2018年12月六级第3套仔细阅读 Passage 1 原文翻译及答案解析

Children with attention problems in early childhood were 40% less likely to graduate from high school, says a new study from Duke University.

杜克大学的一项新研究指出，幼儿期有注意力问题的孩子高中毕业的可能性要低40%。

The study included 386 kindergartners from schools in the Fast Track Project, a multi-site clinical trial in the U.S. that in 1991 began tracking how children developed across their lives.

该研究包括来自Fast Track项目的386名幼儿园儿童，Fast Track是美国的一个多中心临床试验，于1991年开始追踪儿童一生的成长过程。

With this study, researchers examined early academic attention and socio-emotional skills and how each contributed to academic success into young adulthood.

通过这项研究，研究人员考察了早期学业注意力和社会情感技能，以及它们如何各自促进青年期的学业成功。

They found that early attention skills were the most consistent predictor of academic success, and that likability by peers also had a modest effect on academic performance.

他们发现，早期注意力技能是学业成功最一致的预测因素，而同伴的喜爱程度对学业成绩也有适度的影响。

By fifth grade, children with early attention difficulties had lower grades and reading achievement scores than their peers. As fifth-graders, children with early attention problems obtained average reading scores at least 3% lower than their contemporaries' and grades at least 8% lower than those of their peers. This was after controlling for IQ, socio-economic status and academic skills at school entry.

到五年级时，有早期注意力困难的孩子成绩和阅读成绩得分低于同龄人。作为五年级学生，有早期注意力问题的孩子平均阅读得分至少比同时代人低3%，成绩至少比同龄人低8%。这是在控制了智商、社会经济地位和入学时的学业技能之后的结果。

Although these may not seem like large effects, the impact of early attention problems continued throughout the children's academic careers. 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.

尽管这些影响似乎不大，但早期注意力问题的影响贯穿了孩子们的学业生涯。五年级较低的阅读成绩和成绩导致了中学成绩下降，从而使得高中毕业率降低了40%。

"The children we identified as having attention difficulties were not diagnosed with attention deficit hyperactivity disorder (注意力缺乏多动症)(ADHD), although some may have had the disorder. Our findings suggest that even more modest attention dean of Duke's Trinity College of Arts & Sciences, whose research has focused on ADHD and interventions to improve academic performance in children with attention difficulties.

"我们发现的具有注意力困难的儿童并没有被诊断为注意力缺陷多动障碍（ADHD），尽管其中一些人可能患有该疾病。我们的研究结果表明，即使是更温和的注意力问题杜克大学三一艺术与科学学院的院长，其研究专注于ADHD和改善注意力困难儿童学业表现的干预措施。

Social acceptance by peers in early childhood also predicted grades in fifth grade. Children not as liked by their first-grade peers had slightly lower grades in fifth grade, while those with higher social acceptance had higher grades.

幼儿期被同伴社会接受程度也能预测五年级的成绩。不那么受一年级同伴喜欢的孩子在五年级成绩略低，而社会接受度较高的孩子成绩较高。

"This study shows the importance of so-called 'non-cognitive' or soft skills in contributing to children's positive peer relationships, which, in turn, contribute to their academic success," said Kenneth Dodge, director of the Duke Center for Child and Family Policy.

"这项研究表明了所谓的'非认知'或软技能在促进儿童积极同伴关系方面的重要性，而这又促进了他们的学业成功，"杜克儿童与家庭政策中心主任Kenneth Dodge说。

The results highlight the need to develop effective early interventions to help those with attention problems stay on track academically and for educators to encourage positive peer relationships, the researchers said.

研究人员表示，这些结果突显了开发有效早期干预措施的必要性，以帮助那些有注意力问题的儿童在学业上保持正轨，并鼓励教育工作者促进积极的同伴关系。

"We're learning that student success requires a more comprehensive approach, one that incorporates not only academic skills but also social, self-regulatory and attention skills," Dodge said. "If we neglect any of these areas, the child's development lags. If we attend to these areas, a child's success may reinforce itself with positive feedback loops."

"我们了解到，学生的成功需要一种更全面的方法，这种方法不仅包括学业技能，还包括社交、自我调节和注意力技能，" Dodge说。"如果我们忽视其中任何一个领域，孩子的发展就会滞后。如果我们关注这些领域，孩子的成功可能会通过正反馈循环自我加强。"