Relevant bibliographies by topics / Reading experiences

Contents

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

Academic literature on the topic 'Reading experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Reading experiences"

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Harrison, Chloe, and Louise Nuttall. "Re-reading in stylistics." Language and Literature: International Journal of Stylistics 27, no. 3 (August 2018): 176–95. http://dx.doi.org/10.1177/0963947018792719.

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Cognitive stylistics is primarily concerned with the cognitive processes – mental simulations – experienced by readers. Most cognitive stylisticians agree that experiences of reading texts are dynamic and flexible. Changes in the context of reading, our attentional focus on a given day, our extra background knowledge about the text, and so on, are all factors that contribute to our experience of a fictional world. A second reading of a text is a different experience to a first reading. As researchers begin to systematically distinguish between the ‘solitary’ and ‘social’ readings that constitute reading as a phenomenon ( Peplow et al., 2016 ), the relationship between multiple readings and the nature of their processing becomes increasingly pertinent. In order to explore this relationship, firstly we examine the different ways in which re-reading has previously been discussed in stylistics, grounding our claims in an empirical analysis of articles published in key stylistics journals over the past two decades. Next, we draw on reader response data from an online questionnaire in order to assess the role of re-reading and the motivations that underpin it. Finally, we describe an exercise for the teaching of cognitive stylistics, specifically applying schema theory in literary linguistic analysis (Cook, 1994), which illustrates the need to distinguish between readings as part of an analysis. Through these three sections we argue that our experiences of texts should be considered diachronically, and propose that the different readings that make up an analysis of a text should be given greater attention in stylistic research and teaching.
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Kuijpers, Moniek M., Frank Hakemulder, Ed S. Tan, and Miruna M. Doicaru. "Exploring absorbing reading experiences." Scientific Study of Literature 4, no. 1 (September 22, 2014): 89–122. http://dx.doi.org/10.1075/ssol.4.1.05kui.

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Zerba, Amy. "Storytelling Techniques Improve Reading Experiences." Newspaper Research Journal 34, no. 4 (September 2013): 6–23. http://dx.doi.org/10.1177/073953291303400402.

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Sachs, Leon. "Reading laïcité." French Cultural Studies 25, no. 3-4 (August 2014): 330–39. http://dx.doi.org/10.1177/0957155814534148.

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Beginning with the observation that in recent years laïcité has taken on connotations that its nineteenth-century republican proponents would not have foreseen, this article reflects on the way laïcité’s evolving meaning bears on questions of literary experience and literary education. It argues that there are important structural similarities between recent theories of laïcité and theories of literary reading, both of which rely on similar conceptions of intellectual and cultural space and the kinds of identity formation that occur there. The first half of the article builds on arguments by political philosophers Marcel Gauchet and Catherine Kintzler, who assert that aesthetic and cultural experiences enact the psychic phenomena of self-distancing inherent in laïcité. From there, the article goes on to suggest linkages between this view of laical distanciation and the process of individuation outlined in D. W. Winnicott’s concept of transitional space, an influential concept for reader-oriented critics seeking to explain literary experience as an act of ‘getting out of the self’.
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Savolainen, Reijo. "Sharing information through book reviews in blogs." Journal of Documentation 76, no. 2 (December 3, 2019): 440–61. http://dx.doi.org/10.1108/jd-08-2019-0161.

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Purpose The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books. Design/methodology/approach The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs. Findings The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process. Research limitations/implications As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums. Originality/value The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.
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CASSERLY, ANN MARIE. "Children's experiences of reading classes and reading schools in Ireland." Support for Learning 26, no. 1 (February 2011): 17–24. http://dx.doi.org/10.1111/j.1467-9604.2010.01475.x.

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Borko, Hilda, and Margaret Eisenhart. "Students' Conceptions of Reading and Their Reading Experiences in School." Elementary School Journal 86, no. 5 (May 1986): 589–611. http://dx.doi.org/10.1086/461469.

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Senechal, Monique, and Edward H. Cornell. "Vocabulary Acquisition through Shared Reading Experiences." Reading Research Quarterly 28, no. 4 (October 1993): 360. http://dx.doi.org/10.2307/747933.

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Graves, Michael F., and Sheldon Braaten. "Scaffolded Reading Experiences: Bridges to Success." Preventing School Failure: Alternative Education for Children and Youth 40, no. 4 (July 1996): 169–73. http://dx.doi.org/10.1080/1045988x.1996.9944673.

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Girmen, Pinar. "Reading Experiences of Primary Schools Students." International Journal of Learning: Annual Review 15, no. 5 (2008): 15–24. http://dx.doi.org/10.18848/1447-9494/cgp/v15i05/45780.

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Dissertations / Theses on the topic "Reading experiences"

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Pace, Balzan Ninette. "Reading as participating : a study of embodied experiences of reading and writing." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7930/.

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The focus of this collaborative research is on seeking what enables or constrains participation in reading and writing as a social practice. Eight individuals with a label of dyslexia discuss and reflect, over a period of a year, on past and present experiences around reading and writing, and develop a personal narrative. The study uses a phenomenological approach, and ethnographic and narrative methods within a New Literacy Studies framework, situating experiences, and perceptions of them, within social and cultural contexts. The participants discuss, and reflect on, past and present experiences to design and develop their narrative. In the process, the relationship between experiences and perceptions and its effect on identity and agency, is explored. As participants each construct a narrative, with themselves as the protagonist, they ‘sediment’ their literate identities into the text, to be further reflected on. Initially, this collaborative study sets out to find what support, intervention, and community concessions persons labelled with dyslexia require, but this changes when the participants, through discussion and reflection on emotions, discourses and artifacts within the narrative, uncover covert sociocultural factors which hinder their reading and writing. The study moves away from a tacit acceptance of personal deficit or difference, leading to a label of dyslexia. It finds that the shift in the perception of literacy, from a definable and measurable goal to be reached, to one of participation in a social practice, enabled or hindered by embodied experiences, redefines the label of dyslexia, as reflecting restricted participation, and therefore social exclusion.
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Fedor, Megan C. "Social class differences in shared book reading experiences." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1338886711&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Zwillenberg, Jennifer Goulston. "This text matters| Students' experiences with independent reading." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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This study examined the engagements with and the impacts from the intersection of students and texts. Stemming from ethnographic methodology, I implemented a 10-month case study based in a sixth-grade classroom in an urban school with 24 participants. I approached this work with a sociocultural perspective on literacy, which stands in contrast to the deficit ideology often employed in discussion of the literacy of adolescent from low-income, urban areas. Data sources included fieldnotes, recordings, transcripts, and documents. The need for this work came from a lack of research on adolescent literacies broadly, and more specifically on young adolescent experiences with texts that they select. This research offers insight into students’ experiences with texts and how they see themselves as literate individuals. All of the students had complex reading identities that warranted examination in terms of their experiences with texts, their history with school-based literacy practices, and their own perceptions about reading. There were important concepts that this research found. First, the role of familiarity with texts is important for students as readers. Second, it is important for educators to ask students directly about their experiences with texts and literacy broadly. Third, not only are certain literacy practices such as selecting books and comprehending texts conceptualized differently by teachers and students, but these different perspectives have consequences for students in school. This research examines and reimagines the ways in which adolescent literacy is conceptualized in schools as a way to end practices that marginalize certain readers.

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Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.

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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.
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Du, Plessis Annette. "The experiences of parents of children with reading difficulties." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71698.

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Thesis (MEdPsych)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: According to the results of the Annual National Assessment (ANA) of 2011 in South African schools, approximately 53% of learners in grade 3 and 70% of learners in grade 6 did not reach a partially achieved level of reading. As a result of the reading difficulties, these learners have varying degrees of learning and behavioural difficulties and also experience psychological and emotional challenges. This figure indicates that a high number of people are parenting a child identified as having reading difficulties. Bronfenbrenner’s theory of the ecology of human development indicated the importance of interconnections between school, home, and community settings in order to foster children’s learning. Parents may be better supported and empowered to assist their child by collaboration among teachers and families. This collaboration may be strengthened by utilising knowledge gained from parents’ lived experiences of parenting a child identified as having reading difficulties. The primary research question guiding this phenomenological study involved understanding the experiences of parents with children identified as having reading difficulties. The study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three parents as research participants. Three methods of data collection were employed, namely written reflective notes, structured individual interviews and observations. Furthermore, qualitative content analysis was used to analyse the data. The analysis revealed that four interconnected contexts emerged concerning parents’ lived experiences, namely their relationship with their identified child, their relationships with other family members, their interactions with teachers and the child’s school, and their perception of social support in raising their child. The study found that parents experienced a variety of dismaying emotions regarding their child’s reading difficulties and that parents adopted roles such as caretaker, motivator and advocate in order to obtain the intervention and educational services needed for their child. The findings of this study inform and encourage educators and other support personnel to support parents and promote collaboration with parents of children identified as having reading difficulties, potentially enabling those parents to better support their identified child.
AFRIKAANSE OPSOMMING: Na aanleiding van die uitslae van die Jaarlikse Nasionale Assessering (ANA) van 2011 in Suid- Afrikaanse skole, het ongeveer 53% van leerders in graad 3 en 70% van leerders in graad 6 nie ‘n gedeeltelik bereikte vlak van lees behaal nie. As gevolg van die struikelblokke met lees, ervaar hierdie leerders verskeie grade van leer- en gedragsuitdagings, asook sielkundige en emosionele uitdagings. Hierdie syfers dui aan dat ‘n beduidende hoeveelheid mense in die rol staan van die ouer van ‘n kind met leesstruikelblokke. Bronfenbrenner se teorie van die ekologie van menslike ontwikkeling dui op die belangrikheid van interkonneksies tussen die leerder se skool, tuiste en die konteks van sy gemeenskap vir die bevordering van leer. Ouers kan moontlik meer effektief ondersteun en bemagtig word om hul kind meer effektief te ondersteun, indien ‘n medewerking tussen ouers en onderwysers bewerkstellig kan word. Hierdie medewerking kan versterk word deur kennis aan te wend aangaande ouers se ervaringe in hul rol as die ouer van ‘n kind met leesstruikelblokke. Die navorsingsvraag wat hierdie fenomenologiese studie lei, handel oor ’n begrip van die ervaringe van ouers van kinders wat met leesstruikelblokke geïdentifiseer is. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie ouers as deelnemers te identifiseer. Drie metodes van data insameling is gebruik, naamlik geskrewe, reflektiewe notas; gestruktureerde, individuele onderhoude en waarnemings. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die data analise het aan die lig gebring dat vier kontekste wat telkens met mekaar verband hou, na vore gekom het rakende ouers se ervaringe as die ouer van ‘n kind met leesstruikelblokke, naamlik die ouers se verhouding met hul kind, die ouers se verhoudinge met ander lede van die gesin, die ouers se interaksies met die kind se onderwysers en skool asook die ouers se persepsie van die sosiale ondersteuning wat hulle ontvang in hul rol as ouers. Die bevindinge van hierdie studie het aangetoon dat ouers verskeie ontmoedigende emosies ervaar rakende hul kind se leesstruikelblokke en dat ouers in die rol van versorger, motiveerder en advokaat optree om sodoende die nodige intervensie en opvoedkundige dienste wat hul kind benodig, te bekom. Die bevindinge het ten doel om opvoeders en ander ondersteuningspersoneel in te lig en aan te moedig om ouers te ondersteun en medewerking tussen opvoeders en ouers van kinders met leesstruikelblokke te bevorder. Sodanige medewerking kan ouers in staat stel om hul kinders meer effektief te ondersteun.
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Butterley, Ingrid. "Reading cultures : a study of the reading experiences of bilingual students and their parents/carers." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10007341/.

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This small-scale qualitative study is set in three primary schools in one Inner London borough. In this study I have investigated the motivations and interests of a group of primary aged bilingual students with regard to reading. I have also sought the perceptions of parents and carers about the purposes and significance of reading, as well as the support they offer for reading at home. I have also elicited the class teachers' perceptions of students' reading motivation and parental/ carer support. Rich descriptions are evoked through the use of semi-structured interviews, focus groups, field notes and a research journal. I investigate the inner layer of the micro processes of the reading experiences of the bilingual students and the reading life histories of their parents/carers, through the lens of a sociocultural perspective on reading. I look to social theory at the macro level for insight into the institutional layer of discourses within the school as well as the outer layer of discourses in the wider society. The findings suggest that this group of students were largely motivated and successful readers, who effectively integrate different cultural purposes within their reading. Equally, their parents drew on their own understandings of their literary and educational journeys to offer support in a variety of ways. However, their teachers who provided a stimulating literacy-rich environment in their classrooms often failed to acknowledge the funds of knowledge that these bilingual students and their families were able to bring to the classroom. These findings will inform the educational dialogue around the inclusion of linguistic minority parents/carers and their children within the school reading curriculum.
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Schugar, Heather Ruetschlin. "Fourth graders' expository text comprehension Indicators from NAEP on the role of income, out-of-school reading experiences, and in-school reading experiences /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8498.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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REYES, MUNGUIA MILDRED GUISELLA. "CHILDREN’S SCHOOL EXPERIENCES DURING THE 2018 NICARAGUAN UPRISING." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1776.

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The purpose of this qualitative case study was to understand children’s school experiences during the 2018 Nicaraguan uprising. The main participants were 10 children from first through sixth grade (one per grade) who participated in phases one, two, and three, along with their parents and teachers. The research questions inquired into how the sociopolitical crisis impacted students’ experiences, their parents’ and teachers’ viewpoints and perceptions of the events in terms of their children’s school experiences, and the strategies the adults used to manage the children’s stress caused by the events. The study is based on a theoretical framework of justice and democracy developed by John Dewey (1963), Lev Vygotsky (1978), Paulo Freire (1974), and Urie Bronfenbrenner (1979). The study also examined the importance of cognitive development of children, as posited by Jean Piaget (1963), and its relationship with their school experiences during the 2018 uprising. The data were collected in a period of ten weeks from mid-June to mid-August 2019. Students drew images, took photographs (photovoice), and answered questions during three interviews to share their stories about the event. The data were analyzed using Johnny Saldaña’s (2011) coding process.The study found that the children had built up a positive relationship with their teachers and parents and had developed a negative relationship with the police. The findings also revealed that 18 months later, the children still did remember the socio-political crisis and that talking about it triggered sadness, fear, and nervousness. In contrast, their parents and teachers believed that the children’s learning experiences were not affected by the 2018 uprising. They blamed a faulty education system for the children’s reduced learning. Because of the findings, the study recommends including a dialog approach among students that encourage students’ self-reflection and critical thinking, reading and writing strategies that encourage students to write about stressful situations and contracting with counselors to provide a series of workshops to educate teachers and parents about students’ emotions.
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Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.

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Stonehouse, J. M. "Relating to reading : a psychosocial exploration of the experiences of young people who find reading difficult." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23525/.

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Although research studies are plentiful regarding the cognitive aspects of children’s and young people’s reading difficulties, surprisingly few consider the emotional or relational impact of those difficulties. Those which do rarely invite young people to share their experiences of struggling to master this fundamental life skill. This exploratory, qualitative study used a psychosocial methodology to explore the reading experiences of young people who find reading difficult. A psychosocial ontology and epistemology gave equal consideration to the meaning constructed through participants’ social interactions and the unconscious psychological processes at work for participant and researcher, and facilitated an understanding of the emotional experience of each participant. Semi-structured interviews were conducted with two 12-year-old boys (UK school year 8) with persistent reading difficulties, using Free Association Narrative Interview (FANI) techniques. Each boy was interviewed twice, creating his own narrative in response to initial questions or prompts. The boys were also observed twice in a typical English lesson, using principles of infant observation. A reflective research diary was used to record the researcher’s personal responses to all aspects of the research. Interview data were analysed using thematic analysis. Reflective process notes from each observation provided an additional perspective on each boy’s experiences. Psychosocial research supervision enabled a reflexive stance to be maintained, holding in mind the ‘whole’ person, acknowledging the researcher as psychologically defended, and considering the relevance and appropriateness of themes as they emerged. Semantic and latent themes specific to each participant were identified. Although the aim was not to generalise between the boys’ experiences, similarities were found within the following areas: ‘(un)helpful helping’, ‘believed and understood?’, ‘lazy, dumb and stupid’, and ‘smarter sisters’. The findings provide a rich account of participants’ experiences as ‘struggling readers’. Strengths and limitations of the study are discussed, together with implications for teaching and Educational Psychology practice.
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Books on the topic "Reading experiences"

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Experiences: Reading literature. Cambridge, MA: Newbury House Publishers, 1987.

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Scaffolding reading experiences: Designs for student success. 2nd ed. Norwood, Mass: Christopher-Gordon, 2003.

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Fitzgerald, Jill. Scaffolding reading experiences for English language learners. Norwood, Mass: Christopher-Gordon Publishers, 2004.

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Graves, Michael F. Scaffolded reading experiences for English-language learners. Norwood, Mass: Christopher-Gordon Publishers, 2003.

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Flanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. Washington, D.C.]: U.S. Dept. of Education, Institute of Education Sciences, 2003.

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Hoffman, James V. Understanding reading instruction: A guide to field-based experiences in reading education. Boston: Allyn and Bacon, 1988.

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David, Wray. The reading experiences and interests of junior school children. Exeter: EXEL Project, Exeter University School of Education, 1993.

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Book-talk: Exciting literature experiences for kids. Kirkland, WA: MicNik Publications, 1993.

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J, Hutchinson Cynthia, and Wood Alexander T, eds. Boundary breaking: Readings and experiences to encourage thinking, reading, and writing across the content area. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1995.

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Glaspell, Brian. Defining, managing, and monitoring wilderness visitor experiences: An annotated reading list. Fort Collins, CO: U.S. Dept. of Agriculture, Forest Service, Rocky Mountain Research Station, 2001.

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Book chapters on the topic "Reading experiences"

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Crowhurst, Michael, and Michael Emslie. "Reading Aloud as Generative." In Working Creatively with Stories and Learning Experiences, 63–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69754-3_6.

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Voss, Erik, and Ilka Kostka. "Experiences Flipping Academic Reading and Writing." In Flipping Academic English Language Learning, 35–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_4.

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Scarborough, Hollis S. "Antecedents to Reading Disability: Preschool Language Development and Literacy Experiences of Children from Dyslexic Families." In Reading Disabilities, 31–45. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_3.

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Dogusoy, Berrin, Filiz Cicek, and Kursat Cagiltay. "How Serif and Sans Serif Typefaces Influence Reading on Screen: An Eye Tracking Study." In Design, User Experience, and Usability: Novel User Experiences, 578–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_55.

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Berget, Gerd, and Siri Fagernes. "Reading Experiences and Reading Efficiency Among Adults with Dyslexia: An Accessibility Study." In Lecture Notes in Computer Science, 221–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78095-1_17.

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Campos, Cuauhtli, Julie Ducasse, Klen Čopič Pucihar, Vladimir Geroimenko, and Matjaž Kljun. "Augmented Imagination: Creating Immersive and Playful Reading Experiences." In Augmented Reality Games II, 57–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15620-6_3.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Sample Differentiated Learning Experiences in Reading Literature Standards." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 37–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-9.

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Karanfil, Talip. "Investigating and Understanding ‘Free Reading’ Experiences through Exploratory Practice." In Developing Language Teachers with Exploratory Practice, 61–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75735-3_4.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Sample Differentiated Learning Experiences in Reading Informational Text Standards." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 85–131. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-11.

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Pfeffel, Kevin, Philipp Ulsamer, and Nicholas H. Müller. "Where the User Does Look When Reading Phishing Mails – An Eye-Tracking Study." In Learning and Collaboration Technologies. Designing Learning Experiences, 277–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21814-0_21.

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Conference papers on the topic "Reading experiences"

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Oliveira, Inês, Ovidiu Grigore, Nuno M. Guimarães, and Carlos Duarte. "Experiences in reading detection with EEG signals." In the 2010 ACM Symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1774088.1774349.

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Kise, Koichi, Olivier Augereau, Yuzuko Utsumi, Masakazu Iwamura, Kai Kunze, Shoya Ishimaru, and Andreas Dengel. "Quantified reading and learning for sharing experiences." In UbiComp '17: The 2017 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123024.3129274.

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Yang, Chia-Kai, and Chat Wacharamanotham. "Asymmetric effect of text-chart proximity on reading behavior." In NordiCHI '20: Shaping Experiences, Shaping Society. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419249.3420184.

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Park, Jeong-jin, and Young-ae Hahn. "rTag: a participatory news platform for critical reading of unverified news." In NordiCHI '20: Shaping Experiences, Shaping Society. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419249.3421249.

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Verhavert, Wim, Jeroen Vanattenhoven, and Dirk De Grooff. "Improving digital reading experiences with mood-based content selection." In CHI '13 Extended Abstracts on Human Factors in Computing Systems. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468545.

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Cingel, Drew, and Anne Marie Piper. "How Parents Engage Children in Tablet-Based Reading Experiences." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998240.

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DELFI, Syofia. "Reading Experiences on the Personal Exploration of Reading Histories of Students of FKIP Universitas Riau." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.31.

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Alonzo, Oliver, Lisa Elliot, Becca Dingman, and Matt Huenerfauth. "Reading Experiences and Interest in Reading-Assistance Tools Among Deaf and Hard-of-Hearing Computing Professionals." In ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373625.3416992.

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Zhao, Fan, Xiaowen Fang, and Feng Wang. "Impact of Previous Reading Experiences on Effectiveness of e-Textbook." In the 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3338188.3338195.

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Aamri, Fatma Al, Stefan Greuter, and Steffen P. Walz. "Trees of Tales: Designing Playful Interactions to Enhance Reading Experiences." In 2015 International Conference on Interactive Technologies and Games (iTAG). IEEE, 2015. http://dx.doi.org/10.1109/itag.2015.13.

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Reports on the topic "Reading experiences"

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Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1789.

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7475.

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Puttkammer, Annette, and Vita Wright. Linking wilderness research and management-volume 2. Defining, managing, and monitoring wilderness visitor experiences: an annotated reading list. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2001. http://dx.doi.org/10.2737/rmrs-gtr-79-v2.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Understanding What Works in Oral Reading Assessments [Fact Sheet]: Recommendations based on first-hand experience from donors, implementers and practitioners of oral reading assessments in 60 developing countries. UNESCO Institute for Statistics/Hewlett/GPE, 2016. http://dx.doi.org/10.15220/2016/oral-reading-assessment-fs-en.

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