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Relevant bibliographies by topics / Children Victoria Books and reading

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Academic literature on the topic 'Children Victoria Books and reading'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Children Victoria Books and reading"

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Chen, Shih-Wen. "China in a Book: Victorian Representations of the ‘Celestial Kingdom’ in William Dalton’s The Wolf Boy of China." Papers: Explorations into Children's Literature 21, no. 1 (January 1, 2011): 1–18. http://dx.doi.org/10.21153/pecl2011vol21no1art1137.

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Despite the wealth of material related to China in Victorian and Edwardian children’s literature, relatively few scholarly works have been published on the subject. Critics who have discussed the topic have tended to emphasize the negative discourse and stereotypical images of the Chinese in late nineteenth-century children’s literature. I use the case of William Dalton’s The Wolf Boy of China (1857), one of the earliest full-length Victorian children’s novels set in China, to complicate previous generalizations about negative representations of China and the Chinese and to highlight the unpredictable nature of child readers’ reactions to a text. First, in order to trace the complicated process of how information about the country was disseminated, edited, framed, and translated before reaching Victorian and Edwardian readers, I analyse how Dalton wove fragments from his reading of a large archive of texts on China into his novel. Although Dalton may have preserved and transmitted some ‘factual’ information about China from his sources, he also transformed material that he read in innovative ways. These are reflected in the more subversive and radical parts of the novel, which are discussed in the second part of the essay. In the final section, I provide examples of historical readers of The Wolf Boy of China to challenge the notion that children passively accept the imperialist messages in books of empire.

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Raden Sri Martini Meilanie, Winda Gunarti, and Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.

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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children. Keywords: early childhood education, parents’ perceptions, school readiness References: Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72(2), 167–180. https://doi.org/10.1177/000312240707200202 Araújo, L. A. de, Veloso, C. F., Souza, M. de C., Azevedo, J. M. C. de, & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369–377. https://doi.org/10.1016/j.jped.2020.08.008 Atkinsonová, R. L., Atkinson, R. C., SMITH, E. E., Herman, E., Bem, D. J., & Petržela, M. (1995). Psychologies. Victoria Publishing. https://books.google.co.id/books?id=Tj9OAAAACAAJ Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176371 Benner, A. D., & Mistry, R. S. (2020). Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens. Child Development Perspectives, 14(4), 236–243. https://doi.org/10.1111/cdep.12387 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and Behavioral Impact of COVID-19 in autism spectrum disorder: An Online Parent Survey. Brain Sciences, 10(6). https://doi.org/10.3390/brainsci10060341 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Cushon, J. A., Vu, L. T. H., Janzen, B. L., & Muhajarine, N. (2011). Neighborhood Poverty Impacts Children’s Physical Health and Well-Being Over Time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183–205. https://doi.org/10.1080/10409280902915861 Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287–300. https://doi.org/10.1016/j.ecresq.2020.05.009 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family Nursing: Research, Theory & Practice. Prentice Hall. https://books.google.co.id/books?id=mkBtAAAAMAAJ Gobbi, E., Maltagliati, S., Sarrazin, P., di Fronso, S., Colangelo, A., Cheval, B., Escriva-Boulley, G., Tessier, D., Demirhan, G., Erturan, G., Yüksel, Y., Papaioannou, A., Bertollo, M., & Carraro, A. (2020). Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249431 Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2 Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515. https://doi.org/10.1016/j.ijedudev.2021.102515 Jandrić, P. (2020). Postdigital Research in the Time of Covid-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8 Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2020). Initial findings on students’ reading and math achievement and growth. 12. Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754 McDowell, K., Jack, A., & Compton, M. (2018). Parent Involvement in Pre-Kindergarten and the Effects on Student Achievement. The Advocate, 23(6). https://doi.org/10.4148/2637-4552.1004 Nevid, J. S. (2012). Psychology: Concepts and Applications. Wadsworth Cengage Learning. https://books.google.co.id/books?id=TpxZXwAACAAJ Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216. https://doi.org/10.1002/hbe2.201 Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223, 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020

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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.c.

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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.d.

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Bradford, Clare, and Kerry Mallan. "Editorial." Papers: Explorations into Children's Literature 18, no. 1 (June 1, 2008): 3–4. http://dx.doi.org/10.21153/pecl2008vol18no1art1184.

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The cover of this issue of Papers features an image which appears in the First Book of the Victorian Readers, originally published in 1928. As Jane McGennisken demonstrates in her essay on Australian mythologies of childhood in the Tasmanian and Victorian readers, the literary texts selected for these readers represent Australian children as innocent inhabitants of a young country, a conceit also proposed by Ethel Turner at the beginning of Seven Little Australians: ‘the land and the people are young-hearted together’. McGennisken argues that these imaginings of an innocent Australian childhood are analogous with mythologies of an innocent nation, which act to divert attention from the (less innocent) histories of imperialism fundamental to the nation’s foundation. Another preoccupation of the readers is the idea of the child as leader, in stories about courageous children like Grace Bussell, who in rescuing the victims of a shipwreck demonstrates the qualities of Australian girlhood by exercising a motherly concern. The readers constitute an important component of reading material for Australian children from the late 19th century until the 1940s; the online database AustLit: the Australian Literature Resource now includes a section on the Victorian Readers and the Victorian School Papers, at: http://www.austlit.edu.au/ (go to ’research Communities’, ‘Australian Children’s Literature’ and ‘the Victorian Classroom’).

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Grimshaw, Shirley, Naomi Dungworth, Cliff McKnight, and Anne Morris. "Electronic books: children?s reading and comprehension." British Journal of Educational Technology 38, no. 4 (July 2007): 583–99. http://dx.doi.org/10.1111/j.1467-8535.2006.00640.x.

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McGennisken, Jane. "‘A little child shall lead them’: Tasmanian and Victorian School Readers and National Growth." Papers: Explorations into Children's Literature 18, no. 1 (June 1, 2008): 5–12. http://dx.doi.org/10.21153/pecl2008vol18no1art1177.

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Reading, one of the ‘three Rs’ still fundamental to educational theory and reconceptualisations of literacy teaching and learning, is a complex socio-cultural practice. Recent attacks on critical literacy approaches to teaching English reveal that what children are taught to read, and how they are taught to read it, is value-laden and contentious (Slattery 2005, p.31). Critics argue for a ‘back to basics’ approach to teaching a love of reading, a reaction to the ‘postmodern literary theory [that] has infiltrated our schools at the expense of comprehension and expression’ (ibid). Yet these same critics appear unaware that the link between children’s literature and ideology was both recognised by, and institutionalised in, Australian school textbooks of nearly 80 years ago. Indeed, in the 1928 preface to the eighth book, the first of the Victorian Readers to be published, the editorial committee was explicit in its intended literary production of young Australians.

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Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.

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Jones, Sally Ann. "Children Reading Series Books: Ways into Peer Culture and Reading Development." Changing English 22, no. 3 (July 3, 2015): 307–25. http://dx.doi.org/10.1080/1358684x.2015.1049513.

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Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.

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Dissertations / Theses on the topic "Children Victoria Books and reading"

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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.

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Levinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.

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In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture. The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures. The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school. The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts. The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.

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Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was any particular reading level from which children tended to choose their recreational reading books.The analyses did not allow rejection of Hypotheses I and II. There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library.The analyses did allow rejection of Hypotheses III and IV. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels.Hypothesis V was tested using the Pearson correlation coefficient to determine the relationship between the reading levels of the recreational reading books the children chose and read and the reading levels of the books the children chose and did not read.The analysis failed to reject Hypothesis V. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read. Although this hypothesis did not prove to be statistically significant, the following tendency was observed: the easier the readability of the book, the more likely it was to have been read.The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average students chose books between their independent and developmental reading levels.
Department of Elementary Education

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Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.

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Abel, Susan S. "Reading to children: Core literature units for kindergarten and first grade." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.

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Schultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

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Sollars, Valerie. "The influence of conditions of reading on early literacy development /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.

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This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.

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Wahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.

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Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.

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Kerper, Richard Michael. "Three Children Viewing and Reading: Transactions with Illustrations and Print in Informational Books." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220459689.

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Books on the topic "Children Victoria Books and reading"

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Richmond, Velma Bourgeois. Chaucer as children's literature: Retellings from the Victorian and Edwardian eras. Jefferson, NC: McFarland & Co., 2003.

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Chaucer as children's literature: Retellings from the Victorian and Edwardian eras. Jefferson, N.C: McFarland & Co., 2004.

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Educating our masters: Influences on the growth of literacy in Victorian working class children. Aldershot, Hampshire, England: Gower, 1985.

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Precocious children and childish adults: Age inversion in Victorian literature. Baltimore, Md: Johns Hopkins University Press, 2012.

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McCulloch, Fiona. The fictional role of childhood in Victorian and early twentieth century children's literature. Lewiston, N.Y: Edwin Mellen Press, 2004.

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Victorian horizons: The reception of the picture books of Walter Crane, Randolph Caldecott, and Kate Greenaway. Lanham, Md: The Children's Literature Association and Scarecrow Press, 2001.

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Youth of darkest England: Working-class children at the heart of Victorian empire. New York: Routledge, 2005.

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Breaking the angelic image: Woman power in Victorian children's fantasy. New York: Greenwood Press, 1988.

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Reading real books. Buckingham [England]: Open University Press, 1992.

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Children & books. 9th ed. New York ; Don Mills, Ont: Longman, 1997.

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Book chapters on the topic "Children Victoria Books and reading"

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Lamb, Edel. "Reading Boyhood: The Books and Reading Practices of Early Modern Schoolboys." In Reading Children in Early Modern Culture, 107–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70359-6_4.

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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Butler, Catherine, and Hallie O’Donovan. "The Eagle Has Landed: Representing the Roman Invasion of Britain in Texts for Children." In Reading History in Children's Books, 17–47. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137026033_2.

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Torr, Jane. "Picture Books for Children from Birth to Three." In Reading Picture Books with Infants and Toddlers, 117–32. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003168812-8.

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Lamb, Edel. "Books for ‘Childish Age’: Youthful Reading Cultures in Early Modern England." In Reading Children in Early Modern Culture, 71–106. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70359-6_3.

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Segal-Drori, Ora, Ofra Korat, and Pnina S. Klein. "What Can Better Support Low SES Children’s Emergent Reading? Reading e-Books and Printed Books with and Without Adult Mediation." In Technology as a Support for Literacy Achievements for Children at Risk, 59–71. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_6.

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Sénéchal, Monique. "Reading Books to Young Children: What It Does and Does Not Do." In Literacy Development and Enhancement Across Orthographies and Cultures, 111–22. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0834-6_8.

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Chidembo, Alfred. "Founder of Aussie Books for Zimbabwe." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 223–31. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Chidembo, Alfred. "Founder of Aussie Books for Zimbabwe." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 223–31. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Conference papers on the topic "Children Victoria Books and reading"

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Cunningham, Sally Jo. "How children find books for leisure reading." In Proceeding of the 11th annual international ACM/IEEE joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1998076.1998170.

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Hsieh, Ivy Haoyin. "Co-Reading Picture Books With Indigenous Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433235.

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Tingari, Wisal M., Izzeldin M. Osman, and Moawia E. Yahia. "A comparison study on children reading stories from e-books and from traditional books." In 2010 IEEE/ACS International Conference on Computer Systems and Applications (AICCSA). IEEE, 2010. http://dx.doi.org/10.1109/aiccsa.2010.5587012.

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Dwijayanti, Hutami, and Riama Maslan Sihombing. "The Role of Digital Books in Increasing Reading Motivation among Children with Dyslexia." In ICON ARCCADE 2021: The 2nd International Conference on Art, Craft, Culture and Design (ICON-ARCCADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211228.066.

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Mao, Wenqing, Satoe Saigusa, and Inho Chung. "Current Status of Hearing-Impaired Children in Reading Picture Books With Their Parents in China: Comparison With Normal Hearing Children." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.229.

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Monkevičienė, Ona, Birutė Autukevičienė, and Kristina Stankevičienė. "The Impact of Reading Self-Made Personalised Books on Two- to Four-Year-Old Children’s Linguistic Expressions When Speaking about Themselves." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.47.

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This study aimed to analyse the impact of reading personalised books on the linguistic expression of two-to four-year-old children when speaking spontaneously about themselves during the sensitive period of self-identification. A natural experiment was carried out using self-made books, which consisted of personalised and non-personalised parts. The personal parts of the books, which reflected each child’s home environment and what they liked, were specially designed for each child. Thirty-six children aged between two and four years who attended an early childhood education institution participated in the study. The study sessions were recorded. The data analysis was conducted by applying a case study method, and the collected data were analysed qualitatively by assessing the content of the children’s speech, emotions and gestures. Five typical cases were identified and described. They substantiated that the personalised parts of the books consisting of pictures from each child’s environment encouraged them to use more words when speaking about themselves, to use more varied and complex means of linguistic expression when talking about familiar things, to choose appropriate linguistic means when referring to the self in the first person and/or to speak about themselves from the perspective of the other. The influence of the personalised parts of the books was not observed until the children started identifying themselves as separate subjects.

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Gloza, Natalya. "«Ecology, Books and Us». The program of ecological education in Library of Family Reading of Lomonosov town." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-60-64.

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The program Family Reading Library in the town of Lomonosov: «Ecology, Books and Us» is discussed. The program is targeted at building ecological literacy and culture in the children, from preschoolers to senior schoolchildren of St. Petersburg Petrodvorets District.

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Agorou, Antonia, Emily Kallinikou, Evdoxia Kyriacou, Konstantina Miltiadous, and Iolie Nicolaidou. "THE POTENTIAL OF AUGMENTED REALITY BOOKS TO INFLUENCE READING ATTITUDES OF 8-9 YEAR-OLD CHILDREN: AN EXPLORATORY STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0560.

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Rudman, Olga Borisovna. ""Until the light fades, until the candle burns…»." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97242.

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This work is devoted to the Russian language. In the article, the author speaks about the importance of dictionaries, reference books and encyclopedias. The relevance of the research is caused by the fact that children in the modern world pay insufficient attention to reading, as well as by the fact that modern technologies are replacing the usual paper versions of books, and electronic copies are replacing them.

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Rodionova, Oxana. "MILESTONES IN TRANSLATING CHINESE LITERATURE FOR CHILDREN INTO RUSSIAN LANGUAGE." In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.31.

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The purpose of this study is to observe the overall picture of translations of Chinese literature for children into Russian language from the first editions to the present day. In addition to compiling a complete chronological list of all Chinese books translated into Russian from the category of children’s reading, our tasks included identifying and characterizing the main periods, trends and patterns in the development of translation and book publishing of Chinese children’s literature in Russian, analyzing the dynamics of translations in different years, analyzing the activities of translators who contributed to the development of cultural ties between the two countries, listing the names of the best illustrators, whose work played an important role in popularizing Chinese literature for children, identifying the main problems in translation and publication of children’s Chinese books in Russia at different periods. After studying the general picture of translations of Chinese literature for children into Russian, as well as taking into account the nature of historical events and political relations between China and Russia, we propose to distinguish the following seven periods in translation: 1779–1917; 1918–1949; 1950–1959; 1960–1980; 1981–1991; 1992–2013; since 2014.

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Reports on the topic "Children Victoria Books and reading"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.

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