Relevant bibliographies by topics / Extensive and Academic Reading

Academic literature on the topic 'Extensive and Academic Reading'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Extensive and Academic Reading"

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Nhapulo, Marcos Abilio, Ellen Simon, and Mieke Van Herreweghe. "Enhancing academic reading skills through extensive reading." Southern African Linguistics and Applied Language Studies 35, no. 1 (January 2, 2017): 17–40. http://dx.doi.org/10.2989/16073614.2016.1267578.

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Novandy Adhitya and Jeneng Novita. "STUDENTS’ RESPONSES TOWARDS SELF-SELECTED READING IN EXTENSIVE READING CLASS." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 2 (October 30, 2021): 1–7. http://dx.doi.org/10.37742/jela.v3i2.53.

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Extensive Reading is a method in which the participant engages in the activity by reading more books from a greater variety of genres outside of the classroom to read for pleasure. As a result, pupils may choose the reading content that they are interested in reading. The following were the goals of the research named Students' Responses to Self-Selected Reading in Extensive Reading class, which was conducted: 1) To determine the kinds of reading students choose in Extensive Reading class, and 2) To observe the student's reactions to self-selected Reading in Extensive Reading class, the following research was conducted: By the academic year 2020/2021, the students of the English Education Department at one of Cimahi's colleges were in their third semester, which served as the primary topic of this research. It was decided to utilize a descriptive qualitative approach for this investigation. Document analysis, as well as interviews, were used in the data collection process. The results revealed that students choose various readings for Extensive Reading, including short stories, novels, articles, news, books, biographies, song lyrics, and other kinds of material. Regarding the study second research question, the student's answers to self-selecting for Extensive Reading were consistent, with the following replies: it was easier; the students were happier, and there was no burden in deciding to do it. According to the research findings, the students chose more kinds, and they were pleasant to work with and seemed to enjoy themselves.
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Puspita, Nurul, and Umar Alfaruq A. Hasyim. "Book Club Discussion: An Extensive Reading Program in Writing Class." Attractive : Innovative Education Journal 3, no. 2 (June 11, 2021): 113. http://dx.doi.org/10.51278/aj.v3i2.238.

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Extensive reading was an approach when the readers read extensively. They read a lot of materials then get enjoyment in the process of reading. The purpose of this research was to describe the process of implementing extensive reading program by using book club discussion in writing class. This research was done on first semester of academic writing students. It was about 20 students. The result showed that the implementation of book club discussion did not only give positive trend to students’ reading ability but also their writing ability. Extensive reading program build students’ vocabulary and grammar. Furthermore, during the implementation of this program they learnt a lot about process of writing particularly in making a summary. Finally, extensive reading program made gain for students’ vocabulary, grammar, and writing. Keywords: Exstensive Rading Program, Book Club Discussion, Writing Class
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Januarty, Resky. "Extensive Reading (ER) Practices and the Development of Language Fluency." Lingua Cultura 12, no. 3 (August 30, 2018): 267. http://dx.doi.org/10.21512/lc.v12i3.4063.

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This research aimed at investigating the Extensive Reading (ER) practices of the students and the development of language fluency. The design of the research was a qualitative study using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire to 20 postgraduate students in Sebelas Maret University, Surakarta, Indonesia. Furthermore, the research revealed some findings on the types of reading materials preferred, reasons and benefits of reading, the effect of the extensive reading practices for the development of language fluency and academic achievement. The results indicate that students prefer the enjoyable reading as their reading sources. Moreover, the books suggested by the teachers to read also become their favorite materials because they obtain some advantages especially in developing language fluency. The finding also implies that extensive reading practices also affect the students’ academic achievement.
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Linuwih, Endar Rachmawaty. "The Effectiveness of Extensive Reading in Improving EFL Academic Writing." Journal of English Language Teaching and Linguistics 6, no. 1 (April 11, 2021): 167. http://dx.doi.org/10.21462/jeltl.v6i1.514.

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<em>This study attempts to answer the question of to what extend extensive reading (ER) could enhance the English of Foreign language (EFL) learners' academic writing. This quasi-experimental study compared two English classes in terms of academic writing improvement after six weeks. This sample of the study was 64 students in a private university in the academic years of 2020-2021. In a traditional English class, the students primarily focused on grammar instruction and writing practice. On the other hand, the students in an ER class engaged in an ER program in and out of class involving the reading-related writing practice. The pretest and posttest were administered to measure students’ writing improvement. The results indicate that students in ER group with more exposure to comprehensible input show statistically significant progress on their posttest, whereas students in a traditional class show a moderate increase.</em>
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Wijaya, Kristian Florensio. "UNDERGRADUATE STUDENTS PERCEPTIONS ON EXTENSIVE READING STRATEGY IN VOCABULARY CLASS." PROJECT (Professional Journal of English Education) 3, no. 5 (September 21, 2020): 534. http://dx.doi.org/10.22460/project.v3i5.p534-545.

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AbstractVocabulary is one of the essential elements of English Language Teaching. It is therefore important to ensure that the students are able to obtain sizable vocabulary knowledge during their academic performance. Extensive reading strategy played a major role in that process. Two research problems were proposed in this study. The first is to know the effectiveness of extensive reading strategy in vocabulary class. The second is to discover the significant improvement of English Language Education students’ vocabulary knowledge through extensive reading strategy. In this qualitative study, three research instruments: observation, classroom survey, and focus group discussion were employed. Qualitative content analysis was implemented to draw meanings out of the data gathered. Five major findings were as follows: (a) ELESP students viewed vocabulary as an important element in English language mastery (b) Loved reading extensively (c) Had limited time to read (d) Lose their reading motivation easily (e) Suggested regular checking of vocabulary books.Keywords: vocabulary, extensive reading strategy, qualitative content analysis
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Neupane, Nabaraj. "Extensive Reading in Foreign Language Classes." Journal of NELTA 21, no. 1-2 (December 1, 2016): 86–92. http://dx.doi.org/10.3126/nelta.v21i1-2.20204.

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Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92
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Nurnazhofah, Euis, and Marrieta Moddies Swara. "THE EFFECT OF EXTENSIVE READING ON THE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA DAARUL MUTTAQIEN TANGERANG IN ACADEMIC YEAR 2019/2020." Foremost Journal 1, no. 1 (February 20, 2020): 1–9. http://dx.doi.org/10.33592/foremost.v1i1.476.

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AbstractThe aim of this research was to know a significant effect of extensive reading on the students’ reading comprehension at the tenth grade of SMA Daarul Muttaqien Tangerang. This research used quantitative method, 71 students as the sample which taken by using quasi experimental research and non-equivalent control group design. Students’ test and questionnaires were used by the writer to collect the data. The hypothesis data was tested using formula t-test, it was known that in experimental class and control class indicated with Ha was accepted its mean that there was an effect of using extensive reading on the students’ reading comprehension at the Tenth grade of SMA Daarul Muttaqien Tangerang, in experimental class the students were focused and had a big spirit in learning reading using extensive reading they were could gave a summary of the reading text with good structure and done the instrument correctly during the learning process. Based on the percentages students’ post-test showed that students’ reading comprehension was better than before. Moreover, this research also found that students’ learning motivation was very good and the students in experimental class were more active in reading using extensive reading during learning process.Keywords: quantitative method; extensive reading; reading comprehension
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Wijaya, Kristian. "The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts." Acuity: Journal of English Language Pedagogy, Literature and Culture 6, no. 2 (May 10, 2021): 107–17. http://dx.doi.org/10.35974/acuity.v6i2.2482.

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Abstract Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels. Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts
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Kovalenko, Marina. "The Validation Process in the IELTS Reading Component: Reading Requirements for Preparing International Students." Journal of Language and Education 4, no. 1 (March 31, 2018): 63–78. http://dx.doi.org/10.17323/2411-7390-2018-4-1-63-78.

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Although IELTS is coordinated under a framework for test development and validation, there is some controversy about exam results’ correlation with students’ post-admission intellectual, academic and professional performance. The theoretical part of the research aims to investigate the extent to which the IELTS reading component relates meaningfully to interpretations of validity. The empirical part addresses questions about perceptions of the impact of the IELTS reading preparation on adjustment to the challenges of academia and further academic performance and variances in these perceptions depending on the area of study and the level of language mastery. While having quite different views on assessing IELTS validity, the researchers agree that academic success is enhanced through and based on extensive substantive reading. The methodology relied on both qualitative and quantitative data derived from an anonymous online questionnaire: 133 international students with Russian citizenship, Global Education Programme (GEP) finalists, participated in the survey in summer 2017. Five different result interpretations were taken into account: overall results, those for sciences and humanities, higher and lower achievers’ results. The discussion is built around test-takers’ opinions on the IELTS exam, the reading component and scores. The issues discussed include, but are not limited to: reading strategies, information sources required at university, tasks effectiveness, exam preparation usefulness to academic adjustment and its influence on academic achievement, its resourcefulness for the formation of linguistic capabilities, and respondents’ perception of extra factors for exam success. Potentially increasing jeopardy of negative washback is shown as an emerging problem. Although test-taking ability is not depicted as a crucially important factor affecting exam success, it is increasingly significant and its harmful effects may be expressed in illusionary higher levels of validity due to visually improved results. Quality preparation for the reading test can train a number of essential skills required in academia; however, preparation itself does not appear to be a significant factor for smoother adjustment to academic challenges, as it is highly dependent on preliminary linguistic background. There is a necessity to communicate broader information to learners through the IELTS handbook, website and other communication channels. EAP tutors should encourage their students to make efforts to cover the subject without framing it within boundaries of measurement, but with a clear understanding of future academic and professional challenges.
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Dissertations / Theses on the topic "Extensive and Academic Reading"

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Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.

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CITE/Language Arts
Ed.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
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Nakanishi, Takayuki. "A Meta-Analysis of Extensive Reading Research." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/245857.

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CITE/Language Arts
Ed.D.
The purpose of this study is to investigate the overall effectiveness of extensive reading, and whether learners' ages impact learning from extensive reading differently. The second purpose is to investigate whether the length of time that second language learners engaged in extensive reading influenced outcome measures, and if an effect is found, identify effective periods of time for learners to engage in extensive reading. Meta-analysis was used to investigate the trends shown by past empirical research, chart future research directions, and provide a means to create alternative hypotheses for future research. Two types of empirical studies were conducted: group contrasts of studies that included control groups and pre-post contrasts of studies that only include experimental groups. This meta-analysis included 34 studies that provided 43 unique effect sizes (22 effect sizes for group contrasts and 21 effect sizes for pre-post contrasts) and a total sample size of 3,942 participants. Students who received extensive reading instruction outperformed those who did not. The effect size was small for group contrasts (d = .46) and medium for pre-post contrasts (d = .71). Moderator variables for each contrast were examined to assess the impact of learners' ages and the length of instruction; however, all groups substantially overlapped with each other in terms of their confidence intervals, indicating no statistically significant difference among the groups. There was a small effect size for university students for the group contrast (d = .48), a medium effect for high school students (d = .61), a large effect for university students (d = 1.12), and a large effect for adults (d = 1.48) for pre-post contrasts. In terms of the length of instruction, both one semester of instruction (d = .36) and one year of instruction (d = .52) produced a small effect for group contrasts, while one year of instruction produced a medium effect (d = .74) for pre-post contrasts. In sum, the available extensive reading research to date suggests that extensive reading improves students' reading proficiency and should therefore be a part of foreign language reading curricula.  
Temple University--Theses
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Lai, Fung-kuen Eva, and 黎鳳娟. "Extensive reading as input for second language acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31232279.

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Wong, Lai-see. "A study of extensive reading in secondary 1 English classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.

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Johansson, Emma. "Extensive Reading and Grammatical Development : A Case Study within SLA." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24521.

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This is a case study focusing on the effects of extensive reading. The study mainly deals with grammatical development and the relationship between input and output, but it also discusses learning strategies. The study aimed to answer the following question: To what extent, and in what ways, does extensive reading affect output and grammatical performance? The essay analyses the grammatical performance of a Spanish speaking PhD student in chemistry, whose main exposure to English was scientific literature during the study period. Accuracy tests were used in combination with free writing. The study did not find any direct, unquestionable relationship between extensive reading and grammatical development. Instead it shows the difficulty of separating input and output. However, the study indicates that output may be an effective tool for improving grammatical performance and that some focus on form may be necessary, at least for the grammatical development of adults. Furthermore, the study indicates that teaching may influence grammatical performance and, therefore, the presentation of grammar needs to be carefully considered.
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Lee, Ka-yee Kennedy. "Ways of integrating ICT in extensive reading a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B4003978X.

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Wong, Lai-see, and 黃麗絲. "A study of extensive reading in secondary 1 English classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.

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Lee, Ka-yee Kennedy, and 李嘉儀. "Ways of integrating ICT in extensive reading: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4003978X.

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Tamrackitkun, K. "Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/11924/.

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This study investigated reading comprehension, reading fluency and attitudes of students after exposure to extensive reading (ER), an approach to teaching and learning foreign languages without using a dictionary or focusing on grammar, but aiming to get learners to read extensively by choosing books on their own, for general comprehension, good reading habits and enjoyment (Day and Bamford 1998; Prowse 1999). It was conducted in the Thai context with English as foreign language (EFL) students at Rajamangala University of Technology Thanyaburi (RMUTT) in Thailand during a period of four months, one academic semester. The teaching procedure conformed to the principles of ER with a wide-ranging selection of graded reader books. Multiple measurements used to assess comprehension with three narrative texts were written recall protocol, and translation tests; multiple choice questions with twelve texts in timed reading to assess reading fluency; and a survey questionnaire as well as an in-depth interview to gather data on attitudes towards extensive reading. The study employed a double-control pre- and post-test (Solomon) design: two experimental groups (N = 52 and 50) and four control groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to separate out the effects caused by using the same instruments. The findings suggest positive effects of ER on the learners’ reading comprehension and provide conclusive evidence of reading fluency improvement together with a positive attitude towards ER. The study also revealed that credit or score is a key factor to encourage students to read and they preferred reading in a controlled situation in class including taking the tests of timed reading. The thesis discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that in order to maximize the benefits of ER, an adjustment of procedures is essential prior to the integration with language courses in the Thai and other similar contexts.
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Lara, Hussein. "The Effectiveness of the Extensive Reading Approach for Facilitating Vocabulary Acquisition Through an Enhancement of Reading Motivation." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32558.

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This study investigates the possible benefits of using the extensive reading approach as means of enhancing reading motivation, and through that improve and develop EFL (English as a Foreign Language) learners’ vocabular repertoire. According to the Swedish Media Council, almost 49% of the Swedish youth do not read books in their free time, and the numbers keep decreasing (Statens Medieråd, 2019). At a time where reading is no longer as common, several researchers have claimed that implementing the extensive reading approach in EFL classrooms gives space for incidental vocabulary acquisition to take place. It has been further argued that extensive reading is an appreciated approach by students, since it gives them the freedom to learn at their own pace. However, there is still some disagreement among researchers as to whether extensive reading does increase reading motivation or not. For this study, data and material were gathered through electronic searches from numerous educational databases to investigate this matter and provide an overview of the findings. The overall results indicate that extensive reading does have a beneficial impact on vocabulary acquisition, and that students are generally positive and receptive to extensive reading, especially when combined with reading-tasks and activities. However, further research is necessary to be able to understand whether vocabular gains from extensive reading actually are affected by reading motivation or not.
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Books on the topic "Extensive and Academic Reading"

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McWhorter, Kathleen T. Academic reading. 3rd ed. New York: Longman, 1998.

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Holschuh, Louis W. Academic reading. Basingstoke: Macmillan, 1989.

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Academic reading. 5th ed. New York: Pearson Education, 2004.

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McWhorter, Kathleen T. Academic reading. 2nd ed. New York, N.Y: HarperCollins College Publishers, 1994.

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Academic reading. Glenview, Ill: Scott, Foresman/Little, Brown Higher Education, 1990.

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McWhorter, Kathleen T. Academic reading. 4th ed. New York: Addison Wesley Longman, 2001.

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Academic reading. 6th ed. New York, NY: Pearson/Longman, 2007.

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Farrell, Thomas S. C. (Thomas Sylvester Charles), ed. Teachers sourcebook for extensive reading. Charlotte, N.C: Information Age Pub., 2012.

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Kearny, Datesman Maryanne, ed. Reading on your own: An extensive reading course. Boston, Mass: Heinle & Heinle, 1992.

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Scott, Weltig Matthew, ed. Mastering academic reading. [Ann Arbor]: Univ. of Michigan Press, 2010.

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Book chapters on the topic "Extensive and Academic Reading"

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He, Mu. "Extensive Reading and Students’ Academic Achievement: A Case Study." In Exploring EFL Fluency in Asia, 231–43. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405_14.

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Tagane, Yuichi, Naeko Naganuma, and Patrick Dougherty. "Xreading Versus Paper-Based Extensive Reading: Perceptions of Students." In Teaching English for Academic Purposes (EAP) in Japan, 77–97. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_5.

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Kogan, Marina, Maria Kopylovskaya, Anna Gavrilova, and Elena Vdovina. "Technology-Enhanced Instruction into Extensive L2 Academic Reading for Specific Purposes Within the ESP/ESAP Course for Postgraduate Language Pedagogy Students." In Lecture Notes in Computer Science, 331–46. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-22131-6_26.

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Waring, Rob. "Extensive reading." In Handbook of Practical Second Language Teaching and Learning, 384–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-31.

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Renandya, Willy A., and Yuseva Iswandari. "Extensive Reading." In Research Questions in Language Education and Applied Linguistics, 457–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_81.

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Bailey, Stephen. "Reading." In Academic Writing, 10–16. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-3.

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Bailey, Stephen. "Reading." In Academic Writing, 17–25. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-4.

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Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic Reading." In Studying in English, 93–117. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_7.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Teaching Academic Reading." In ESL (ELL) Literacy Instruction, 192–222. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-6.

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Firth, Miriam. "Reading academic texts." In Employability and Skills Handbook for Tourism, Hospitality and Events Students, 248–63. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-14.

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Conference papers on the topic "Extensive and Academic Reading"

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Li, Jiayu, Huiyong Li, Rwitajit Majumdar, Yuanyuan Yang, and Hiroaki Ogata. "Self-directed Extensive Reading Supported with GOAL System: Mining Sequential Patterns of Learning Behavior and Predicting Academic Performance." In LAK22: 12th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3506860.3506889.

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AVCI VILE, Deniz Ezgi. "Short Story in an ESL Freshman English Course: Bridging the Gap between language and literature." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4960.

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In recent years, the place of literature in language teaching has regained its impetus and the prominent role it plays in promoting linguistic, cultural, intellectual and academic benefits has been acknowledged. Nevertheless, the place of literature in language teaching context in Turkey is still approached to be an outside source to be assigned as extensive reading rather than to be a classroom worthy material to be utilized in class. This article describes a literature lesson at a Freshman Englih level and outlines the steps to be taken to implement language based activities to promote ‘language awareness’ and to foster ‘meaning construction’ and ‘cultural awareness’ in a process based classroom setting. The steps also show that ESL Freshman students have much to gain from literature when the text is explored through language based activities without losing the literary nature of literature.Keywords: literature; short story; esl; once upon a time; freshman English; turkey
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Heljakka, Katriina Irja. "Reading Ron Right:." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569386.

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Sauve, Louise, Cathia Papi, Guillaume Desjardins, and Serge Gerin Lajoie. "Understanding dropout in distance and online learning by taking into account multiple factors." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002411.

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While extensive research has investigated why students drop out of university, most of this research has focused on campus-based training in the first year of university, or on some of the many elements that influence a student's life and learning pathway. Based on theoretical models of distance education dropout, we identified similar variables to those for on-campus learning but with effects that differ in importance. The objective of this research was to determine whether socio-demographic characteristics (e.g., age, gender, marital and family status), academic variables (e.g., study regime, parents’ levels of education), environmental characteristics (e.g., support from family and friends, financial and work situations), learning strategies (e.g. planning, performance, and reflection), the pedagogical organization of courses (e.g. technological tools, learning activities, and learning aids) and support for learning (e.g. interactions with tutors and peers) influenced students’ propensity to drop a course or their program of study in distance and online learning (DOL). This study used a questionnaire, a course analysis grid, and focus groups. For our sample of 791 students enrolled in a francophone DOL institution in Quebec, Canada, socio-demographic and academic variables largely explained their propensity to drop out. Learning strategies did not seem to be associated with dropping out of the course but were associated with not re-enrolling in the institution. For students who did not re-enrol after two sessions of study, the analysis of learning strategies in relation to socio-demographic, academic, and environmental variables identified thirteen predictive variables. The fewer learning strategies used by a student, as reported in the reflection phase of the study, the greater the likelihood that the student would drop out of their institution. Analyzing courses’ pedagogical organization allowed us to group the courses into five course models; the course model, when taken out of context, could not explain the propensity of students to drop out of a course, but it did contribute when we controlled for the socio-demographic and academic variables of the sample. For example, the study found that marital status and family status are two student-specific factors associated with the risk of course drop-out, but only in courses closer to course type 2 (oriented to formative assessment activities and Web site visits) and 4 (oriented to formative assessment activities and video viewing). For the other types of courses (1, 3 and 5), which are oriented towards reading text and practical exercises, these variables do not play a determining role in explaining dropout.Analyzing learning support showed that the support received is, on the whole, appropriate for the students. However, they are not fully satisfied. Some of the students would like to have more opportunities to interact with tutors in the form of individualized support and with their peers to reduce isolation and study stress. These exchanges would encourage greater perseverance, depending on the family and professional situation of certain students. For example, students who work full time and have a family have less need for interaction in their courses than those who do not work.
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Mardiah, Radiatan, Melati, and Nyimas Triyana Safitri. "Academic Purposes Digital Reading." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.087.

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He, Mu. "Teenagers' Reading Interest in an Extensive Reading Program." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.448.

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Orozco Varela, Luis Pablo, Mariana Blanco Ortiz, Gustavo Campos Fonseca, María Cubillo González, and Javier Nuñez Marín. "El Museo Dialoga: el museo y la sociedad en comunicación crítica." In Congreso CIMED - II Congreso Internacional de Museos y Estrategias Digitales. Valencia: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/cimed22.2022.15643.

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El Museo Dialoga: el museo y la sociedad en comunicación crítica. Autores: MSc. Luis Pablo Orozco Varela[1] Sra. Mariana Blanco Ortiz[2] Sr. Gustavo Campos Fonseca[3] Sra. María Cubillo González[4] Sr. Javier Nuñez Marín[5]. Resumen La ponencia consiste en compartir y analizar en profundidad el quehacer comunicativo del Museo de Cultura Popular de la Escuela de Historia de la Universidad Nacional de Costa Rica, específicamente a partir de la iniciativa de diálogo virtual denominada “#elmuseodialoga”, la cual ha potencializado la presencia del museo en las redes sociales académicas y ha contribuido a potenciar enlaces dialógicos con académicos, dentro y fuera de la universidad, así como con actores de la sociedad civil en su conjunto. Esta iniciativa surgió ante el desafío presentado por la pandemia COVID 19 con el fin de potencializar acciones de extensión y difusión de carácter virtual por medio del uso de las redes sociales con las que cuenta el museo, por ejemplo, el canal de youtube, Facebook, Instagram, Twitter y linkedin. Para ello, académicos que laboran en el museo y estudiantes de la Escuela de Historia, han aunado esfuerzos en pro de generar una alternativa de comunicación acorde a los nuevos desafíos de la virtualidad. En ese sentido, se ha potenciado a lo largo de poco más de un año, cuarenta ediciones de diálogo virtual, contando con invitados tanto nacionales, como internacionales, esto último dentro de la modalidad #elmuseodialogainternacional. El espacio de diálogo cuenta con tres ejes trasversales que permiten cubrir un amplio espectro de posibilidades temáticas: a) Cultura popular, historia, arte y patrimonio, b) difusión del quehacer académico y c) temas de actualidad nacional e internacional. En el primer eje abordamos todo lo relativo a patrimonio cultural, materia e inmaterial, tradiciones, cultores populares, arte costarricense, entre otros. A partir del segundo eje, trabajamos en difundir el aporte de investigaciones de académicos tanto de la UNA como de otras universidades nacionales e internacional, con el fin de divulgar a públicos más amplios la contribución del conocimiento producido por las universidades a la sociedad en su conjunto. En el caso del tercer eje, reforzamos la relación pasado-presente, generando espacios de lectura de la realidad nacional e internacional, abriendo también horizontes de prospectiva. Palabras claves: Comunicación, Pedagogía, Cultura contemporánea, Patrimonio Cultural, Historia. The Museum Dialogues: the museum and society in critical communication. Resume The presentation consists of sharing and analyzing in depth the communicative work of the Museum of Popular Culture of the School of History of the National University of Costa Rica, specifically from the virtual dialogue initiative called "#elmuseodialoga", which has potentiated the presence of the museum in academic social networks and has contributed to fostering dialogic links with academics, inside and outside the university, as well as with actors from civil society as a whole. This initiative arose in order to enhance virtual extension and dissemination actions through the use of social networks that the museum has, for example, the YouTube channel, Facebook, Instagram, Twitter and LinkedIn. To this end, academics who work at the museum and students from the School of History have joined forces to generate a communication alternative in line with the new challenges of virtuality. In this sense, forty editions of virtual dialogue have been promoted over the course of just over a year, with both national and international guests, the latter within the #elmuseodialogainternacional modality. The dialogue space has three transversal axes that allow covering a wide spectrum of thematic possibilities: a) Popular culture, history, art and heritage, b) dissemination of academic work and c) current national and international issues. In the first axis we address everything related to cultural heritage, material and immaterial, traditions, popular cultists, Costa Rican art, among others. From the second axis, we work on disseminating the contribution of academic research from both the UNA and other national and international universities, in order to disclose to wider audiences, the contribution of the knowledge produced by universities to society as a whole. In the case of the third axis, we reinforce the past-present relationship, generating spaces for reading the national and international reality, also opening prospective horizons. Keywords: Communication, Pedagogy, Contemporary Culture, Cultural Heritage, History. [1] Académico Museo de Cultura Popular, Escuela de Historia, UNA. [2] Estudiante Escuela de Historia, UNA. [3] Estudiante Escuela de Historia, UNA. [4] Estudiante Escuela de Historia, UNA. [5] Estudiante Escuela de Historia, UNA.
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Sabah, Rawand, and Yassen Muhammad. "Extensive Reading in Kurdistan High Schools." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a29.

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Surya, Satyawati, and Dian Anggriyani. "Think Aloud for Teaching Extensive Reading." In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.035.

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Reports on the topic "Extensive and Academic Reading"

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Mehmood, Hamid. Bibliometrics of Water Research: A Global Snapshot. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/eybt8774.

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This report examines the various dimensions of global water-related research over the 2012-2017 period, using extensive bibliographic data. The review covers trends in water-related publications and citations, the relative importance of water-related research in the overall body of scientific research, flows of water-related knowledge between countries and the dynamics of water research publishing opportunities. In summary, it shows that: less than 50% of all countries are publishing water-related research, that China and USA are the two top publishers, and that China’s publishing rate has been growing steadily over the study period. More than 70% of water related publications originating in USA are being cited globally, while China’s water research output appears to be primarily internally cited at present. Analysis of the global water knowledge flows suggests that research is hardly addressing a range of regional water challenges. Countries with protracted water problems – for example in infrastructure, environment, agriculture, energy solutions – do not seem to be at the forefront of water research production or knowledge transfer. Instead, global water research is reliant on Western, particularly US-produced, scientific outputs. A disconnect is also observed between the percentage increase in the publication and the number of citations, suggesting low quality or a narrow focus of many publications. Among other factors, this may reflect the pressure on researchers to contribute a certain number of publications per year, or of the progressively increasing role of grey literature in scientific discourse that ‘diverts’ some citation flow. Analysis of the number of research publications per million people suggests that water research does not necessarily emerge as a reaction to water scarcity in a specific country, but may be driven by the traditional economic value of water supply, geopolitical location, a focus on regional development - including cross-border water management - or development aid spending, or globally applicable research in water management. The proportion of water research in the overall research output of a country is small, including for some of the top-publishing countries. The number of water-related journals that create opportunities for publishing water research, has grown dramatically in absolute terms since 2000, and is now close 2100 journals. The metrics used in this report are based on readily available bibliographic data. They can be further focused to better understand a specific thematic domain, geographical region or country, or to analyze a different period. To help accelerate solutions to global and national water challenges that many of these research papers are highlighting, the water research community needs to look beyond the research ‘box’ and identify ways to measure development impact of water research programmes, rather ‘impact’ based solely on academic impact measured in citations. The research findings, learning and knowledge in these research publications needs to be conveyed in a practical way to the real users of this knowledge – stakeholders who are beyond research circles.
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Berlinski, Samuel, Matías Busso, and Michele Giannola. Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004366.

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This paper finds that providing educational support to children with low baseline reading scores affected their academic performance as well as that of their higher-achieving classmates. Results show a positive impact on learning for high-achieving students who were not part of the remediation program but were in schools with children who did. Our evidence suggests that the results are not explained by class size reductions or changes in teacher practices.
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Barakat, Dr Shima, Dr Samuel Short, Dr Bernhard Strauss, and Dr Pantea Lotfian. https://www.food.gov.uk/research/research-projects/alternative-proteins-for-human-consumption. Food Standards Agency, June 2022. http://dx.doi.org/10.46756/sci.fsa.wdu243.

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The UK is seeing growing interest in alternative protein sources to traditional animal-based proteins such as beef, lamb, pork, poultry, fish, eggs, and dairy. There is already an extensive market in alternative protein materials, however, technological advances combined with the pressure for more sustainable sources of protein has led to an acceleration of innovation and product development and the introduction of a large amount of new alternative protein ingredients and products to the market. These have the potential to dramatically impact on the UK food system. This report is a combination of desk research, based on thorough review of the academic and non-academic literature and of the alternative proteins start-up scene, and presents an analysis of the emerging market for alternative proteins, the potential implications and the potential policy responses that the FSA might need to consider. Four main categories of alternative proteins are presented and reviewed in this report: Plant-based meat substitutes Novel protein sources Proteins and biomass biosynthesised by microorganisms Cultured meat
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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Baldwin, Gretchen. Considering the Future of Gender and Peace Operations: Strategic Debates and Operational Challenges. Stockholm International Peace Research Institute, December 2022. http://dx.doi.org/10.55163/lcsv1618.

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The women, peace and security (WPS) agenda in peace operations has had myriad successes as well as setbacks in implementation. The rise of ‘gender-sensitive’ or ‘gender-responsive’ approaches to peacekeeping signals progress in policy language, but in practice, peacekeepers can struggle to comprehensively implement gender analyses or deliver on WPS tasks. Based on a review of existing academic and policy literature, this paper identifies five strategic debates central to WPS agenda implementation: participation beyond numbers, men’s roles, defining ‘gender’, balancing gender ‘inside and outside the fence’, and non-traditional security challenges. It then identifies six key operational challenges to implementation: resourcing, accountability, recruitment barriers, scale, siloing versus mainstreaming, and securitization. With the approach of the 25th anniversary of the WPS agenda in 2025—possibly the most significant yet for the integration of gender and peace operations—stakeholders should step up efforts to ensure the sustainability of the agenda’s implementation, in line with its most progressive reading.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Iffat, Idris. Use of Online Space in Pakistan Targeting Women, Religious Minorities, Activists and Voices of Dissent. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.071.

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There is ample evidence that online hate speech in Pakistan is directed against women, religious minorities, journalists, voices of dissent and activists. The targeting of many of these groups is an expansion online of the traditional hostility and abuse they face offline. However, the internet has made such abuse easier and online hate speech is growing as internet use rises in the country. Those responsible vary somewhat: women and religious minorities are typically targeted by religio-political parties and their followers, while journalists and activists are often targeted by government/the military. In all cases, online hate speech can have a serious offline impact, including physical violence, and restrictions on people’s freedom/ability to work/post online. This review, looking at online hate speech in Pakistan in relation to particular groups, draws largely on reports by think-tanks/NGOs as well as media articles and blogs. Relatively little academic literature was found on the subject, but grey literature was quite extensive, especially on certain religious minorities (Ahmadis) and women.
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.
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Bain, Luchuo Engelbert, and Darja Dobermann. Malaria, HIV and TB in the Democratic Republic of the Congo: Epidemiology, Disease Control Challenges and Interventions. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/k4d.2022.034.

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Malaria, human immune deficiency virus (HIV) and tuberculosis (TB) are leading causes of death and public health threat to millions in Democratic Republic of Congo (DRC). The DRC is the second most malaria affected sub-Saharan African country after Nigeria, with malaria being the leading cause of death in children under 5 years (Lechthaler et al., 2019). The HIV prevalence in the country in the adult population stands at 1%, with extensive variations by region (UNAIDS, 2021c). The DRC is considered a high burden country for TB and HIV infection (Linguissi et al., 2017). This rapid review emphasizes significant elements of the epidemiology of malaria, HIV, and TB in DRC, as well as limitations in prevention, detection, and treatment, and examines a few interventions that aim to address these limitations. Evidence utilised is a mixture of the most recent grey literature NGO (programme reports and related documents) literature supplemented by peer reviewed academic literature from the past five years and national survey data when available. Although the clinical disease aspects of malaria, HIV and TB are well-researched there is less research available on socio-demographic variation, disease control challenges and interventions targeting these in the DRC. This is part of a series of reports looking into Epidemiology of Malaria, human immune deficiency virus (HIV) and tuberculosis (TB) across a set of African Nations.
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