Relevant bibliographies by topics / Reading development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading development'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Reading development"

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Pickles, John. "Reading Development." Economic Geography 78, no. 1 (January 2002): 89. http://dx.doi.org/10.2307/4140826.

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Pickles, John. "Reading Development." Economic Geography 78, no. 1 (February 16, 2009): 89–90. http://dx.doi.org/10.1111/j.1944-8287.2002.tb00178.x.

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Satchwell, Candice. "Reading circles, novels and adult reading development." British Journal of Educational Studies 63, no. 1 (January 2, 2015): 117–19. http://dx.doi.org/10.1080/00071005.2015.1006968.

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Malam Moussa, Laouali. "Reading circles, novels and adult reading development." International Review of Education 61, no. 3 (March 19, 2015): 431–33. http://dx.doi.org/10.1007/s11159-015-9483-z.

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Lyon, G. Reid. "Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings." Perspectives on Language Learning and Education 6, no. 1 (May 1999): 8–16. http://dx.doi.org/10.1044/lle6.1.8.

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Pugh, Kenneth R., W. Einar Mencl, Annette R. Jenner, Jun Ren Lee, Leonard Katz, Stephen J. Frost, Sally E. Shaywitz, and Bennett A. Shaywitz. "Neuroimaging Studies of Reading Development and Reading Disability." Learning Disabilities Research and Practice 16, no. 4 (November 2001): 240–49. http://dx.doi.org/10.1111/0938-8982.00024.

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NOBLE, KIMBERLY G., and BRUCE D. MCCANDLISS. "Reading Development and Impairment." Journal of Developmental & Behavioral Pediatrics 26, no. 5 (October 2005): 370–78. http://dx.doi.org/10.1097/00004703-200510000-00006.

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Erickson, Karen. "Reading Development in AAC." Perspectives on Augmentative and Alternative Communication 12, no. 1 (February 2003): 8–10. http://dx.doi.org/10.1044/aac12.1.8.

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Burcham, Sarah. "Reading development and difficulties." Educational Psychology in Practice 27, no. 3 (September 2011): 319–20. http://dx.doi.org/10.1080/02667363.2011.603584.

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Rispens, Judith. "Reading Development and Difficulties." International Journal of Language & Communication Disorders 46, no. 4 (March 28, 2011): 495. http://dx.doi.org/10.1111/j.1460-6984.2011.00001.x.

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Dissertations / Theses on the topic "Reading development"

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Awaida, May M. K. "Early reading development." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/33572.

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This thesis consists of two studies: In the first study, 236 children, from 3 age groups 4, 5 and 6, were tested for ability on 23 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual discrimination, fluency, phonological awareness, and performance on the Raven's Coloured Matrices. A multiple regression was undertaken on these three groups to elucidate the variables determining reading performance in the second year of the study. Results showed that for the '4-5' group, (tested at 4 years and then one year later) performance on a visual discrimination and an alliteration test predicted later reading success. For the '5-6' group, reading quotient at age 5, alliteraion, short-term memory, SES, nonword reading and the initial sound test predicted reading success at age 6. Finally, for the '6-7' group, reading quotient at age 6, nonword reading, fluency, gender and alliteration predicted reading success at age 7. The second study investigated qualitative differences in normal readers relative to poor readers of the same reading age. Forty normal readers and 38 poor 9-year-old readers were given tests similar to those used in the first study. The principal finding was that the poor readers were worse at reading pseudowords compared with the controls. The results suggest that although there are no differences with reading-age controls in phonological processing, poor readers have worse grapheme-phoneme conversion skills. The results of both studies are mainly discussed in terms of the development of primary and secondary routes for reading.
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Vilnay, R. "Cognitive levels in reading development." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378527.

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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.
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Braga, Denise Bertoli. "Critical reading : a socio-cognitive approach to selective focus in reading." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018449/.

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This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.
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Katzir, Tami. "Multiple pathways to dysfluent reading : a developmental-componential investigation of the development and breakdown of fluent reading /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2003.

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Thesis (Ph.D.)--Tufts University, 2003.
Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 164-190). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Hagberg, Joakim. "Development of a News Reading System." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58072.

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The goal with this thesis was to build parts of a service that, depending on a user’s interests and previous activity, can deliver interesting news for that user. The service integrates with social medias to gather information about a user’s interests and his or hers friend’s interests. In this way the system can deliver targeted news for the specified user. The system consists of two main parts, a server side system (which consists of several parts) and a user application. The user application is responsible for showing news and communicating with the server side. The server side system consists of three parts.– Front-end server which handles all communication between the user application and the server side. It also crawls social medias for information about a certain user.– Back-end server which delivers targeted news to a certain user.– A database, used by the server on the server side for sharing and storing data. This thesis focuses on a user application (used by a user on e.g an iPhone or Android mobile-phone) and a front-end server (used in the server side system).
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Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.

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Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.
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Kwok, Ka-po Carol. "Development of reading of Chinese characters in school age children an implication to the stage model of reading development /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005176.

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Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.
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Jacobson, Christer. "Reading development and reading disability analyses of eye-movements and word recognition /." Stockholm : Lund : Almqvist & Wiksell ; University of Lund, 1998. http://catalog.hathitrust.org/api/volumes/oclc/39314893.html.

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Dye, Rebecca Louise Hesse Douglas Dean. "Reading for personal development implementation of Missouri's mandate /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323732.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.
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Books on the topic "Reading development"

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Understanding reading development. London: Sage Publications, 2004.

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Cain, Kate, Donald L. Compton, and Rauno K. Parrila, eds. Theories of Reading Development. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.

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Cain, Kate. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Kilpatrick, David A., R. Malatesha Joshi, and Richard K. Wagner, eds. Reading Development and Difficulties. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2.

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Atkinson, Rhonda Holt. Reading enhancement and development. 4th ed. St. Paul: West Pub. Co., 1992.

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Atkinson, Rhonda Holt. Reading enhancement and development. 5th ed. Minneapolis/St. Paul: West Pub. Co., 1995.

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Western Australia. Education Department and Steps Professional Development, eds. Reading map of development. 2nd ed. Watchfield, England: Steps Professional Development, 2004.

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Menýuk, Paula. Reading and linguistic development. Cambridge, Mass: Brookline Books, 1999.

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Atkinson, Rhonda Holt. Reading enhancement and development. 7th ed. Boston: Thomson Learning, 2003.

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Yvonne, Griffiths, ed. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Book chapters on the topic "Reading development"

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Juel, Connie. "Reading Development." In Learning to Read and Write in One Elementary School, 1–24. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-4282-6_1.

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Levin, Elizabeth, and Leslie Villeneuve. "Reading." In Encyclopedia of Child Behavior and Development, 1219–21. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2345.

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Oakhill, Jane, Kate Cain, and Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties." In Reading Development and Difficulties, 83–115. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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DiMarzio, J. F. "Reading User Input." In Android Studio Game Development, 73–80. Berkeley, CA: Apress, 2015. http://dx.doi.org/10.1007/978-1-4842-1718-4_8.

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Stefanko, Becky. "Oral Reading." In Encyclopedia of Child Behavior and Development, 1042. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2031.

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Stefanko, Becky. "Reading Disorders." In Encyclopedia of Child Behavior and Development, 1221–24. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2346.

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Levin, Elizabeth, and Leslie Villeneuve. "Reading Skills." In Encyclopedia of Child Behavior and Development, 1224–26. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2348.

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Kurata, Deborah. "Reading XML with JavaScript." In Doing Web Development, 397–413. Berkeley, CA: Apress, 2002. http://dx.doi.org/10.1007/978-1-4302-0852-5_14.

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Snowling, Margaret J., and Silke M. Göbel. "Reading Development and Dyslexia." In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 524–48. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325485.ch20.

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van den Broek, Paul, and Panayiota Kendeou. "Development of reading comprehension." In Studies in Written Language and Literacy, 283–306. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.16van.

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Conference papers on the topic "Reading development"

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Bérešová, Jana, Zuzana Sucháňová, and Michaela Vlčková. "READING FOR MEANING: READING COMPREHENSION IN LANGUAGE EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1096.

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Kupchenko, C. M., and S. Z. El’-Salim. "PERSPECTIVE DIRECTIONS OF DEVELOPMENT OF AIRCRAFT TRANSPORT." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-89-99.

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Zlatkova, Plamena. "THE READING MARATHON – A LIBRARY IDEA TO STIMULATE READING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1014.

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Reynolds, Dudley, Zohreh Eslami, Maha Ellili Cherif, Nancy Allen, and Samah Al-Sabbagh. "Improving Reading: From Teacher Development to Student Reading." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp3354.

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Lyashenko, A. L. "DEVELOPMENT OF A MATHEMATICAL MODEL OF INCUBATOR THERMAL FIELDS." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-110-116.

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Semenova, V. A. "CURRENT RESULTS AND TARGETS FOR THE DEVELOPMENT OF THE RUSSIAN ENERGY SECTOR." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-310-312.

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Chirlesan, Georgeta. "MAKING TEENAGER BOYS’ READING SUCCESSFUL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2069.

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Lyashenko, A. L., and S. L. Moreva. "DEVELOPMENT OF A WATER LEVEL CONTROL SYSTEM IN THE DRUM OF A STEAM BOILER." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-117-121.

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Hoang, Tuyet. "TAILORING THE GUIDED READING MODEL ACCORDING TO THE CONTEXT OF VIETNAMESE LANGUAGE READING CLASSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0369.

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Peng-wei, Liu. "The Influence of Reading Anxiety on English Reading Achievement." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.33.

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Reports on the topic "Reading development"

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Hordiienko, Valentyna V., Galyna V. Marchuk, Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Development of a model of the solar system in AR and 3D. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4410.

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In this paper, the possibilities of using augmented reality technology are analyzed and the software model of the solar system model is created. The analysis of the available software products modeling the solar system is carried out. The developed software application demonstrates the behavior of solar system objects in detail with augmented reality technology. In addition to the interactive 3D model, you can explore each planet visually as well as informatively – by reading the description of each object, its main characteristics, and interesting facts. The model has two main views: Augmented Reality and 3D. Real-world object parameters were used to create the 3D models, using the basic ones – the correct proportions in the size and velocity of the objects and the shapes and distances between the orbits of the celestial bodies.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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10

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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