Books: 'Involvement in reading'

1

Dolson, Jennifer. Effect of parental involvement and reading involvement on recall, letter sound and rhyming. Sudbury, Ont: Laurentian University, Department of Psychology, 2001.

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2

Punter, Annemiek, Cees A. W. Glas, and Martina R. M. Meelissen. Psychometric Framework for Modeling Parental Involvement and Reading Literacy. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28064-6.

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3

Adegoke, Theresa Jola. Parental involvement in reading: A study of two inner city infant schools. [Guildford]: [University of Surrey], 1994.

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4

A, Edwards Patricia. Children's literacy development: Making it happen through school, family, and community involvement. Boston: Pearson/Allyn and Bacon, 2004.

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5

Scholastic Inc. Community quilt: Community involvement: in a community, some things continue and some things change : literacy sourcebook. New York: Scholastic Inc., 1996.

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6

Scholastic Inc. Cityscapes: Community involvement: cities depend on the strengths and skills of the people who work there : literacy sourcebook. New York: Scholastic Inc., 1996.

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7

Nolin, Mary Jo. Adult civic involvement in the United States: National Household Education Survey. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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8

Lamputt, Alison. Reading attainment: The effects of the home environment and the implications for the management of parental involvement. Wolverhampton: University of Wolverhampton, 1998.

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9

Montana. Office of Public Instruction. Division of Curriculum Assistance. Research and trends: Elementary curriculum, foreign language, language arts/reading, mathematics, parent involvement, science, [and] thinking skills. Helena, Mont: Office of Public Instruction, 1990.

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10

Philpot, Terry. Managing to listen: A guide to user involvement for mental health service managers : promoting & supporting good practice : manager, staff & user experiences : reading & resources : problem solving. London: King's Fund Centre, 1994.

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11

J, Topping Keith, and Wolfendale Sheila, eds. Parental involvement in children's reading. London: Croom Helm, 1985.

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12

J, Topping Keith, and Wolfendale Sheila 1939-, eds. Parental involvement in children's reading. London: Croom Helm, 1985.

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13

J, Topping Keith, and Wolfendale Sheila 1939-, eds. Parental involvement in children's reading. London: Croom Helm, 1985.

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14

Topping, Keith, and Sheila Wolfendale. Parental Involvement in Children's Reading. Taylor & Francis Group, 2017.

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15

Topping, Keith, and Sheila Wolfendale, eds. Parental Involvement in Children's Reading. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102.

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16

Cityscapes (Literacy Sourcebook: Community Involvement). Scholastic, 1996.

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17

Community Quilt Literacy SourceBook : Community Involvement. Scholastic, 1996.

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18

Psychometric Framework for Modeling Parental Involvement and Reading Literacy. Springer, 2016.

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19

Hometowns: Community involvement: we are all members of a community. New York: Scholastic Inc., 1996.

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20

Cesal, Barbara P. Heart to Heart for Primary Grades: Family Involvement in Primary Reading. Innovative Learning, 1993.

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21

1939-, Wolfendale Sheila, and Topping Keith J, eds. Family involvement in literacy: Effective partnerships in education. London: Cassell, 1996.

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22

Sheila, Wolfendale, and Topping Keith J, eds. Family involvement in literacy: Effective partnerships in education. Cassell, 1995.

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23

Rasinski, Timothy V., Nancy D. Padak, and Gay Fawcett. Evidence-Based Instruction in Reading: A Professional Development Guide to Family Involvement. Pearson, 2012.

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24

J, Kameenui Edward, Simmons Deborah C, Cornachione Cheri, National Center to Improve the Tools of Educators (U.S.), Family Involvement Partnership for Learning (U.S.), International Reading Association, and United States. Dept. of Education., eds. A practical guide to reading assessments: An activity of the Partnership for Family Involvement in Education. [Washington, D.C: U.S. Dept. of Education, Partnership for Family Involvement in Education, 2000.

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25

Inc, Scholastic, ed. Lend a hand: Community involvement: people can make a difference in their communities. New York: Scholastic Inc., 1996.

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26

(Editor), Sheila Wolfendale, and Keith Topping (Editor), eds. Family Involvement in Literacy: Effective Partnerships in Education (Cassell Education). Cassell, 1996.

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27

(Editor), Sheila Wolfendale, and Keith Topping (Editor), eds. Family Involvement in Literacy: Effective Partnerships in Education (Cassell Education). Cassell, 1996.

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28

Mary, Russo, Family Involvement Partnership for Learning (U.S.), United States. Dept. of Education, Corporation for National Service (U.S.), Los Angeles Times (Firm), and Little Planet Learning, eds. A compact for reading guide: A reading partnership action kit : an activity of the Partnership for Family Involvement in Education. [Washington, D.C.?]: U.S. Dept. of Education, 1999.

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29

Read to Me . . . and I'll Read to You: Reading Involvement with Your Child from Birth. Cleary Connection, Incorporated, the, 1994.

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30

Smith, J. Brian. An investigation of the effectiveness of two types of parental involvement in reading in upper infants. NELP, 1985.

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31

Salt, J. Julian. Action research into establishing a home based parental involvement in reading proframme in a primary school. NELP, 1985.

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32

Caracciolo, Marco. Degrees of Embodiment in Literary Reading. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0002.

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This chapter surveys some of the key issues in the study of embodiment in literary reading. Recent research in psycholinguistics has called attention to the role of motor resonance and experiential models in understanding language—two psychological mechanisms often brought together under the heading of “embodied simulation.” How does literary reading, and particularly reading literary narrative, leverage these embodied phenomena? Does embodiment always matter in reading or only in specific circumstances? Building on linguist David Ritchie’s scalar account of embodied simulation, and using Bret Easton Ellis’s American Psycho as a case study, this chapter distinguishes among various types of embodied involvement and shows how they shape the experience of reading Ellis’s novel. It also draws attention to the question of consciousness, calling for empirical research on the interplay between unconscious processes and lived experience (mental imagery, bodily feelings, etc.) in engaging with literary narrative.

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33

Roles in literacy learning: A new perspective. Newark, DE: International Reading Association, 1986.

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34

Tovery, Duane R. Roles in Literary Learning: A New Perspective. Intl Reading Assn, 1986.

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35

If your eyes could talk: They would tell of their involvement in reading problems, anxiety, head trauma, ftigue, and much more... Advantage, member of Advantage Media Group, 2017.

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36

Göbel, Silke M. Number Processing and Arithmetic in Children and Adults with Reading Difficulties. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.044.

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Basic number processing skills in individuals with reading difficulties (RD) are intact. However, children and adults with RD show clear difficulties in arithmetic, in particular in retrieving known answers from long-term memory (fact retrieval). Fact retrieval deficits are associated with weaknesses in phonological awareness, the ability to segment and manipulate speech sounds. The left angular gyrus has been suggested as a site of neurological overlap between RD and fact retrieval deficits. While there is evidence for an involvement of the angular gyrus in fact retrieval in adults, the evidence for children is less clear. The same genetic risk factors may underlie difficulties in reading and mathematics and cause the high co-morbidity between RD and mathematical difficulties. Implications for interventions are discussed.

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37

Littell, McDougal. Access for Students Acquiring English Spanish Study Guide, Grade Ten, McDougal Littell the Language of Literature (Family and Community Involvement; Summary and vocabulary; active reading skillbuilder, literary analysis skillbuilder, answer keys). McDougal Littell, 2000.

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38

Mason, Emma. Kinship and Creation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723691.003.0003.

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Rossetti’s involvement with the Pre-Raphaelites transformed her perception of the visible and invisible world, shaping her Christological and ecological reading of all things as part of one body. While critics have acknowledged her relationship with Pre-Raphaelitism, its influence has often been separated from her faith. This chapter suggests, however, that Rossetti’s reading of an early Pre-Raphaelite affinity with what Dante Gabriel Rossetti called an ‘art-Catholic’ helped found her nondual understanding of creation as embracing both the material and the divine, and that her vision of an interconnected creation evolved in this period in her encounters with Plato, Gregory of Nyssa, Francis of Assisi, and William Blake. Through a series of close readings of her earliest published poetry, including ‘Goblin Market’, and contributions to the Pre-Raphaelite periodical The Germ, the chapter relates her communal and participatory vision of creation to a form of kinship modelled in the Sermon on the Mount.

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39

Staff, Scholastic. Literacy-At-Work Book: Reading and Writing Practice; It Takes A Leader, Community Involvement. In Every Community There are People Who Inspire Others to Take Action (Grade 4, Unit 6) [Annotated Teacher's Edition]. Scholastic Inc, 1996.

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40

Berger, Harry, and Jill Frank. Couch City. Edited by Ward Risvold and J. Benjamin Fuqua. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823294237.001.0001.

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In addition to providing a thorough philological review, this book revises the way scholars have tended to read the Simonides episode from Plato’s Protagoras. Couch City ties this review with a literary interpretation of the poem’s involvement in the dialogue, how the dialogue itself may be read literarily, and, most importantly, how these readings work together rather than as discrete, incidental literary interventions in Socrates studies. It uses concepts like the performatives of speech-act theory to demonstrate how the structure of the dialogue sanctions the poem’s transgressive playfulness as much as how Socrates’s performance of the poem informs that structure as well as its execution. As much as Couch City examines classical rhetoric and philosophy, it reverberates just as much into contemporary literary studies. The book marries careful structural reading of the poem and dialogue with broader conceptual investigation that may be applied to or re-read in the poem or its reading, producing an argument that rejects the notion that Socrates fails Plato’s philosophical project, but rather complicates it in literary fashion by performing sophistry in order to defeat sophistry.

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41

Salton, Herman T. Secretary-General’s Office. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198733591.003.0005.

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This chapter reviews the role of the UN Secretary-General (SG) and of his Executive Office (EOSG) in the Rwandan genocide. It situates the peacekeeping operation within the context of the enthusiasm of the early 1990s, but also of disappointment following the financial crisis of 1993. The chapter then reviews the involvement of Boutros Boutros-Ghali in Rwanda as Secretary-General, including his reading of the crisis, his reaction to the start of the massacres, and his controversial involvement with the Hutu government before taking the helm of the UN. Furthermore, the chapter highlights the role of the advisers in the EOSG during the crisis and assesses their contributions to the decision-making process followed by the SG before and during the genocide.

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42

Mason, Emma. Christina Rossetti. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723691.001.0001.

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Christina Rossetti: Poetry, Ecology, Faith suggests that the life and works of Christina Rossetti offer a commentary on the relationship between Christianity and ecology. It counters readings of her as a withdrawn or apolitical poet by reading her Anglo-Catholic faith in the context of her commitment to the nonhuman. Rossetti considered the doctrines and ideas associated with the Catholic Revival to be revelatory of an ecology of creation in which all things, material and immaterial, human and nonhuman, divine and embodied, are interconnected. The book focuses on her close attention to the Bible, the Church Fathers, and Francis of Assisi to show how her poetry, prose, and letters refused the nineteenth-century commodification of creation and declared it as a new and shared reality kept in eternal flux by the nondual love of the Trinity. In chapters on her early involvement in the Oxford Movement, her relationship to the Pre-Raphaelite Brotherhood, Franciscan commitment to the diversity of plant and animal life through her anti-vivisection activism, and green reading of the apocalypse as transformative rather than destructive, the book traces an ecological love command in her writing, one she considered it a Christian duty to fulfil. It illuminates Rossetti’s at once sensitive and keenly ethical readings of the place of flora and fauna, stars and planets, humans and angels in creation, and is also the first study of its kind to argue for the centrality of spiritual materialism in her work, one driven by a prevenient and green grace.

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43

Turner, Catherine, and Martin Wählisch, eds. Rethinking Peace Mediation. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529208191.001.0001.

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This pioneering work offers important insights into peace mediation practice today and the role of third parties in the resolution of armed conflicts. The authors reveal how peace mediation has developed into a complex arena and how multifaced assistance has become an indispensable part of it. Offering unique reflections on the new frameworks set out by the United Nations, the book explores the challenges and the opportunities of third- party involvement in conflict resolution. With its policy focus and real-world examples from across the globe, this collection is essential reading for researchers of peace and conflict studies, and a go-to reference point for advisors involved in peace processes.

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44

Daybell, James. Gender, Writing Technologies, and Early Modern Epistolary Communications. Edited by Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.28.

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Shakespeare’s age witnessed the extension of letter-writing skills to an increasing range of social groups, including women. The letter as a cultural form encompassed a complex range of practices and writing technologies connected to the composition, folding, sealing, delivery, reading, and afterlife of correspondence. Shakespeare depicts women across the social spectrum from queens to illiterate servants, composing, reading, or delivering letters. An understanding of early modern epistolary culture, and women’s involvement in it, is thus fundamental to interpreting the social and cultural practices embedded in Shakespearean drama. This chapter focuses on the writing technologies connected with women’s letter-writing, from the acquisition of basic literacy and skills of penmanship (in relation to the gendered nature of early modern education), through models, templates and printed epistolographies, the mechanics of composition, and personal and collaborative forms of authorship, to the material practices of writing, archiving and circulating epistles and forms of secret writing.

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45

Martine, Julia van Ittersum. Part I Histories, Ch.4 Hugo Grotius: The Making of a Founding Father of International Law. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198701958.003.0005.

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This chapter explains how the myths surrounding Hugo Grotius (1583–1645) came into being and whose interests have been served by it. It was a combination of Dutch nationalism and the rise of modern international law that turned Grotius into a ‘founding father’, with a little help, it should be said, from the American delegates at the 1899 Hague Peace Conference. The myth is based on a highly selective reading of De Jure Belli ac Pacis and completely ignores the larger historical context of Grotius’ work, particularly his hands-on involvement in Western imperialism and colonialism. The chapter aims to contextualize properly his life and work, rather than to focus on just one aspect of it and use that to justify modern-day arrangements for the resolution of conflicts between states.

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46

Gelman, Andrew, and Deborah Nolan. Problems and projects in probability. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0019.

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When probability is taught as a separate unit, not as part of a statistics course, then it makes sense to include exercises and examples that are motivated from mathematics rather than from applications. This chapter illustrates one way to promote active student involvement in a more advanced class. The material is designed to accommodate various mathematical backgrounds and to challenge all students. There are essentially three basic aspects to our mathematical probability courses: we teach in an interactive seminar style; we give students many challenging problems; and we require students to work on longer projects where they derive complicated results step by step. This chapter provides examples of many different kinds of problems, such as challenging questions on Buffon’s needle and noodle, a structured project on arcsine laws, an unstructured project on random permutations, and reading research paper in probability.

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47

Wollstonecraft, Mary. A Vindication of the Rights of Men; A Vindication of the Rights of Woman; An Historical and Moral View of the French Revolution. Edited by Janet Todd. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199555468.001.0001.

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This volume brings together extracts of the major political writings of Mary Wollstonecraft in the order in which they appeared in the revolutionary 1790s. It traces her passionate and indignant response to the excitement of the early days of the French Revolution and then her uneasiness at its later bloody phase. It reveals her developing understanding of women’s involvement in the political and social life of the nation and her growing awareness of the relationship between politics and economics and between political institutions and the individual. In personal terms, the works show her struggling with a belief in the perfectibility of human nature through rational education, a doctrine that became weaker under the onslaught of her own miserable experience and the revolutionary massacres. Janet Todd’s introduction illuminates the progress of Wollstonecraft’s thought, showing that a reading of all three works allows her to emerge as a more substantial political writer than a study of The Rights of Woman alone can reveal.

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48

Hayes, Marisa. Ju-On: The Grudge. Liverpool University Press, 2017. http://dx.doi.org/10.3828/liverpool/9781911325291.001.0001.

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Takashi Shimizu's Ju-on franchise was a principal instigator in the rise of contemporary Japanese horror and its international popularity at the turn of the millennium. Following the success of Hideo Nakata's Ringu (1998), the first cinematic release of Ju-on: The Grudge in 2002 crystallized Japanese horror's rise to prominence and outlined the new decade's thematic interest in supernatural technology and fear of contagions, while skilfully navigating domestic social concerns, such as Japan's growing elderly population and domestic violence. This book explores the production roots of Ju-on: The Grudge, followed by a critical reading of the film that highlights its essential themes and motifs, in addition to a section on cultural influences, before concluding with a section on Shimizu's continued involvement with the Ju-on franchise and its ongoing legacy. The book serves as an excellent primer for readers without prior knowledge of Japanese horror or the Ju-on film cycle, while providing fresh perspectives on the film that makes it equally appealing to J-horror aficionados.

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49

Readings In PNG Mission History: A Chronicle of SVD and SSpS Mission Involvement On Mainland New Guinea Between 1946 and 1996. DWU Press, 1999.

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50

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.001.0001.

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When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Parent Workbook is designed to help parents work with a therapist to help their children who currently have difficulties attending school. This workbook defines school refusal behavior, describes how situations might be evaluated, and shows what parents and therapists can do to get children back into school with less distress. Parents should use this workbook with a qualified therapist who is concurrently using the therapist guide to treat the child’s school refusal behavior. Problematic school absenteeism is the primary focus of the treatment program covered in the workbook. Youths who complete high school are more likely to be successful at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented in this guide is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces their absenteeism.

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Books on the topic 'Involvement in reading'

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