Relevant bibliographies by topics / Authors and readers – Fiction

Academic literature on the topic 'Authors and readers – Fiction'

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Published: 26 July 2024

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Journal articles on the topic "Authors and readers – Fiction"

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Askarova, V. Ya. "To Understand, to Guess, to Feel the Reader." Observatory of Culture, no. 3 (June 28, 2015): 119–21. http://dx.doi.org/10.25281/2072-3156-2015-0-3-119-121.

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To Understand, to Guess, to Feel the Reader (by Violetta Askarova) gives review of the book “Typology of Fiction Reading and Fiction Readers” by M. Y. Serebryanaya and G. N. Shevtsova-Vodka. This publication includes an analysis of fiction reading. The process of reading is displayed; the theory of reading and the scientific approaches to the classification of fiction readers are examined. Some basic concepts of the typology of reading are described. The authors analyze the typifications of fiction readers. Results received by different researchers in this field are summarized. The publication will help with the choice of literary and fictional works to read, with their most complete perception.
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Carroll, Joseph. "Minds and Meaning in Fictional Narratives: An Evolutionary Perspective." Review of General Psychology 22, no. 2 (June 2018): 135–46. http://dx.doi.org/10.1037/gpr0000104.

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This article presents a theoretical framework for an evolutionary understanding of minds and meaning in fictional narratives. The article aims to demonstrate that meaning in fiction can be incorporated in an explanatory network that includes the whole scope of human behavior. In both reality and fiction, meaning consists of experiences in individual minds: sensations, emotions, perceptions, and thoughts. Writing and reading fiction involve 3 sets of minds, those of authors, readers, and characters. Meaning in the minds of authors and readers emerges in relation to the experiences of fictional characters. Characters engage in motivated actions. To understand minds and meaning in fiction, researchers need analytic categories for human motives. A comprehensive model of human motives can be constructed by integrating ideas from evolutionary biology, anthropology, and psychology. Motives combine in different ways to produce different cultures and different individual identities, which influence experience in individual minds. The mental experiences produced in authors and readers by fictional narratives have adaptive psychological functions. By encompassing the minds of authors, characters, and readers within a comprehensive model of human motives, this article situates the psychology of fiction within the larger research program of the evolutionary social sciences.
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Benedict, Barbara M. "Print into Fiction, Readers into Authors." Eighteenth Century 55, no. 4 (2014): 455–59. http://dx.doi.org/10.1353/ecy.2014.0033.

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Mackey, Margaret. "Formative Young Adult Literature: Negotiating the Terms of Reading." Jeunesse: Young People, Texts, Cultures 14, no. 2 (December 1, 2022): 180–95. http://dx.doi.org/10.3138/jeunesse-2022-0004.

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Joshua Landy says “formative fictions” help us fine-tune our mental capacities. This article looks at how novels for young adults may challenge readers to fine-tune their capacities as readers of more complex fiction. Three sample titles ( I Capture the Castle by Dodie Smith, The Tricksters by Margaret Mahy, and Slay by Brittney Morris) make use of character-authors to invite readers to negotiate the terms of reading. Young readers normally have extensive childhood experience in the social negotiation of the terms of make-believe games (“You be the daddy”) and can apply this expertise to the challenge of these novels as they interact with the explicit observations of the heroines about the making of stories. This article takes up Aidan Chambers’ challenge to analyze materials for youth as a separate literature. By exploring the work of three novels published over a 70-year span, (the titles were published in 1948, 1986, and 2019), it meets his demand to include the history of youth literature in our considerations. In these sample texts, young readers are invited to turn back to early childhood in order to make use of the skills and experience of fictional engagement as first developed in pretend games; as a consequence, they develop more subtle capacities as interpreters of complex fiction, thus addressing a major challenge of what Chambers calls “the age between.”
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Sari, Winda Setia, Faruk Faruk, and Ursula Hurley. "Reading stories for pleasure: An insight into Indonesian university students' practice in online reading platforms." Indonesian Journal of Applied Linguistics 13, no. 2 (September 30, 2023): 430–42. http://dx.doi.org/10.17509/ijal.v13i2.63076.

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Reading motivation has been extensively studied in online reading settings. However, little is known about what makes people want to read fiction online, especially in a foreign-language setting. As part of the growth of digital literature and cybernetics, online fiction is gaining popularity among young Indonesians. This research sought to explore Indonesian student-readers’ motivations and preferences as they practiced and were engaged in reading online stories in English. One hundred twelve university students responded to a survey, and 14 were randomly selected for in-depth interviews to learn more about their reading motivations, preferences, and cybernetic literary practices. Analysis of data from the survey showed that most participants chose Wattpad and Webtoon as their favorite online platforms, with romance and fantasy as their favorite genres. They devoted many hours to reading novels on these platforms to seek enjoyment and improve their English vocabulary and language. Nevertheless, data from the interviews further revealed that readers read solely to seek enjoyment and pleasure. Also, readers were primarily silent, unwilling to participate in online conversations between readers and reader-authors but actively rating the novels after reading. Findings contribute to establishing views on online reading motivation and cybernetic literary practices for EFL fiction readers; reading for pleasure is the intrinsic motivation that triggers Indonesian university student-readers to stay online on the platform.
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Šporčič, Anamarija. "The (Ir)Relevance of Science Fiction to Non-Binary and Genderqueer Readers." ELOPE: English Language Overseas Perspectives and Enquiries 15, no. 1 (June 25, 2018): 51–67. http://dx.doi.org/10.4312/elope.15.1.51-67.

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As an example of jean Baudrillard’s third order of simulacra, contemporary science fiction represents a convenient literary platform for the exploration of our current and future understanding of gender, gender variants and gender fluidity. The genre should, in theory, have the advantage of being able to avoid the limitations posed by cultural conventions and transcend them in new and original ways. In practice, however, literary works of science fiction that are not subject to the dictations of the binary understanding of gender are few and far between, as authors overwhelmingly use the binary gender division as a binding element between the fictional world and that of the reader. The reversal of gender roles, merging of gender traits, androgynous characters and genderless societies nevertheless began to appear in the 1960s and 1970s. This paper briefly examines the history of attempts at transcending the gender binary in science fiction, and explores the possibility of such writing empowering non-binary/genderqueer individuals.
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Serebryanaya, M. Ya, and G. N. Shvetsova-Vodka. "Fiction Readers Typing at the Stage of Pre-reading." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2014): 63–69. http://dx.doi.org/10.25281/0869-608x-2014-0-3-63-69.

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Gittel, Benjamin, Robert Deutschländer, and Martin Hecht. "Conveying moods and knowledge-what-it-is-like through lyric poetry." Transdisciplinary Approaches to Literature and Empathy 6, no. 1 (December 14, 2016): 131–63. http://dx.doi.org/10.1075/ssol.6.1.07git.

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A very influential idea in western aesthetics is that poems convey multifaceted affective states (moods). This interdisciplinary study compares the moods aroused by the poems with the moods the reader thinks the poem expresses. Further, aroused and expressed mood are compared to the mood the professional authors of the poems had intended. An experimental design with a total of 234 participants was employed. Main results are: (1) Readers’ expressed and aroused moods differ on average and between-person variation is somewhat higher in aroused mood. (2) Authors’ intended moods differ from readers’ expressed moods as well as from readers’ aroused moods. (3) Some readers acquire a special kind of experiential knowledge (knowledge-what-it-is-like to be in a specific mood) through the reception of a poem. In an exploratory fashion, the effects of literary education, classification as fiction, ascription of mood to a situation described in the poem, and reading time were investigated.
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Sobihah Rasyad, Abdul Rozak. "POLA AKHIR EMPAT CERITA PENDEK (The Ending Pattern of Four Short Stories)." METASASTRA: Jurnal Penelitian Sastra 7, no. 2 (March 11, 2016): 127. http://dx.doi.org/10.26610/metasastra.2014.v7i2.127-142.

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Cerita pendek sebagai karya fiksi memberikan berbagai kemungkinan pembacaan dan pemaknaan kepada para pembacanya. Pengarang yang cerdas selalu memberikan peluang kepada para pembaca dengan menyusun peristiwa secara beruntun dan berlogika. Pengarang menyadari kecerdasan para pembacanya. Kualitas cerita pendek ditentukan oleh cara pengarang memosisikan para pembacanya. Logika cerita fiksi tidak dirasakan sebagai pembohongan oleh pembaca. Atas dasar logika cerita fiksi itu penulis menelusuri gaya pengarang dalam melibatkan pembaca untuk berpikir setelah cerita dalam cerpen itu diselesaikan pengarang. Gaya pengarang menyelesaikan cerpen pada umumnya mempunyai kesamaan dalam hal memosisikan pembaca sebagai orang yang cerdas. Dari empat buah cerpen yang dianalisis pada intinya pengarang menyisakan peristiwa yang harus dilanjutkan oleh pembaca dengan meninggalkan petunjuk yang berarti. Pembaca dimungkinkan menyusun cerita berdasarkan bagian penutup cerpen. Pengarang telah menyelesaikan ceritanya dan pembaca memulai ceritanya. Tentu saja muncul keragaman gaya akhir yang disajikan pengarang.Abstract:Short story as a fiction gives various possible interpretations to its readers. A smart author always gives opportunity to his readers by constructing structured events. He realizes that his readers are smart. The quality of a short story is determined by how the author puts his readers. A logical fiction is the story that is not considered as lies and deception by its readers. Regarding that, the writer attempts to trace authors’ style in making the readers involve in order to recon- struct the story. Generally, authors’ style in finishing the story has something in common in term of how they put them as smart readers. The main point from the four short stories is that the authors give a space of some events that can be interpreted by their readers by leaving some important clues. It is possible for readers to reconstruct a story based on the ending of the story. The author has completed the story while the reader starts to reconstruct the story. Indeed, there will be vari- ous ending style made by the author.
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Legeza, Segey. "Польша в русскоязычной фантастике: „чужой” cреди „своих”." Literatura i Kultura Popularna 23 (May 31, 2018): 25–38. http://dx.doi.org/10.19195/0867-7441.23.2.

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Poland in Russian-language fantastic fiction: The “other” among usThe article is devoted to the reception of the “Polish” in the Russian-language fiction. It indicates the sources of “background knowledge” of Poland from the authors and readers. The article deals with of images of Poland from the Soviet era to the present. Here are presented the schemes of work with the Polish material in the Soviet and post-Soviet fiction. Among them are: 1 the use of the Slavic and Polish material to provide the reader with a distance; 2 the use of “Polishness” as a mirror for self-examination of Russian culture; 3 the game with the Polish in the context of revenge models in the alternative stories Poland as an “internal” and “external” enemy.
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Dissertations / Theses on the topic "Authors and readers – Fiction"

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Girard, Jean Pierre. "Les inventés, suivi de Le tremblé du sens." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0028/NQ47569.pdf.

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NAKANO, RENATA GABRIEL. "PICTUREBOOK: DEFINITIONS, READERS, AUTHORS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30205@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Em diversos países europeus, norte e latino-americanos estão disseminados entre especialistas termos que representam um tipo específico de subcategoria da literatura infantil, como picturebook, album illustré, álbum ilustrado, livro-álbum e bilderbuch, caracterizado pelo papel que a linguagem visual representa na leitura da obra. Apesar de não haver um nome específico para tal subcategoria no Brasil, há muitos exemplos de livros ilustrados brasileiros que aqui a representam. Esta pesquisa trata sobre tal objeto analisando-o sob três aspectos: primeiro, suas definições por diferentes autores brasileiros e estrangeiros, com foco nas especificidades do diálogo entre linguagens verbal e visual e uso consciente da tecnologia livro como recurso estético; segundo, em uma análise da infância sob abordagem filosófica e social, em busca dos pressupostos de leitura que o livro ilustrado, ao ser considerado um livro infantil, pode produzir; e terceiro, sobre as particularidades da criação de um objeto que muitas vezes é fruto de quatro autores - o escritor, o ilustrador, o designer e, por vezes, o editor.
In many countries from Europe, North and Latin America there are different terms commonly used by specialists to refer to a certain subcategory of children s literature - picturebook, album illustré, álbum ilustrado, livro-álbum, and bilderbuch - characterized by the role that visual language plays in reading of the work. Despite the want of a specific name for this subcategory in Brazil, there are many examples of Brazilian picturebooks. This research focuses on the picturebook, and analyzes it from three different perspectives: firstly, definitions presented by different Brazilian and foreign authors, with focus on the specificities of the dialog between verbal and visual languages, and the deliberate use of the book technology as an aesthetic object; secondly, analyzing childhood under a philosophical and sociological approach in search of the possible implications to reading that the categorization of the picturebook as children s book may produce; thirdly, the particularities of creating an object which often has four authors - the writer, the illustrator, the designer, and the editor.
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Hatzikosta, Calliope Popi. "The short story as discourse of control between texts and readers." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289154.

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Moldenhauer, Martin A. Fortune Ron. "Teaching concepts of textuality through engagement with authors' manuscripts." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803729.

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Thesis (D.A.)--Illinois State University, 1997.
Title from title page screen, viewed June 5, 2006. Dissertation Committee: Ronald Fortune (chair), Rodger Tarr, Ray Lewis White, Douglas Hesse. Includes bibliographical references (leaves 187-199) and abstract. Also available in print.
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Robinson, Owen. "Creating Yoknapatawpha : readers and writers in Faulkner's fiction." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390960.

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Morris, Penelope. "Giovanna Zangrandi : a life in fiction." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:94e6a200-531e-431b-9726-487c981383d0.

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This thesis constitutes the first detailed study of the life and works (published and unpublished) of the writer Giovanna Zangrandi (1910-1988). It is a study of the relationship between autobiography, fiction and history in her writing, in the light of recent developments in the criticism of autobiography and of feminist historiography and literary criticism. It aims to place Zangrandi's work in its historical and literary context and pays particular attention to the periods of fascism, the Resistance and neorealism. The thesis considers the nature of autobiography, and the implications of women writing about themselves, and analyses Zangrandi's use of autobiography, highlighting the inevitable intrusion of fiction into such writing. It uses that analysis, along with material including Zangrandi's unpublished diaries and testimonies of people who knew her, to write a biography of Zangrandi and to examine the way that she writes about the fascist period and the Resistance. The question of representing real life in fiction, rather than autobiography, is also discussed, with reference to Zangrandi's first novel and to neorealism. It is shown that, as well as her constant interest in the lives of women, her attitude to history and traditions of the Cadore, the mountainous region in the north of the Veneto, where she lived all her adult life and where nearly all her novels, short stories and autobiography are set, is of considerable importance. Her writing about the Cadore can be seen both as an attempt to write herself into those traditions, and as a means of expressing her commitment to improving society. Moreover, it is argued, her commitment takes the form of both autobiography and fiction as her concern to write about lived experience is balanced by a constant interest in the story-telling tradition of the Cadore and an interpretation of fiction that judges it to be an integral part of everyday life.
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Kneale, James Robert. "Lost in space? : readers' constructions of science fiction worlds." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309071.

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Mooney, Susan. "Drawing bridges : publicprivate worlds in Russian women's fiction." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60561.

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This thesis questions how Russian women's identity is attached to the textual use of public/private spaces in contemporary literature by Russian women writers by drawing from feminist theories. I. Grekova and N. Baranskaia portray female protagonists in their everyday lives, public and private worlds overlapping. While these heroines create stable support systems with other women, male figures enter as interruptive forces in women's lives. Hospital settings in several works by Russian women allow comparisons between women's fictional hospital experiences and those of Muscovite women interviewed. In L. Petrushevskaia's stories, women protagonists' identities are linked to the uncertain quality of locale and the tenuous relationships which transpire in it. Russian women's identity expressed in fiction may change as the self-perceptions of a younger generation of Russian women writers evolve toward a new, gendered concept of self.
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Merrill, Ashley. "The Evolution of Nancy Drew, Cultural Icon: Readers, Writers, and Fanfiction Authors." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03212007-201056/.

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Nancy Drew is widely recognized as an influential American cultural icon. In this paper I make a detailed examination of Nancy's initial characterization as girl sleuth in the first ten books of the Nancy Drew Mystery Stories, published in the 1930s. I spend another chapter examining the initial volumes of later Nancy Drew series books, specifically the 1960s rewritten texts, the 1980s-90s Nancy Drew Files series, and the contemporary Girl Detective series. My penultimate chapter discusses Nancy Drew as realized in fanfiction, or stories written by readers and fans. My emphasis is on explaining Nancy's appeal as a cultural icon and the ways fanfiction authors reinvent and appropriate that icon for their own purposes in stories. To this end I cite fanfic writers and readers' response to why they read and write Nancy Drew fanfiction, and I analyze the content and function of a sample of stories written by Nancy Drew fans. I conclude that Nancy's appeal and the basis of her status as cultural icon is due to her unique nature as a figure frozen in transition between adolescence and adulthood, along with her more conventionally admirable traits. Her Everygirl appearance when removed from that unique matrix makes her extremely adaptable to readers for their own purposes, both within the context of fanfiction and without.
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Pope, James. "How do readers interact with hypertext fiction? : an empirical study of readers' reactions to interactive narratives." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10503/.

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Books on the topic "Authors and readers – Fiction"

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J, Huse R., Huse Jeanne, and Loughborough University of Technology. Library and Information Statistics Unit., eds. Who else writes like--?: A readers' guide to fiction authors. 5th ed. Loughborough: Library and Information Statistics Unit, Loughborough University, 2005.

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John, Sutherland. Victorian fiction: Writers, publishers, readers. New York: St. Martin's Press, 1995.

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John, Sutherland. Victorian fiction: Writers, publishers, readers. 2nd ed. New York: Palgrave Macmillan, 2005.

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John, Sutherland. Victorian fiction: Writers, publishers, readers. Houndmills, Basingstoke, Hampshire: Macmillan, 1995.

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John, Sutherland. Victorian fiction: Writers, publishers, readers. Houndmills, Basingstoke, Hampshire, UK: Palgrave Macmillan, 2006.

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Hardin, Michael. Playing the reader: The homoerotics of self-reflexive fiction. New York: P. Lang, 2000.

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Kevin, Carolan, ed. Celtic mysteries: Classic ghost stories for today's readers. London: Hodder & Stoughton, 1999.

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Booktalking authentic multicultural literature: Fiction and history for young readers. Columbus, Ohio: Linworth Pub., 2009.

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phil, Hoffmann Gerhard Dr, ed. Making sense: The role of the reader in contemporary American fiction. München: W. Fink, 1989.

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Ankeny, Rebecca Thomas. The story, the teller, and the audience in George MacDonald's fiction. Lewiston, N.Y: Edwin Mellen Press, 2000.

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Book chapters on the topic "Authors and readers – Fiction"

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Hennessey, John L. "Introduction to History and Speculative Fiction: Essays in Honor of Gunlög Fur." In History and Speculative Fiction, 1–25. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42235-5_1.

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AbstractThis introductory chapter makes the case that despite different epistemological starting points, history and speculative fiction are both arguably “literatures of cognitive estrangement.” Both can help expose invisible problematic aspects of their authors’ and readers’ societies and suggest possible solutions or futures. Summarizing relevant existing literature and theoretical perspectives, the chapter suggests the usefulness of the postcolonial concept of concurrences for both modes and different possible ways to define the two. It also investigates the relationship that history and speculative fiction have to colonial ideology and ecocriticism, as well as presenting the structure of the book.
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Westenholz, Willum. "Chapter 32. Between history and fiction." In Comparative History of Literatures in European Languages, 523–39. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.xxxiv.32wes.

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This piece explores some of the devices used by Medieval historiographers to assure their audience of the veracity of the contents of their narratives. It outlines central Medieval concepts of truth, lies, and fiction, the marvelous and the wondrous, and the standards for historicity and for credibility. The article highlights the pains the authors took to ensure that the readers placed their belief in what was told to them. This leads to a final question. Could the same strategies that were employed to establish a contract of veridiction be employed to establish a much more limited form of narrative truth, the suspension of disbelief? As is shown, these strategies are found in some truly incredible texts.
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Matthews, Paul. "2. Authorial Approaches." In Transparent Minds in Science Fiction, 13–26. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0348.02.

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Before digging into fictional examples, it is useful to understand the process of how our featured fictional works are conceived and created. Here, we sample authors’ published views and their reflection on process around topics related to the depiction of other minds. We note how science inspires and provokes ideas, and how good ideas suggest themselves as a counter reaction to more established genre norms. We look more closely at the range of narrative styles and points of view that SF authors employ and drill into the challenges of imagining wholly alien life worlds. To achieve their effects, we examine how much work is placed on the reader as opposed to being facilitated by the author.
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Trenter, Cecilia. "Heritaging and the Use of History in Margit Sandemo’s The Legend of the Ice People." In History and Speculative Fiction, 203–24. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42235-5_11.

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AbstractThis chapter explores the use of heritage and history in the popular romance series The Legend of the Ice People (1982–1989) by Norwegian-Swedish author Margit Sandemo. The epos is the 47-volume multigenerational saga of a family. The series is here defined as a story world in which Sandemo is the creator, but fans are actively involved in collective negotiations. The use of the past within the series offers interpretations to readers, who are putting the old-fashion modes into up-to-date, concurrent, and contemporary understandings of morality by emerging from the historical past within the series.
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Rijke, Victoria de, Jayne Osgood, and Laura-Rosa. "Chapter 10. Down the back of a chair." In Children’s Literature, Culture, and Cognition, 152–70. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.16.10rij.

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In this chapter, the authors work with Ursula Le Guin’s (1986) Carrier Bag Theory of Fiction to offer a reconfiguration of “the book” in childhood contexts. Attending to the relational agencies generated from messy entanglements of (hence hyphenated) reader-book-child-chair-cat-lice-mites, they feel their way around to arrive at other ideas about what books are, what books do, and what else they might potentiate in contemporary imaginations of “the child”. Le Guin retells the story of human origin by redefining technology as a cultural “carrier bag” rather than a weapon of domination. The authors offer a scrabbling methodology of “research-creation”: a method of scrabbling “down the back of the chair” (both literally and metaphorically). This feminist methodology attunes to assemblages of odds and ends, hair and dust mites, children’s literature and child readers and facilitates an exploration of the intersectional, relational meanings that might tell us something else about childhood in the Anthropocene.
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Dang, Thi Phuong Anh, Tú Anh Hà, and Quang Anh Phan. "Writing Non-fiction Books on National Culture for Vietnamese Children in the Age of Globalisation: The Process of Building Intercultural Competence." In Vietnamese Language, Education and Change In and Outside Vietnam, 203–21. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_10.

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AbstractThis paper tracks down the process of writing non-fiction books on national culture for Vietnamese children to help them understand their identity and respect cultural differences in the age of globalisation. By self-reflecting on the writing experience, this essay elucidates the process of building intercultural competence in its relationship with national identity through the case study of “Kể chuyện văn hóa Việt”. The paper provides a discussion among the three authors in the format of an interview with the co-author who also wrote the non-fiction book series that we focus upon. The first part reflects on intercultural competence as a concept, and the second half considers how the book series emerged and put this concept into practice. The research results show that constructing national identity, individual agency, and intercultural competence for children must be transferred naturally from each book’s topic to the flow of the story. In this case, the most striking feature is the main character’s interaction with his family. In addition, the context needs to integrate both global and local elements. The series creates situations in which there is a comparison between the past and the present, between Vietnam and other countries. It helps readers engage in different worldviews and address diversity by examining their community and nation, thus becoming more tolerant of others. This paper suggests guidance for creating similar books and helps the audience understand the author’s journey to create a trade book series featuring culture-related content.
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Atwell, Mary Stewart. "“You Will Be Surprised that Fiction Has Become an Art”: The Language of Craft and the Legacy of Henry James." In New Directions in Book History, 79–105. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_3.

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AbstractAs some scholars have noted, the technical principles that modern creative writing workshops identify as “the craft of fiction” owe a great deal to Henry James and the prefaces to the New York edition of his novels, later published in a single volume as The Art of the Novel. However, James, far from setting out to help aspiring writers to develop their technical knowledge, was in fact fairly hostile to the very idea of craft, famously declaring that he “cannot imagine composition existing in a series of blocks.” The prefaces were instead intended to provide a sort of Cliff’s Notes to his own work, naming the tricks of his trade for the edification of his most dedicated readers, and it was these readers, most notably including Percy Lubbock, Joseph Warren Beach, and Caroline Gordon, who adapted James’s principles in some of the first literary handbooks used in the creative writing classroom. Though Lubbock, Beach, and Gordon borrowed significantly from James, they balanced his emphasis on aesthetics with the more accessible and egalitarian approach of earlier authors of fiction-writing handbooks, including the work of Walter Besant. This essay argues that a scholarly examination of the historical development of the discourse of the craft of writing serves not only to correct an over-emphasis on James’s influence, but also to address the equally erroneous assumption that principles of technique are eternal and universal, and thus exist apart from subject position and historical contingency.
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Henningsen, Lena. "Ways of Reading: Cultural Revolution Reading Acts." In Cultural Revolution Manuscripts, 139–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73383-4_5.

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AbstractThis chapter and the next situate manuscript fiction within the wider Cultural Revolution reading cosmos. To this end, this chapter investigates which texts were particularly popular among the educated youth. Autobiographical documents about texts read during the era are analyzed for which texts impacted how on their readers at the time. For this purpose, more than 1000 reading acts, i.e., interactions with texts recorded in almost 100 autobiographical accounts, were sampled in the ReadAct database. A combination of distant and close reading of these sources brings to light which genres, authors and concrete texts were read most widely at the time—and considered memorable in hindsight by the former educated youth. The chapter ends with elaborations on the blind spots in the sample.
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Mason, Jessica, and Marcello Giovanelli. "Readers." In Studying Fiction, 64–80. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429054792-6.

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Paul, Lissa. "Chapter 15. The enslaved in late-Enlightenment stories for children." In Children’s Literature, Culture, and Cognition, 334–55. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.15pau.

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On the long road towards the abolition of the slave trade and enslavement, European and American books for children, published in the late eighteenth and early nineteenth centuries, sought to engage their intended young readers in the debate. In this chapter I counterpoint fictional characterizations of the enslaved with those in autobiographical accounts and in newspaper fugitive slave advertisements. The children’s books of the time depicted the enslaved as objects of pity and in need of rescuing. That positioned them as ideal subjects for authors attempting to cultivate empathy and sensibility in their young readers. Actual enslaved people told a different story, recording both the brutality and savagery of enslavers and their own sustained resistance to enslavement.
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Conference papers on the topic "Authors and readers – Fiction"

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Nikolić, Andrijana A. "MOTIVI FANTASTIKE U ROMANU „NA PUTU ZA DARDEL“ SLOBODANA ZORANA OBRADOVIĆA I U PRIPOVJEDNOJ PROZI „ZAPISI IZ HODNIKA VREMENA“ ALEKSANDRA OBRADOVIĆA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.113n.

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Slobodan and Aleksandar Obradović (father and son) from Bijelo Polje are authors whose fiction abounds in fantastic motifs ‒ characters’ actions, their ability to travel through time zones, their mythological features and the mission they are devoted to accomplish. Capable inventors, fliers, beings who transcendentally move from place to place require critical judgment ‒ whether contemporary children’s literature is truly in accordance with their age and whether and to what extent a child can identify with or distance from the characters. By combining symbols and fiction, both writers encourage readers to decipher the symbols and teach them the lesson of the story. The writers express their thoughts about important life issues through fictional characters, using narrative polyphony, skillfully avoiding identification with any character. Crossing the line between literary and non-literary is typical for both writers. In addition, parents’ role in child upbringing and their influence on the development of child’s imagination should be considered.
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Lavrova, Klyona B. "The model libraries for creative economy." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-138-144.

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The article provides an overview of the possibilities for the model libraries to get involved in the creative economy. The role of science fiction literature and fairy tales in formation of creative thinking is emphasized. The author analyzes the potential of libraries in teaching readers creative thinking through TIPS technology (Theory of Inventive Problem Solving). The features of library creative space are examined.
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Trein, Fernanda, and Taíse Neves Possani. "Literature As a Mean of Self-knowledge, Liberation, and Feminine Empowerment: The Legacy of Clarice Lispector." In 13th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/wlec.2022.004.

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Abstract: Access to books and literature is, above all, a human right. The acts of reading, creating, and fictionalizing are in themselves, acts of power. Accordingly, literature is a well-respected necessity in society; therefore, a universal human need. Thus, denying women the right to literature is also a form of violation. In this presentation, the author aims to reflect not only on literature by female authors but also its importance in the process of constructing women's subjectivity and identity, whether in reading fiction or in its production. To reflect on women's right to read and write literature, as well as their way of expressing their perception, anxieties, and ways of understanding the world, this presentation proposes a literary analysis of texts by the Brazilian writer Clarice Lispector. Her works evidence the potential of bringing light to the processes of self-knowledge and freedom. These processes can be ignited because these texts can trigger the process of self-awareness and can then generate female empowerment. By reading Clarice Lispector's writing, it remains clear that she reveals human dramas specific to the female universe, as she opens up possibilities for readers to know themselves as women and to project themselves as producers of literature. It would seem that these realities are founded worlds and realities apart from those that dominated male perceptions during the 1950s to 1970s when she was writing; however, many of those predominant male perceptions prevail in today’s contemporary society. Keywords: Women's Writing; Reception; Self knowledge; Clarice Lispector; Empowerment.
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Noll, Michael G., and Christoph Meinel. "Authors vs. readers." In the 2007 ACM symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1284420.1284465.

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Mihaila, Ramona. "SOCIAL AND CULTURAL APPROACHES TO TEACHING WOMEN'S WRITING BY USING DATABASES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-166.

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The present article intends to produce new historiography about the nineteenth century Romanian women's writing from transnational and relational perspectives. It also takes as its starting point not only the production aspect of women's literary writing, but their reception-- especially by readers or other women writers or translators contemporary to the publication. This approach takes into account all the contributions to the literary field of both canonical and non-canonical women writers. A second approach refers to the fact that women's writing is viewed from an explicitly transnational perspective, underlining the connections between women writers across the world at the literary and translation levels. By using these methods, the students get familiar with social and cultural contexts in which women's writing was produced, promoted, and translated. As a member of the European project Women Writers in History I have taken part into training schools, workshops and conference where along with my colleagues from other 25 countries I have worked for the Women Writers database (www.womenwriters.nl) as an electronic means for teaching literature. The present database contains information on the production of women writers from the Middle Ages up to 1900, and on the reception of their writing in the world. Thus the database offers students the possibility to study these women's writing in their international context and make connections concerning their transnational historiography. The entries for authors refer to biographical details, professional situation, writing achievements (fictional and non-fictional writings), translations, national and international critical reception, allowing the students to analyze women's writing from a comparative perspective.
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Carl, Jim. "Guns for Young Readers: Schoolhouse Fiction 1820–2020." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2100422.

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Mikkonen, Anna, and Pertti Vakkari. "Books' Interest Grading and Fiction Readers' Search Actions During Query Reformulation Intervals." In JCDL '15: 15th ACM/IEEE-CS Joint Conference on Digital Libraries. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2756406.2756922.

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Kozmina, E. "GENRE OF THE STORY IN SOVIET SCIENCE FICTION OF THE 1950S-1970S." In VIII International Conference “Russian Literature of the 20th-21st Centuries as a Whole Process (Issues of Theoretical and Methodological Research)”. LCC MAKS Press, 2023. http://dx.doi.org/10.29003/m3702.rus_lit_20-21/100-103.

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The article presents the results of a study of Soviet science fiction stories of the 1950s-1970s in the aspect of N.D. Tamarchenko’s genre theory. The analysis methodology presented in the researcher’s works on the structure of the story is used. The genre of the story is considered in three aspects: chronotope and plot scheme; compositional and speech organization of the work; the nature of the relationship between the reality of the author and reader and the world of the character, including the problem of evaluation. Similar features of fantastic and non-fantastic stories are revealed, and the transformation of the genre structure is described: the increasing role of the socio-historical context, the limited type of narrator and the associated impossibility of a direct and unambiguous assessment of the character and his actions; the absence of a parallel version of the plot. The reasons for the transformation are formulated: the role of the plot situation of the experiment, including the event of humanity’s meeting with inhuman mind. The role of A. and B. Strugatsky in the development of Soviet science fiction stories of this period is noted.
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Catana, Elisabeta simona. "E-LEARNING TOOLS AND TASKS FOR DEVELOPING THE ENGINEERING STUDENTS' READING COMPREHENSION SKILLS IN ENGLISH FOR ACADEMIC AND WORK PURPOSES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-228.

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Arguing for the importance of e-learning in developing the engineering students' reading comprehension skills in English for achieving proficiency for academic and work purposes in the multicultural 21st century society, this paper shows that a special focus on using e-learning tools such as e-readers and certain recommended websites plays an important role in meeting our teaching objective and in fulfilling the students' educational needs. These e-learning tools motivate and encourage the engineering students to read at least a minimal bibliography in English to enable them to successfully meet the demands for professional communication, argumentation and writing in the English language seminars in a technical university. Using e-readers and the specialized websites, including the online libraries, to read English fiction and non-fiction to advance the engineering students' knowledge of English and to develop their reading comprehension skills for the Cambridge English exams, for academic and career purposes will lead to achieving proficiency in this foreign language. Not only will these e-learning tools help the students to advance their knowledge of English, but they will also enable them to broaden their cultural and knowledge horizon, to be up-to-date with the latest societal, career changes and challenges in our society. That is why this paper will enlarge upon: 1) the importance of using e-learning tools such as e-readers and specialized websites to develop the engineering students' reading comprehenshin skills in English for achieving proficiency in this language for academic and career purposes; 2) the students' perspective on the importance of e-learning tools for developing their reading comprehension skills in English; 3) a methodological approach to developing the engineering students' reading comprehenshion skills in English using e-learning tools. Being fond of using technology for e-learning purposes, the engineering students will be motivated to use e-readers to read more recommended English texts, including fiction, non-fiction and specialized technical literature, in order to develop their reading comprehension skills in English for linguistic, academic and career purposes.
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Chen, Ling. "The “Retreat” of the Author and the “Advance” of the Reader: Revisiting The Craft of Fiction by Percy Lubbock." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.345.

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Reports on the topic "Authors and readers – Fiction"

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Tabinska, Iryna, and Yaroslav Tabinskyi. Феномен «смислу поміж фактами» у друкованому виданні Reporters: взаємодія тексту та фотоілюстрації. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11728.

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The article states that with the development of new journalism, the author’s ability to characterize a phenomenon and identify a trend acquires special value. Representatives of Ukrainian new journalism, which is a relatively new genre, are already gradually implementing these tasks. They compose entire books from their reports, offering the reader a condensed version of versatile observations about a certain country, situation, or phenomenon. In contrast to ordinary reportage, fiction is a synthetic genre, in which it is not reported, but told. The authors of the article research Reporters which is the first magazine of new journalism in Ukraine. Their main task is to explain the phenomenon of “meaning between facts”. According to the authors, this phenomenon is simple and unique at the same time, because through people’s stories you can find depths that relate to historical, cultural and geopolitical life. The article analyzes the interaction of text and images, shows how to find meaningful messages in actual data using specific examples. The study singled out accents that relate to the interaction of text and images. Quite often, photography reproduces reality and helps the reader to paint reality in his imagination. Textual forms delve into the plot through human history and detail. In four printed issues of the magazine, the authors of the study analyzed the stories that are particularly relevant today. First of all, this concerns Russian aggression and the insubordination of Ukrainians. Key words: new journalism, non-fiction, text, images, dialog, photojournalism.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Milligan, Kelley, and Allyson Kelley. Key Informant Interview Techniques and Storytelling Methods. Allyson Kelley & Associates PLLC, January 2022. http://dx.doi.org/10.62689/lm0y7c.

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This document outlines how to collect qualitative data and stories in community settings. Seven interview techniques provide readers with a step-by-step process of how to plan and engage people in the process. Authors include considerations for conducting interviews with Indigenous and community-based settings based on current research and evaluation projects.
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STROYKOV, S., and I. NIKITINA. THE CURRENT STATE OF THE PROBLEM OF HYPERTEXT IN LINGUISTIC LITERATURE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-50-73.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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TARAKANOVA, V., A. ROMANENKO, and T. TROITSKAYA. FACTORS AND RISKS OF ENVIRONMENTAL SAFETY OF THE CITIES OF THE MOSCOW REGION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-2-19-29.

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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, March 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Solomon, Kip, and Troy Gilmore. Age Dating Young Groundwater. The Groundwater Project, 2023. http://dx.doi.org/10.21083/liiu2727.

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This book provides an overview of common tracer methods that can be used to estimate the age of young groundwater that recharged less than about 60 years ago. In this book, applications of tracers to address hydrogeologic problems are only mentioned briefly because such problems are the topic of the Groundwater Project Book titled Introduction to Isotopes and Environmental Tracers as Indicators of Groundwater Flow (Cook, 2020) which readers are encouraged to review. The dating tracer methods include tritium (3H), tritium/helium-3 (3H/3He), sulfur hexafluoride (SF6) and chlorofluorocarbons (CFCs). All these methods except 3H involve the occurrence and transport of dissolved gases and thus the basic concepts of dissolved gases are discussed in this book. The authors are hydrogeologists interested in solving both groundwater quality and quantity issues in a world in which the availability of high-quality groundwater is diminishing. The goal of this book is to inform researchers and policy makers about the concepts and underlying assumptions involved in groundwater dating methods with the aim of increasing the application of these powerful methods while informing readers of their inherent limitations.
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Nelson, Gena, Hannah Carter, and Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, November 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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