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Journal articles on the topic 'Reading development'

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Published: 4 June 2021
Last updated: 9 March 2023

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Chall, Jeanne S. "Reading development in adults." Annals of Dyslexia 37, no. 1 (January 1987): 240–51. http://dx.doi.org/10.1007/bf02648070.

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12

MacBlain, Sean F. "Reading development and difficulties." International Journal of Early Years Education 18, no. 3 (September 2010): 271–72. http://dx.doi.org/10.1080/09669760.2010.521302.

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13

Thuy, Pham Thi. "Incorporating Extensive Reading into Reading Lessons for the Development of Reading Abilities." Educational Review, USA 4, no. 2 (February 1, 2020): 38–44. http://dx.doi.org/10.26855/er.2020.02.003.

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14

Lyon, G. Reid. "Reading Development, Reading Difficulties, and Reading Instruction Educational and Public Health Issues." Journal of School Psychology 40, no. 1 (January 2002): 3–6. http://dx.doi.org/10.1016/s0022-4405(01)00091-7.

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15

Lee, Young-Geun. "Cooperative Strategic Reading Comprehension and Second Language Reading Development." Korean Journal of Applied Linguistics 30, no. 3 (September 30, 2014): 99. http://dx.doi.org/10.17154/kjal.2014.09.30.3.99.

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16

Reutzel, D. Ray, Paul M. Hollingsworth, and J. Lloyd Eldredge. "Oral Reading Instruction: The Impact on Student Reading Development." Reading Research Quarterly 29, no. 1 (January 1994): 40. http://dx.doi.org/10.2307/747737.

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17

Swigger, Keith. "Reading and Reader Development: The Pleasure of Reading (review)." Libraries & the Cultural Record 39, no. 3 (2004): 342–43. http://dx.doi.org/10.1353/lac.2004.0043.

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18

Kuhn, Melanie R., and Katherine A. Dougherty Stahl. "Teaching reading: Development and differentiation." Phi Delta Kappan 103, no. 8 (May 2022): 25–31. http://dx.doi.org/10.1177/00317217221100007.

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Children’s development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers’ development in one component of reading can support their growth in other components. Further, while some components need to be consistently emphasized (i.e., vocabulary, comprehension) across readers’ developmental path, others should be focused on at specific developmental moments (e.g., alphabet knowledge, phonemic awareness). The authors present a general overview of how readers develop and discuss how to flexibly design instruction to meet students’ needs, enhance student learning, and better ensure all students become skilled readers.
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19

Ferreira, T. L., C. M. T. Valentin, and S. M. Ciasca. "Working Memory and Reading Development." Psychology 04, no. 10 (2013): 7–12. http://dx.doi.org/10.4236/psych.2013.410a002.

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20

Morris, Robin D., and Rose A. Sevcik. "Reading Development: Models and Processes." Perspectives on Augmentative and Alternative Communication 12, no. 1 (February 2003): 3–5. http://dx.doi.org/10.1044/aac12.1.3.

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21

Porche, Michelle V., Daniel H. Pallante, and Catherine E. Snow. "Professional Development for Reading Achievement." Elementary School Journal 112, no. 4 (June 2012): 649–71. http://dx.doi.org/10.1086/665008.

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22

Goswami, Usha. "Orthographic Analogies and Reading Development." Quarterly Journal of Experimental Psychology Section A 40, no. 2 (May 1988): 239–68. http://dx.doi.org/10.1080/02724988843000113.

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Given the interest in the use of orthographic analogies in skilled reading, the role of analogies in reading development has received surprisingly little attention. The experiments presented here examine three important developmental issues: whether beginning readers can make orthographic analogies, how the consistency of spelling–sound relations affects this ability, and whether orthographic analogies are used in reading prose. It is concluded that orthographic analogies have an important role to play in reading development, and some suggestions are offered as to why this may be so.
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23

Pfost, Maximilian, John Hattie, Tobias Dörfler, and Cordula Artelt. "Individual Differences in Reading Development." Review of Educational Research 84, no. 2 (June 2014): 203–44. http://dx.doi.org/10.3102/0034654313509492.

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24

Hatcher, Peter J. "Early Reading Development and Dyslexia." Child and Adolescent Mental Health 9, no. 4 (November 2004): 196. http://dx.doi.org/10.1111/j.1475-3588.2004.00104_3.x.

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25

Roggio, Lindy. "Pre-Reading Language Development Kit." Australian Journal of Indigenous Education 17, no. 5 (November 1989): 33–38. http://dx.doi.org/10.1017/s0310582200007112.

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26

Wandell, Brian A., and Jason D. Yeatman. "Biological development of reading circuits." Current Opinion in Neurobiology 23, no. 2 (April 2013): 261–68. http://dx.doi.org/10.1016/j.conb.2012.12.005.

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27

Mesmer, Heidi Anne E., and Thomas O. Williams. "Modeling First Grade Reading Development." Reading Psychology 35, no. 5 (April 16, 2014): 468–95. http://dx.doi.org/10.1080/02702711.2012.743494.

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28

Zenotz, Victoria. "Awareness development for online reading." Language Awareness 21, no. 1-2 (February 2012): 85–100. http://dx.doi.org/10.1080/09658416.2011.639893.

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29

Snowling, Margaret J. "Reading development and its difficulties." Educational and Child Psychology 15, no. 2 (1998): 44–58. http://dx.doi.org/10.53841/bpsecp.1998.15.2.44.

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The process of learning to read extends over several years and involves the acquisition and coordination of a range of sub-skills. At basics, reading in an alphabetic system involves both building a sight vocabulary and developing decoding skills. The goal of reading, however, is not merely word-level decoding but comprehension which requires the integration of meaning across sentences and within texts, making appropriate use of contextual cues and inferences based on general knowledge. Put this way, learning to read represents a considerable challenge even for the child who comes to the task well-prepared in terms of their spoken language competencies. Theoretical models of reading development aim to capture the characteristics of reading behaviour as it changes over time, and also to elucidate individual differences in acquisition patterns. This review will focus on recent models of learning to read from the perspective of cognitive psychology, and consider how well such models can accommodate research findings from children who have reading difficulties.
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30

TAKAHASHI, MAIKO. "Role of Oral Reading in the Development of Reading Ability :." Japanese Journal of Educational Psychology 61, no. 1 (2013): 95–111. http://dx.doi.org/10.5926/jjep.61.95.

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31

Wolf, Maryanne, Catherine Ullman-Shade, and Stephanie Gottwald. "Lessons from the reading brain for reading development and dyslexia." Australian Journal of Learning Difficulties 21, no. 2 (July 2, 2016): 143–56. http://dx.doi.org/10.1080/19404158.2016.1337364.

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32

McGeown, Sarah P., Rhona S. Johnston, and Emma Medford. "Reading instruction affects the cognitive skills supporting early reading development." Learning and Individual Differences 22, no. 3 (June 2012): 360–64. http://dx.doi.org/10.1016/j.lindif.2012.01.012.

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33

Murray Li, Tania. "Reading theWorld Development Report 2008: Agriculture for Development." Journal of Peasant Studies 36, no. 3 (July 2009): 591–92. http://dx.doi.org/10.1080/03066150903142915.

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34

Fernandes, Sandra, Luís Querido, Arlette Verhaeghe, Catarina Marques, and Luísa Araújo. "Reading development in European Portuguese: relationships between oral reading fluency, vocabulary and reading comprehension." Reading and Writing 30, no. 9 (June 29, 2017): 1987–2007. http://dx.doi.org/10.1007/s11145-017-9763-z.

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35

Hollander, Pam, Duke Dawson, Charlotte Haller, Erika Briesacher, Caroline Collins, Kristina Rearick, and Elise Lemieux. "The Importance of College Reading." Journal of Effective Teaching in Higher Education 5, no. 1 (June 15, 2022): 90–109. http://dx.doi.org/10.36021/jethe.v5i1.111.

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Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students and interviewed 17 university faculty to determine the perceived value of reading assignments in college classes. This preliminary study yielded that faculty could benefit from professional development workshops that will help them determine how to incorporate strategies to increase the students’ completion of assigned readings. By investigating students’ thoughts and concerns, professors can better understand how to make assigned readings more attractive to students.
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36

Shakirov, Shukhratjon. "Main Aspects Of The Development Of A Reading Culture In Youth." American Journal of Political Science Law and Criminology 02, no. 10 (October 14, 2020): 48–52. http://dx.doi.org/10.37547/tajpslc/volume02issue10-08.

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37

Žīgure, Karīna, and Svetlana Usca. "READING SKILL DEVELOPMENT OF STUDENTS WITH INSUFFICIENT LANGUAGE SYSTEM DEVELOPMENT." Education Reform: Education Content Research and Implementation Problems 2 (January 11, 2023): 51–66. http://dx.doi.org/10.17770/er2022.2.6967.

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Literacy is important for all people and children to be able to function, to know the world around them and to be able to interact with other people, thus creating a path to a successful career. Reading disorders usually appear already in primary school, specific, individual difficulties in learning to read and write. Children with reading disabilities have difficulty learning the alphabet, naming letters, distinguishing sounds and assigning them to a specific letter. When starting the improvement of reading skills, it is necessary to respect the individual interests, needs and abilities of students. The aim of the research is to analyse how the reading skills of 1st grade students with insufficient development of the language system improve, using methodical material (game) created by the author. Research methods: literature analysis, observation, questionnaires, data processing in the SPSS program. Main results: when assessing whether a child is able to answer questions after reading: girls are rated higher (Mean 2.27) than boys (Mean 1.78). Depending on the nationality of the child (p = ,036), assessing whether the child reads by syllables and reads with appropriate intonation for the type of sentence: children whose native language is Latvian are rated higher (Mean 3.67) than those whose native language is Russian (Mean 3.22). The data at the end of the study show that the material developed by the author gives results and there is a dynamic in children's reading ability.
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38

Shavshishvili, Maia. "Development of Reading Ability in Childhood by the Example of Georgian Language." International Journal of Multilingual Education XI, no. 1 (June 29, 2022): 131–45. http://dx.doi.org/10.22333/ijme.2022.200010.

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Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.
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39

Perry, Conrad, and Johannes C. Ziegler. "Linguistic difficulties in language and reading development constrain skilled adult reading." Memory & Cognition 28, no. 5 (September 2000): 739–45. http://dx.doi.org/10.3758/bf03198408.

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40

Kirby, John R., Angela Ball, B. Kelly Geier, Rauno Parrila, and Lesly Wade-Woolley. "The development of reading interest and its relation to reading ability." Journal of Research in Reading 34, no. 3 (April 7, 2010): 263–80. http://dx.doi.org/10.1111/j.1467-9817.2010.01439.x.

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41

Koda, Keiko. "Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development." Language Learning 57 (June 2007): 1–44. http://dx.doi.org/10.1111/0023-8333.101997010-i1.

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42

Dixon-Krauss, Lisbeth, Cynthia M. Januszka, and Chan-Ho Chae. "Development of the Dialogic Reading Inventory of Parent-Child Book Reading." Journal of Research in Childhood Education 24, no. 3 (June 28, 2010): 266–77. http://dx.doi.org/10.1080/02568543.2010.487412.

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43

Jones, Sally Ann. "Children Reading Series Books: Ways into Peer Culture and Reading Development." Changing English 22, no. 3 (July 3, 2015): 307–25. http://dx.doi.org/10.1080/1358684x.2015.1049513.

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44

van Schooten, E., K. de Glopper, and R. D. Stoel. "Development of attitude toward reading adolescent literature and literary reading behavior." Poetics 32, no. 5 (October 2004): 343–86. http://dx.doi.org/10.1016/j.poetic.2004.07.001.

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45

Schutte, Nicola S., and John M. Malouff. "Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale." Reading Psychology 28, no. 5 (November 5, 2007): 469–89. http://dx.doi.org/10.1080/02702710701568991.

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46

Tressoldi, Patrizio E., Claudio Vio, and Paola Scotti. "Effects of simultaneous auditory feedback on reading accuracy during reading development." Reading and Writing 3, no. 2 (June 1991): 151–58. http://dx.doi.org/10.1007/bf00420031.

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47

YONEZAWA, Yoshimichi, and Kazunori ITOH. "Development of Handy Braille Reading Device." Transactions of the Society of Instrument and Control Engineers 24, no. 10 (1988): 1071–76. http://dx.doi.org/10.9746/sicetr1965.24.1071.

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48

Skaftun, A. "Understanding reading development: A phenomenological perspective." L1 Education Studies in Language and Literature 11, Reading: A critical analysis (January 2012): 127–48. http://dx.doi.org/10.17239/l1esll-2011.01.08.

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49

Ramírez Casco, Gabriel Margarita, and Jazmina Ivonne Mena Mayorga. "Reading skill development through CLIL Methodology." ConcienciaDigital 4, no. 3 (July 5, 2021): 68–80. http://dx.doi.org/10.33262/concienciadigital.v4i3.1702.

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Introduction. In the mid-90s, as a result of the language policies adopted in Europe to improve the language skills of its citizens, a new approach to language learning emerged, this was named, Content Integrated Learning and Foreign Languages (CLIL). With the same vision, within the changes made in its educational policy, since 2016 Ecuador implements this approach in its foreign language curriculum. Objective. The objective of this work was to provide evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of reading competence compared to the traditional learning of English as a foreign language (EFL) in the first year of Bachillerato at Unidad Educativa Riobamba. Methodology. The study was carried out based on a quantitative method, quasi experimental design and it was applied in two moments: pre and post- test. In order to determine the statistical differences in the reading comprehension process between the two groups of students, CLIL reading texts were applied to a population of 60 students, which 30 students represented the control group and all the other remaining students were the experimental group. The control group was evaluated after using the textbook as the only class teaching material and, the experimental group, was evaluated after receiving CLIL classes using its corresponding materials. Results. The results indicated that students in the experimental group showed at the end of the project, a significant development in reading comprehension and vocabulary. Conclusion. Therefore, through this research it was determined that the use of CLIL texts directly influenced the development of reading comprehension and requires teachers to start using this approach.
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50

Vázquez García, Ángel Wilhelm. "Organizational Development: A Josey-Bass Reading." Gestión y Estrategia 36 (July 1, 2009): 111–14. http://dx.doi.org/10.24275/uam/azc/dcsh/gye/2009n36/vazquez.

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