大连翻译公司分享双语优秀文摘孩子读纸质书和电子书有何不同？

电子阅读可能适合社交媒体，但是，*称对于学习任务来说，孩子放慢阅读速度会学得更好。 
疫情期间，父母亲们常常焦虑地看着他们的孩子在教育的各个方面越来越依赖屏幕。回到纸质书本学习的日子似乎一去不复返了。
但是，孩子们阅读的介质会较大地影响他们吸收信息的方式。
娜奥美•巴农（Naomi Baron）是美洲大学语言荣誉教授，著有《我们当今阅读的形式——在纸质、屏幕、音频之间做出战略选择》这本新书。她说，“有两个组成部分，即物理介质和在这些介质上阅读时的心情以及伴随这种心情的所有其它东西。”
因为我们使用屏幕社交和娱乐，所以我们所有的人——包括成年人和孩子——习惯于吸收在线信息，这些信息*部分被设计成能快速而随意地阅读，而不需要太费力。然后，我们倾向于把阅读电子材料和方式同样用于阅读我们需要学习的材料之中，但是这些材料更难，需要放慢速度，更仔细地去吸收这些信息。结果可能是我们没有向那些材料投入足够的关注力。
对于学龄前读者
谈到更小年龄孩子的阅读问题时，巴农教授说，尽可能地坚持阅读纸质书是有意义的。（完整表述：作为“走出去阅读项目“的国家医学主任，我笃信阅读纸质书籍对于小孩的价值。）她说，纸质书籍能更*地让父母和孩子通过语言、问题、答案这种”对话阅读“的方式来进行互动交流。而且，许多App和电子书有太多分散注意力的东西。父母可以在孩子还小时，通过讨论故事和问一些
对学龄的孩子
她说，在小学阶段，**会可以和孩子聊聊不同媒介的优势：“纸质、电子屏幕、音频、视频，它们都有它们的用途——我们需要让孩子明白，并不是所有媒介都适合全部需求。”孩子可以尝试电子和纸质的阅读方式，并且还可以鼓励他们谈谈所了解和热衷的内容。
对年龄更大的读者
对于复杂的阅读，放慢阅读速度是有益处的。巴农教授说，父母可以在家以身作则，坐下来放松身心，不急不缓地阅读，而且在学习时可以不再强调速度。老师可尝试帮助学生发展“用心专注内容的深度阅读能力。

以上是大连翻译公司引荐来着《纽约时报》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 YouTube,” 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.”