Academic literature on the topic 'Extensive and Academic Reading'
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Journal articles on the topic "Extensive and Academic Reading"
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.
Full textNovandy 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.
Full textPuspita, 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.
Full textJanuarty, 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.
Full textLinuwih, 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.
Full textWijaya, 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.
Full textNeupane, 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.
Full textNurnazhofah, 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.
Full textWijaya, 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.
Full textKovalenko, 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.
Full textDissertations / Theses on the topic "Extensive and Academic Reading"
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.
Full textEd.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
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.
Full textEd.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
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.
Full textWong, 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.
Full textJohansson, 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.
Full textLee, 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.
Full textWong, 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.
Full textLee, 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.
Full textTamrackitkun, 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/.
Full textLara, 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.
Full textBooks on the topic "Extensive and Academic Reading"
McWhorter, Kathleen T. Academic reading. 3rd ed. New York: Longman, 1998.
Find full textHolschuh, Louis W. Academic reading. Basingstoke: Macmillan, 1989.
Find full textAcademic reading. 5th ed. New York: Pearson Education, 2004.
Find full textMcWhorter, Kathleen T. Academic reading. 2nd ed. New York, N.Y: HarperCollins College Publishers, 1994.
Find full textAcademic reading. Glenview, Ill: Scott, Foresman/Little, Brown Higher Education, 1990.
Find full textMcWhorter, Kathleen T. Academic reading. 4th ed. New York: Addison Wesley Longman, 2001.
Find full textAcademic reading. 6th ed. New York, NY: Pearson/Longman, 2007.
Find full textFarrell, Thomas S. C. (Thomas Sylvester Charles), ed. Teachers sourcebook for extensive reading. Charlotte, N.C: Information Age Pub., 2012.
Find full textKearny, Datesman Maryanne, ed. Reading on your own: An extensive reading course. Boston, Mass: Heinle & Heinle, 1992.
Find full textScott, Weltig Matthew, ed. Mastering academic reading. [Ann Arbor]: Univ. of Michigan Press, 2010.
Find full textBook chapters on the topic "Extensive and Academic Reading"
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.
Full textTagane, 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.
Full textKogan, 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.
Full textWaring, 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.
Full textRenandya, 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.
Full textBailey, Stephen. "Reading." In Academic Writing, 10–16. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-3.
Full textBailey, Stephen. "Reading." In Academic Writing, 17–25. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-4.
Full textReinders, 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.
Full textGunderson, 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.
Full textFirth, 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.
Full textConference papers on the topic "Extensive and Academic Reading"
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.
Full textAVCI 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.
Full textKaplan, 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.
Full textHeljakka, 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.
Full textSauve, 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.
Full textMardiah, 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.
Full textHe, 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.
Full textOrozco 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.
Full textSabah, 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.
Full textSurya, 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.
Full textReports on the topic "Extensive and Academic Reading"
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.
Full textBerlinski, 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.
Full textBarakat, 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.
Full textLeu, 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.
Full textHwa, 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.
Full textBaldwin, 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.
Full textAraya, 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.
Full textIffat, 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.
Full textBerlinski, 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.
Full textBain, 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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