本文小编为大家带来的是剑桥雅思5test3reading1的阅读全文解析，希望大家能够关注，这里对文章的难度、词汇、长难句、文章结构都进行了详细的分析，是非常值得大家参考的雅思阅读素材，下面是详细内容，一起来看看吧！
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage J below.
Early Childhood Education
New Zealand's National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand's education policy
A.'Education To Be More' was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?
B.A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.
C.It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That's observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called 'Headstart' was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.
D.As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart, a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing •he parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.
The programme involved trained parent-educators visiting the parents' home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.
Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child core.
E.At the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.
Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.
F.These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Core and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalized early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.
Questions 1-4
Reading Passage 1 has six sections, A-F.
Which paragraph contains the following information?
Write the correct letter A—F in boxes 1—4 on your answer sheet.
1 details of the range of family types involved in an education programme D
2 reasons why a child's early years are so important B
3 reasons why an education programme failed C
4 a description of the positive outcomes of an education programme E
Questions 5-10
Classify the following features as characterizing
A the 'Headstart' programme
B the 'Missouri' programme
C both the 'Headstart' and the 'Missouri' programmes
D neither the 'Headstart' nor the 'Missouri’ programme
Write the correct letter A, B. C or D in boxes 5-10 on your answer sheet.
5 was administered to a variety of poor and wealthy families B
6 continued with follow-up assistance in elementary schools D
7 did not succeed in its aim A
8 supplied many forms of support and training to parents B
9 received insufficient funding D
10 was designed to improve pre-schoolers' educational development C
Questions 11-13
Do the following statements agree with the information given in Reading Passage I?
In boxes 11 -13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
11 Most 'Missouri' programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others. T
12 'Missouri' programme children of young, uneducated, single parents scored less highly on the tests. F
13 The richer families in the 'Missouri' programme had higher stress levels. NG
这篇文章比较简单，讲述的就是儿童的早期教育问题，而且词汇都是平时比较常见的，所以如果基础稍好的考生理解这篇文章是完全没有问题的，但是对于词汇不足基础比较差的考生，下面我们来看看本文需要掌握的生词和高频词汇：
poured into灌注，倾注 pilot programme实验计划，方案，试点项目
configuration配置 sensory感觉的，知觉的 perpetuate保存，不休；长存的
institutionalized使成惯例的，制度化的 phenomenal现象的，惊人的，非凡的;异常的 stride大步，大幅 initiative主动权;主动的，自发的
可以看出生词并不是很多，所以大家理解起来还是比较简单的，相信整篇文章的准确率也是非常高的，大家不妨试试。下面我们来看一下本文的长难句有哪些比较难以理解，小编在此为大家挑选了几处供大家参考：
首先，我们来看看C部分中的这句话：
1.Many children who entered it at the age of three were already behind their peers in language and measurable intelligence.
难句分析：主干Many children were already behind their peers(主系表)，in language and measurable intelligence介词短语作后置定语;who引导定语从句修饰children。
难句翻译：在三岁时进入早教中心的许多孩子在语言和智力上都已经落后于他们的同龄人。
2.下面是D部分的核心部分，小编觉得这里的句子很好，所以想和大家分享一下：
The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations.
难句分析：主句The four-year pilot study included 380 families;and连接两个who引导的定语从句修饰宾语380 families。
难句翻译：这个时长4年的项目包含了380个家庭，他们有的即将迎来第一个孩子，他们代表了不同的社会地位、年龄段、和家庭构成。
3.最后，是F段的一句，其实这句话并不难，只要你能够找到主干部分就迎刃而解了：
The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Core and Education Working Group.
难句分析：主干：The concept contrasts quite markedly with the report，contrast…with…与……形成对比，作对比;of working with parents in their homes, or at their place of work介词短语作后置定语修饰，修饰主语concept;of the Early Childhood Core and Education Working Group修饰report。
难句翻译：和家长在家庭、单位中进行合作的理念与儿童早期关怀和教育工作小组的报告(提出的观念)形成了十分显著的对比。
下面为大家带来本文简单的文章框架分析，其实这在第一大题中都有体现，即标题配对题，如果能够清楚的明白以下段落大意，那么相信你上面的1-4题就完全没有问题了。
文章结构如下：
A：提出早期教育的年龄问题
B：儿童早期教育的重要性
C：美国'Headstart'早教计划的失败及其原因
D：密苏里'Missouri’早教计划的形式及内容
E：密苏里'Missouri’项目令人满意的效果和发现
F：密苏里'Missouri’早教对新西兰的早教引发的深思和带来的借鉴意义
以上就是前程百利雅思考试小编精心为大家带来的剑桥雅思5test3reading1的阅读全文解析，十分全面，后面我们还会为大家陆续带来剑桥雅思系列阅读文章的分析，希望大家能够继续关注。最后，前程百利雅思频道小编预祝大家考出满意的雅思成绩。更多出国考试信息请继续关注前程百利雅思考试频道，或咨询400-890-6000得到快速专业的回答。
您还可能关注：
