Relevant bibliographies by topics / Reading

Academic literature on the topic 'Reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Reading"

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Meek *, Margaret. "Readings about reading." Changing English 11, no. 2 (September 2004): 307–17. http://dx.doi.org/10.1080/09540250042000252749.

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Jansson, Siv, Sara Mills, Lynne Pearce, Sue Spaull, and Elaine Millard. "Feminist Readings: Feminists Reading." Modern Language Review 87, no. 3 (July 1992): 732. http://dx.doi.org/10.2307/3732979.

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Marshall, T. C. "Reading through Mis-Readings." American Book Review 35, no. 1 (2013): 21–26. http://dx.doi.org/10.1353/abr.2013.0145.

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Hunter, Angela. "Reading, Marks, Love: Rousseau, Stendhal, Baudelaire." Oxford Literary Review 33, no. 1 (July 2011): 45–63. http://dx.doi.org/10.3366/olr.2011.0005.

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This essay explores reading's impact on love as figured in encounters between a lover and a pockmarked beloved in Rousseau (Confessions and Julie: ou la Nouvelle Héloïse), Stendhal (De l'amour) and Baudelaire (‘Choix de maximes consolantes sur l'amour’). The marks (of pox, of love, of reading) addressed in and between these texts demonstrate that there is no position from which reading can be controlled. Further, we find that there is no subject who can foreclose love's (re-)readings and no mark that can stand outside of reading's context.
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Taylor, Rhonda Harris, and Judith Overmier. "Reading More into Required Readings." Journal of Education for Library and Information Science 36, no. 3 (1995): 258. http://dx.doi.org/10.2307/40323745.

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Aukerman, Maren, and Lorien Chambers Schuldt. "Closely Reading “Reading Closely”." Language Arts 93, no. 4 (March 1, 2016): 286–99. http://dx.doi.org/10.58680/la201628208.

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Should the Common Core-inspired emphasis on close reading be taken to mean that children should arrive upon one agreed understanding, or should it be taken to mean that many different close readings are possible and likely in the classroom? We closely examined what students said during and after a text discussion in their classroom in order to answer the following related research questions: Did a dialogic discussion in which there was no push for students to reach agreement-a communal close reading-still enable students to engage in and witness close readings of the text? What is the relationship between the positions students took publicly during discussion and the positions they took privately when the discussion was over? Our findings suggest that students did engage in close reading in the context of the public discussion. Indeed, they diverged in their textual opinions precisely because differing close readings emphasized different aspects of the text. We also found that students’ private positions did not always align with their public ones, making us wonder whether consensus-driven communal close reading is even a theoretical possibility for more complex text, let alone a desirable one.
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Casper, Scott E. "Reading Reading." Reviews in American History 28, no. 2 (2000): 208–14. http://dx.doi.org/10.1353/rah.2000.0026.

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Cossu, G., F. Rossini, and J. C. Marshall. "Reading is reading is reading." Cognition 48, no. 3 (September 1993): 297–302. http://dx.doi.org/10.1016/0010-0277(93)90046-x.

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Dyreson, Mark. "Reading American Readings of Beijing 2008." International Journal of the History of Sport 27, no. 14-15 (September 2010): 2510–29. http://dx.doi.org/10.1080/09523367.2010.504588.

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Serup, Martin Glaz. "The Poetry Reading." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 7, no. 1 (December 21, 2017): 44–62. http://dx.doi.org/10.7146/se.v7i1.97178.

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What is a poetry reading, how does the performed poem differ from the poem published on the page, and first and foremost: how do we read it? This article understands the poetry reading as an independent form of expression, which neither ranks above nor below the written poem, but can be placed alongside it. Contrary to the printed poem, the audience often only has access to the performed poem once – while it is being performed – and is subsequently forced to rely on the memory of the specific reading and situation. Similarly, the body, the voice, the place, the time – and, in the case of recorded readings, also the remediation – are vital to how the poetry reading creates meaning. The article methodologically investigates: How do we approach the poetry reading from an analytical and a theoretical perspective, and includes readings of three poetry readings by Vanessa Place, Pia Juul and Jacques Roubaud.
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Dissertations / Theses on the topic "Reading"

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Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.
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Armstrong, Nancy Jane. "Reading girls reading pleasure : reading, adolescence and femininity." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/661.

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This thesis is concerned with the reading girl and the potential pleasures and transgressions she experiences through popular fiction. Throughout modernity, the western bourgeois girl has been directed towards texts that both validate proper, and caution against improper, forms of femininity. This practice continues within the institutions of family and education as well as through the public library system and commercial booksellers. Although the contemporary girl is subjected to feminism, culture continues to insist on her domestic role. The notion of identification is central to societal fears about the material that finds its way into the hands of reading girls. Because the reading girl can align herself imaginatively with characters, commentators worry that she might absorb passivity from passive characters, wanton habits from wanton characters, or murderous habits from murderous characters. Reading theory tends to reinforce these fears through a particularly disparaging assessment of popular fictions. The girl‘s identifications with characters in popular fiction continue to worry her familial, educational, psychological and moral guardians.Using a methodology based on the psychoanalytic theories of Jacques Lacan, I consider the girl reader as a subject split between her unconscious and the identity she cobbles together through identifications with embodied and representational others. Because of this foundational split, she can never fully articulate reading pleasures and their effects can never be calculated with consequence. Reading participates in the girl‘s struggle to achieve the precarious feminine position, and provides her with pleasures along the way. To demonstrate some of the pleasures available to the girl, I undertake readings of texts associated with adolescence and femininity. I examine young adult fiction that is directed at the adolescent reader to expose the pleasures that lie beneath the injunction to adopt a heteronormative adult identity. From books addressing the girl, I move to melodramatic and sensational adult fictions located in the domestic. In these fictions, the girl is stifled and distorted because she is captive to her family and cannot escape to establish the direction of her desire and seek the recognition of the social Other. Finally, I look at texts marked by violence. Taking one fictional text from the horror genre, and one non-fictional true crime text, I explore the unspeakable pleasures of reading about blood and death.In these readings, I investigate both conservative and transgressive pleasures. These pleasures co-exist in all of the fictions explored in this thesis. All reading tends towards the cautionary, and the book cannot corrupt the normally constituted reading girl. Through identifying with characters, she can build up a repertoire of feminine masks and develop an awareness of the precarious position of womanliness. In the end, I argue, the adolescent reading girl cannot be determined or totalised despite the best efforts of the book and its commentators.
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Hann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.

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Teaching & Learning
Ed.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
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Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.

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This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
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Baier, Rebecca J. "Reading comprehension and reading strategies." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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Middleton, Margaret E. "Reading Motivation and Reading Comprehension." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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Robinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.

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Miller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis.
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Knebel, Sarah Ann. "The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739.

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Tikka, Piiastiina. "Reading on small displays : reading performance and perceived ease of reading." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/14788/.

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The present thesis explores and discusses reading continuous text on small screens, namely on mobile devices, and aims at identifying a model capturing those factors that most influence the perceived experience of reading. The thesis also provides input for the user interface and content creation industries, offering them some direction as to what to focus on when producing interfaces intended for reading or text-based content that is likely to be read on a small display. The thesis starts with an overview of the special characteristics of reading on small screens and identifies, through existing literature, issues that may affect fluency and ease of reading on mobile devices. The thesis then presents six experiments and studies on reading performance and perceived experience when reading on small screens. The mixed-methods research presented in the thesis showed that reading performance and subjective perception of reading fluency and ease do not always correspond, and perceived experience can have a strong influence over an end-user’s choice of whether to access text based content on a small display device or not. The research shows that it is important to measure interface quality not only in terms of functionality, but also for the user experience offered – and, ideally, to measure experience through more than one variable. The thesis offers a factor model (mobile reading acceptance model) of those factors that collectively influence subjective experience when reading via small screens. The key factors in the model are visibility of text, overview of contents, navigation within the contents and interaction with the interface/device. Further contributions include methods for cost-efficient user experience testing: a modified critical incident technique and using an optical character recognition to gauge legibility user experience at early design iterations.
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Books on the topic "Reading"

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1954-, Mills Sara, ed. Feminist readings/feminists reading. Charlottesville: University Press of Virginia, 1989.

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Mills, Sara. Feminist readings/feminists reading. 2nd ed. London: Prentice Hall/Harvester Wheatsheaf, 1996.

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McDowell, Paula. Reading McLuhan Reading. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191.

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L, Gilman Sander, ed. Reading Freud's reading. New York: New York University Press, 1994.

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Martin, Isabel. Reading Peter Reading. Newcastle upon Tyne: Bloodaxe Books, 2000.

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Lau, Beth, Greg Kucich, and Daniel Johnson, eds. Keats’s Reading / Reading Keats. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79530-6.

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Bloom, Clive. Reading Poe Reading Freud. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19300-4.

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Lindsay, Waters, and Godzich Wlad, eds. Reading De Man reading. Minneapolis: University of Minnesota Press, 1988.

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Lindsay, Waters, and Godzich Wlad, eds. Reading de Man reading. Minneapolis: University of Minnesota Press, 1989.

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Hiebert, Elfrieda H. Reading more, reading better. New York: Guilford Press, 2009.

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Book chapters on the topic "Reading"

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Green, Bill. "Reading ‘readingS’." In Towards a Critical Sociology of Reading Pedagogy, 211. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.14gre.

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Jacobus, Mary. "Reading Woman (Reading)." In Feminisms, 945–60. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-22098-4_51.

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Jacobus, Mary. "Reading Woman (Reading)." In Feminisms, 1029–45. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-14428-0_58.

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Burris, Sidney. "Reading Heaney Reading." In Seamus Heaney, 59–73. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206267_5.

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Deer, Patrick. "When the medium is war: Marshall McLuhan, media, and militarisation." In Reading McLuhan Reading, 114–31. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-7.

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McDowell, Paula. "Introduction: Reading McLuhan reading (and not reading)." In Reading McLuhan Reading, 1–27. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-1.

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Johns, Adrian. "Watching readers reading." In Reading McLuhan Reading, 38–61. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-3.

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Nicholls, Peter. "Cliché and repetition: McLuhan understanding modernism." In Reading McLuhan Reading, 81–94. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-5.

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McLuhan, Andrew. "Enter through the book shop: McLuhan monograffiti." In Reading McLuhan Reading, 28–37. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-2.

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Edwards, Paul. "‘Good heavens! that's where I got it!’ McLuhan reads Wyndham Lewis." In Reading McLuhan Reading, 62–80. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-4.

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Conference papers on the topic "Reading"

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Ding, Xianghua, Yanqi Jiang, Xiankang Qin, Yunan Chen, Wenqiang Zhang, and Lizhe Qi. "Reading Face, Reading Health." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300435.

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Dudina, D. A., E. G. Chernyshov, M. A. Eremushkin, V. A. Kolyshenkov, and S. V. Vakulenko. "Topographic tenzoalgometry." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.18.22.

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Eremina, S. V. "Patterns of food habits and lifestyle as a model of active longevity on the basis of latest research." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.23.29.

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Eremushkin, M. A., and E. M. Styazhkina. "Medical and educational features of russian program for scoliotic spine deformation correction." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.29.33.

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Eremushkin, M. A., and E. M. Styazhkina. "Optimization of motor abilities in programs of medical rehabilitation." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.33.40.

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Eremushkin, M. A., E. M. Styazhkina, S. A. Gusarova, and D. V. Razvaliaeva. "Rehabilitation programs for patients with post-stroke motor disorders of the upper limb." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.40.50.

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Amelekhina, K. S., E. M. Savelyeva, and V. A. Kolyshenkov. "CPM-therapy in rehabilitation of patients after hip endoprosthesis." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.5.8.

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Eremushkin, M. A., E. M. Styazhkina, T. A. Knyazeva, and V. A. Kolyshenkov. "Application of train treatment in patients of cardiological profi le." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.50.55.

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Knyazeva, T. A., and T. I. Nikiforova. "Methods of interval cyclic training in patients with coronary heart disease after surgical revascularization." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.55.59.

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Konchugova, T. V., D. B. Kulchitskaya, T. V. Apkhanova, and S. N. Vygovskaya. "Combined electrolaser impacts in the treatment of patients with cervical dorsopathy." In ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.60.66.

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Reports on the topic "Reading"

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Pick, Herbert L., and William B. Thompson. Topographic Map Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada211269.

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Israel, David J., Peter E. Clark, Phil Harrison, John Thompson, Rick Wojcik, and Tom Jenkins. Reading to Learn. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada456285.

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Johnston, S. D. Professional Military Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada237711.

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Stevens, Madison, Elizabeth Lunstrum, Jamie Faselt, Brent L. Brock, Kyran E. Kunkel, Jake Rayapati, Chamois Andersen, et al. Buffalo Reading List. Boise State University, Albertsons Library, September 2023. http://dx.doi.org/10.18122/environ.9.boisestate.

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Abstract:
Welcome to this reading list on buffalo, also known as bison. The list gathers together literature focused on buffalo to support ongoing efforts to restore this iconic species to its keystone cultural and ecological role. Once the thundering heartbeat of Turtle Island or the North American continent, buffalo were nearly exterminated by the end of the 19th century in the course of westward colonial expansion and settlement. Today, across the continent, Indigenous Nations are at the forefront of initiatives to bring buffalo back to their homelands. Conservation practitioners, researchers, parks and government officials, and bison ranchers join Tribal communities to play key roles in advancing a place for buffalo.
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Hasty, Ashley. Reading is Cool: The Benefits of Organizing a Student Reading Group. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-162.

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McKoon, Gail. Reading: Interaction With Memory. Fort Belvoir, VA: Defense Technical Information Center, December 1993. http://dx.doi.org/10.21236/ada277547.

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Williams, F. A., P. A. Libby, and S. Sarkar. Compressible Turbulent Reading Flows. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada378325.

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Blevins Wycoff, Stephanie, Cynthia L. Gregg, Dana Beegle, and Daniel Frank. Reading Pesticide Product Labels. Blacksburg, VA: Virginia Cooperative Extension, January 2021. http://dx.doi.org/10.21061/ento-390np.

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Yeigh, Maika. Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1785.

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Metcalf, Michael. Imperialism with Chinese Characteristics? Reading and Re-Reading China's 2006 Defense White Paper. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada602185.

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