From the perspective of teaching practice, it has proved text reading strategy benefits more to reading achievement.
在教学实践上,证明了篇章阅读策略有利于阅读成绩的提高。
参考来源 - 语篇理解中核心概念的建构与整合及教学应用研究Reading time significantly influenced reading achievement on computer screen, but had no significant influence of reading achievement on paper surface.
阅读时间对电脑屏幕阅读成绩存在显著影响,对纸面阅读成绩不存在显著影响。
参考来源 - 电脑屏幕与纸面呈现载体对大学生阅读效果的影响研究·2,447,543篇论文数据，部分数据来源于NoteExpress
By fifth grade, children with early attention difficulties had lower grades and reading achievement scores than their peers.
五年级时，早期存在注意力障碍的儿童取得的学习成绩和阅读成绩，都低于同龄儿童。
Lower reading achievement scores and grades in fifth grade contributed to reduced grades in middle school and thereby contributed to a 40% lower high school graduation rate.
五年级学生的阅读成绩分数较低，导致其进入中学后成绩下降，进而导致高中毕业率下降40%。
And the meta-cognitive has a significant correlation with the reading achievement.
阅读成就感动机和情感策略与阅读水平的相关性最高。
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