshowed less social back-and-forth — the toddlers were more likely to be usingthe screens by themselves.
“There are some electronic books that aredesigned really well,” Dr. Munzer said, pointing to a study of one book(designed by PBS) that included a character who guided parents in engagingtheir children around the story. “On the other hand, there’s research thatsuggests that a lot of what you find in the most popular apps have all thesevisually salient features which distracts from the core content and makes it harderfor kids to glean the content, harder for parents to have really richdialogue.”
Still, she said, it’s not fair to expectparents to navigate this technology — it should be the job of the softwaredevelopers to design electronic books that encourage language and interactions,tailored to a child’s developmental level.
With preschoolers as opposed to toddlers,Professor Baron said, “there are now beginning to be some smarter designs wherethe components of the book or the app help further the story line or encouragedialogic reading — that’s now part of the discussion.”
Dr. Radesky, who was involved in theresearch projects with Dr. Munzer, talked about the importance of helpingchildren master reading that goes beyond specific remembered details — words orcharacters or events — so a child is “able to integrate knowledge gained fromthe story with life experience.” And again, she said, that isn’t what isstressed in digital design. “Stuff that makes you think, makes you slow downand process things deeply, doesn’t sell, doesn’t get the most clicks,” shesaid.
Parents can help with this when theirchildren are young, Dr. Radesky said, by discussing the story and asking thequestions that help children draw those connections.
For school-age kids
“When kids enter digital spaces, they haveaccess to an infinite number of platforms and websites in addition to thosee-books you’re supposed to be reading,” Dr. Radesky said. “We’ve all been onthe ground helping our kids through remote learning and watching them not beable to resist opening up that tab that’s less demanding.”
“All through the fall I was constantlyhelping families manage getting their child off *,” Dr. Radesky said.“They’re bored, it’s easy to open up a browser window,” as adults know all toowell. “I’m concerned that during remote learning, kids have learned to orienttoward devices with this very skimmy partial attention.” 
Professor Baron said that in an idealworld, children would learn “how to read contiguous text for enjoyment, how tostop, how to reflect.”
In elementary school, she said, there’s anopportunity to start a conversation about the advantages of the differentmedia: “It goes for print, goes for a digital screen, goes for audio, goes forvideo, they all have their uses — we need to make kids aware that not all mediaare best suited to all purposes.” Children can experiment with readingdigitally and in print, and can be encouraged to talk about what they perceivedand what they enjoyed.
Dr. Radesky talked about helping childrendevelop what she called “metacognition,” in which they ask themselves questionslike, “how does my brain feel, what does this do to my attention span?”Starting around the age of 8 to 10, she said, children are developing theskills to understand how they stay on task and how they get distracted. “Kidsrecognize when the classroom gets too busy; we want them to recognize when yougo into a really busy digital space,” she said.
For older readers
In experiments with middle school anduniversity students asked to read a passage and then be tested on it, ProfessorBaron said, there is a mismatch between how they feel they learn and how theyactually perform.
Students who think they read better — ormore efficiently — on the screen will still do better on the test if they haveread the passage on the page. And college students who print out articles, shesaid, tend to have higher grades and better test scores. There is also researchto suggest that university students who used authentic books, magazines ornewspapers to write an essay wrote more sophisticated essays than those justgiven printouts.
With complex text in any format, slowingdown helps. Professor Baron said that parents can model this at home, sittingand relaxing over a book, reading without rushing and perhaps generallyde-emphasizing speed when it comes to learning. Teachers can be trained to helpstudents develop “deep reading, mindful, focusing on the text,” she said.
For example, students can be trained indigital annotation, highlighting but also making marginal notes, so that theyhave to slow down and add their own words. “We’ve known that for years, we’vedone it with print, we have to realize that if you want to learn something froma digital document, annotate,” she said.
There are also studies that suggest thatreading comprehension is better onscreen when readers page down — that is, whenthey see a page (or a screen) of text at a time, and then move to the next,rather than continuously scrolling through text. 
Seeing information on the page may help astudent see a book as something with a structure, rather than just text fromwhich you grab some quick information. 
No one is going to take screens out ofchildren’s lives, or out of their learning. But the more we exploit the richpossibilities of digital reading, the more important it may be to encouragechildren to try out reading things in different ways, and to discuss what itfeels like, and perhaps to have adults reflect on their own reading habits. Readingon digital devices can motivate recalcitrant readers, Professor Baron said, andthere are many good reasons to do some of your reading on a screen.
 But, of course, it’s a differentexperience. 
“There’s a physicality,” Professor Baronsaid. “So many young people talk about the smell of books, talk about readingprint as being ‘real’ reading.”


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