Journal articles: 'Reading experiences'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

Abstract:

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’.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Welland, Julia. "Joy and war: Reading pleasure in wartime experiences." Review of International Studies 44, no. 3 (March 21, 2018): 438–55. http://dx.doi.org/10.1017/s0260210518000050.

Full text

Abstract:

AbstractIn recent years there has been a ‘turn’ to thinking about war through the experiences of those touched by it. While this scholarship has generated numerous important insights, its focus has tended to remain on wars’ violences, those responsible for enacting them, and the effects of such violence. In this article, the experiences of pleasure and joy in war that simultaneously take place are placed centre stage. Drawing on three war novels, the article tracks three recurring themes of pleasurable and joyful experiences related to war: bodily pleasures, the ‘togetherness’ of war, and moments of joy that escape war’s reach. Through this focus, war is shown to work across a range of affective registers and as never totalising or universalising in its experience. The article argues that paying attention to joy and pleasure can work to displace war as a focus of analysis, directing attention instead to the experiences of those who live through war and how they survive, sustain, and resist it.

APA, Harvard, Vancouver, ISO, and other styles

12

Leander, Kevin M., Seemi Aziz, Stergios Botzakis, Christian Ehret, David Landry, and Jennifer Rowsell. "Readings and Experiences of Multimodality." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 28, 2017): 95–116. http://dx.doi.org/10.1177/2381336917719247.

Full text

Abstract:

Our understanding of reading—including reading multimodal texts—is always constrained or opened up by what we consider to be a text, what aspects of a reader’s embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel, comprised of over 300 large-scale paintings, recently exhibited in an art gallery and also published in print form. The researchers' responses reflect a variety of theoretical orientations, including postcolonial theory, critical theory, affect theories, new materialisms, social semiotics, and reading development theories. The author of the novel also reflects on his own creative processes and goals. These various responses, and the multiple modalities of the work itself, are intentionally juxtaposed in order to create productive tensions, contrasts, and open spaces for reconsidering how multimodal texts are read and experienced. Dimensions of reading as a meaning-making, affective, embodied experience are productively put into play with one another.

APA, Harvard, Vancouver, ISO, and other styles

13

Delfi, Syofia, Jismulatif Jismulatif, and Fangiana Safitri Diah. "Personal Reading Histories for Personal Reading Interest." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 694. http://dx.doi.org/10.31258/jes.4.3.p.694-704.

Full text

Abstract:

Learners’ reading interest is developed based on personal reading histories; meaning that they have different reading experiences. The main purpose of this article is to present the research finding about the participant’s personal reading histories developing her reading interest. This is a Case Study by using document of Exploring Personal Reading Histories and interview for its instrument. The study found that the participant was introduced to reading through playing with words and numbers. After being able to read, she listened to stories indicating that stories are as the construction of words. The finding shows that the participant’s reading histories develop her reading interest by recognizing reading through interesting ways, media, and guidance. These The contribution of this study is the need of the implementation of Exploring Personal Reading Histories in Extensive Reading course in order to know how learners are interested in reading as well as to remind them with their meaningful reading experiences.

APA, Harvard, Vancouver, ISO, and other styles

14

Kayastha, Neha, Kathryn I. Pollak, and Thomas W. LeBlanc. "Open Oncology Notes: A Qualitative Study of Oncology Patients’ Experiences Reading Their Cancer Care Notes." Journal of Oncology Practice 14, no. 4 (April 2018): e251-e258. http://dx.doi.org/10.1200/jop.2017.028605.

Full text

Abstract:

Purpose: Electronic medical records increasingly allow patients access to clinician notes. Although most believe that open notes benefits patients, some suggest negative consequences. Little is known about the experiences of patients with cancer reading their medical notes; thus we aimed to describe this qualitatively. Methods: We interviewed 20 adults with metastatic or incurable cancer receiving cancer treatment. The semistructured qualitative interviews included four segments: assessing their overall experience reading notes, discussing how notes affected their cancer care experiences, reading a real note with the interviewer, and making suggestions for improvement. We used a constant comparison approach to analyze these qualitative data. Results: We found four themes. Patients reported that notes resulted in the following: (1) increased comprehension; (2) ameliorated uncertainty, relieved anxiety, and facilitated control; (3) increased trust; and (4) for a subset of patients, increased anxiety. Patients described increased comprehension because notes refreshed their memory and clarified their understanding of visits. This helped mitigate the unfamiliarity of cancer, addressing uncertainty and relieving anxiety. Notes facilitated control, empowering patients to ask clinicians more questions. The transparency of notes also increased trust in clinicians. For a subset of patients, however, notes were emotionally difficult to read and raised concerns. Patients identified medical jargon and repetition in notes as areas for improvement. Conclusion: Most patients thought that reading notes improved their care experiences. A small subset of patients experienced increased distress. As reading notes becomes a routine part of the patient experience, physicians might want to elicit and address concerns that arise from notes, thereby further engaging patients in their care.

APA, Harvard, Vancouver, ISO, and other styles

15

Linkis, Sara Tanderup. "Reading spaces." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 10, no. 1 (January 15, 2021): 42–55. http://dx.doi.org/10.7146/se.v10i1.124197.

Full text

Abstract:

Following ‘the audiobook boom’ of recent years, born-audio narratives have emerged: texts produced specifi cally for the audiobook format and intended for mobile audio consumption. Focusing on this category of works, this article examines how the audiobook draws attention to places and situations in which we read, and how these places, in turn, infl uence the content and experience of literary works. Drawing on theories on mobile reading and listening by, for example, Michael Bull (2007), Lutz Koepnick (2013, 2019), and Iben Have and Birgitte Stougaard Pedersen (2015, 2020), I investigate the case of Storytel Originals, texts produced specifi cally for sound by the Swedish subscription service Storytel. Focusing first on the Danish Originals series Askehave (2019-2020) by Jakob Melander, I examine how Storytel promotes a situated reading experience for a mobile listener. Next, I move on to investigate what happens to the audiobook experience when the listener is not mobile: Cecilia Garme’s Original series Dagbok Från Coronabubblan (2020) describes everyday life during the corona crisis in spring 2020. Analysing the diary’s refl ections on the isolation at home and the listeners’ response to this text, I examine how the audiobook produces a social and intimate listening space. Based on these two examples, I point to two different tendencies in the content and usage of original audiobooks, one refl ecting how mobile listening promotes situated reading experiences in public and another focusing on the construction of social reading spaces at home.

APA, Harvard, Vancouver, ISO, and other styles

16

Forman, Robert K. C. "Samādhi and Peter Wimsey: Mysticism, reading and Bruce Janz." Studies in Religion/Sciences Religieuses 25, no. 2 (June 1996): 193–207. http://dx.doi.org/10.1177/000842989602500205.

Full text

Abstract:

Professor Janz (SR, 24, 1 [1995]: 77) proposes an explanation of mystical experience based on an analogy with the hermeneutical process of reading a book. While this model has its advantages, it represents an attempt to analyze non-intentional mysticism on the basis of intentional experiences. Such mysticism, an experience of our own consciousness, is very different from thinking and sensing; it involves dropping the intentional processes that are involved with both. This non-intentional approach represents what the texts and descriptions of mystical experiences themselves frequently say.

APA, Harvard, Vancouver, ISO, and other styles

17

Barnett, Tully. "“Reading Saved Me”: Writing Autobiographically About Transformative Reading Experiences in Childhood." Prose Studies 35, no. 1 (April 2013): 84–96. http://dx.doi.org/10.1080/01440357.2013.781413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Araújo, Mônica, and Isabel Frade. "Digital Literary Reading Experiences by Young Readers." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 2 (August 10, 2018): 185–99. http://dx.doi.org/10.14195/2182-8830_6-2_13.

Full text

Abstract:

In this article, we present an overview of the results of a survey conducted with Brazilian youngsters aged 15 to 18 years old, belonging to diverse socioeconomic strata. We have identified their means of search and access to the works and the experience of digital literary reading, considering that it includes the reading of works of both digital and digitized literature. We have based our research on studies about the history of books and reading, youth literature, sociology of reading, multimodality and digital literary genres. We applied a questionnaire to 342 youngsters, a semi-open questionnaire to 68 youngsters, and followed the practices of digital literary reading of 6 young readers through semi-structured interviews. Digital search environments are diverse, but not always easily understood by young readers. For each type of digital literary reading there are specific ways of accessing the digital environments that make them available.

APA, Harvard, Vancouver, ISO, and other styles

19

Park, Eunil, Jungyeon Sung, and Kwangsu Cho. "Reading experiences influencing the acceptance of e-book devices." Electronic Library 33, no. 1 (February 2, 2015): 120–35. http://dx.doi.org/10.1108/el-05-2012-0045.

Full text

Abstract:

Purpose – This paper aims to explore users’ perception of, and then intention toward using, e-book devices as new reading devices, based upon an integrated technology acceptance model (TAM), reading engagement based upon flow theory and readability. The recent introduction of e-book devices has drastically changed the way people access and use reading content. However, few studies have explored the impact of reading experience on acceptance of e-book devices. Design/methodology/approach – A total of 219 participants participated in a survey after using e-book devices to analyze the research model. Findings – This study confirmed the crucial roles played by viewing experience, perceived mobility, perceived behavioral control, skill and readability. Also perceived usefulness and text satisfaction were found to have a positive and significant association with acceptance of e-book devices. Research limitations/implications – Implications and suggestions for researchers and manufacturers are also addressed in the present study. Originality/value – The current study focused on how actual reading experiences using e-book devices influences acceptance of e-book devices, through the triangular integrated model of TAM, reading engagement and readability features, and investigating users’ reading experience on the basis of responses to the characteristics of e-book devices.

APA, Harvard, Vancouver, ISO, and other styles

20

Buren, Becky Van. "Improving Reading Skills through Elementary Art Experiences." Art Education 39, no. 1 (January 1986): 56. http://dx.doi.org/10.2307/3192943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Paolo, Anthony M., Joseph J. Ryan, Gary E. Dunn, and Jay van Fleet. "Reading level of the dissociative experiences scale." Journal of Clinical Psychology 49, no. 2 (March 1993): 209–11. http://dx.doi.org/10.1002/1097-4679(199303)49:2<209::aid-jclp2270490212>3.0.co;2-e.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

McVicker, Claudia J. "Museums Inspire Reading through Real-World Experiences." Journal of Museum Education 29, no. 1 (December 2004): 13–15. http://dx.doi.org/10.1080/10598650.2004.11510493.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Delfi, Syofia, Fangiana Safitri Diah, and Jismulatif Jismulatif. "Exploring Personal Reading Histories in Developing Reading Interest of English Study Program Learners of University of Riau." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (May 2, 2018): 205. http://dx.doi.org/10.21093/ijeltal.v2i2.103.

Full text

Abstract:

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences. This study aimed to explore: (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories. The result of this study found that: (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.

APA, Harvard, Vancouver, ISO, and other styles

24

Grue, D., T. M. Dobson, and M. Brown. "Reading practices and digital experiences: An investigation into secondary students' reading practices and XML-markup experiences of fiction." Literary and Linguistic Computing 28, no. 2 (January 18, 2013): 237–48. http://dx.doi.org/10.1093/llc/fqs069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Kayastha, Neha, Kathryn I. Pollak, and Thomas William LeBlanc. "Open notes: A qualitative study of oncology patients’ experiences reading their cancer care notes." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 33. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.33.

Full text

Abstract:

33 Background: Electronic medical record systems and patient portals increasingly allow patients direct access to their clinicians’ notes.While most believe that open notes benefit patients, some suggest negative consequences. Little is known about cancer patients’ experiences reading their own medical records outside of the primary care setting. We aimed to describe the experiences of patients with advanced cancer who read their own cancer care notes. Methods: We recruited 20 adult patients with metastatic or incurable cancer who were receiving active cancer treatment to participate in semi-structured qualitative interviews. The interview included four segments: assessing patients' overall experience reading notes, discussing how notes affected their cancer care experiences, having them read a real note with the interviewer, and making suggestions for improving notes. We used a constant comparison approach to analyze the qualitative data. Results: Four main themes emerged; patients reported that notes: (a) increased comprehension, (b) ameliorated uncertainty, relieved anxiety, and facilitated control, (c) increased trust, and (d) for a subset, increased anxiety. Patients described increased comprehension, as notes refreshed their memory and clarified their understanding of visits. Notes addressed uncertainty and relieved anxiety, in part because enhanced comprehension mitigated the unfamiliarity of cancer. They facilitated control, empowering patients to ask more questions to clinicians. The transparency of notes also increased the trust patients have in their clinicians. For a subset of patients, however, notes were emotionally difficult to read and raised concerns. Patients consistently identified medical jargon and repetition in notes as areas for improvement. Conclusions: Our findings suggest that most patients felt that reading notes improved their care experiences. A small subset experienced increased distress from “open notes.” As reading notes becomes a routine part of the patient experience, it is important for physicians to elicit and address concerns that arise from the notes, further engaging patients in their care.

APA, Harvard, Vancouver, ISO, and other styles

26

Yatmo, Yandi Andri, Paramita Atmodiwirjo, and Kristanti Dewi Paramita. "Topological Reading of Movement Connectivity in Sensory Integration Space for Autistic Children." Space and Culture 20, no. 1 (August 1, 2016): 24–41. http://dx.doi.org/10.1177/1206331216646060.

Full text

Abstract:

This article describes how autistic children experience space dedicated for sensory integration (SI) therapy activities and how the idea of topology enables a thorough reading of their experiences. A topological approach is used to investigate the SI activity space through the narratives of children’s activities. Rather than considered as a collection of elements, SI space is seen as a space of a connected sensory tour based on the child’s movements in different SI therapy scenarios. Every scenario has different operations that show how children move within the environment as a form of responses involved in the SI process. This article illustrates how connectivity occurs based on the narratives of space experienced by the child. Exploration of scenario sequences and their operations in detail may develop an understanding of the comprehensive spatial experiences and thus expand our knowledge of spatial design for individuals with autism.

APA, Harvard, Vancouver, ISO, and other styles

27

Gorzycki, Meg, Geoffrey Desa, Pamela J. Howard, and Diane D. Allen. "“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading." Journal of Adolescent & Adult Literacy 63, no. 5 (September 26, 2019): 499–508. http://dx.doi.org/10.1002/jaal.1020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Hartatik, Sri Fatmaning, and Hernina Dewi Lestari. "Reading Experiences of Nonnative-English-Speaking Students Majoring in English Language Teaching." Journal of English Educators Society 1, no. 2 (November 19, 2016): 105. http://dx.doi.org/10.21070/jees.v1i2.445.

Full text

Abstract:

This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.

APA, Harvard, Vancouver, ISO, and other styles

29

Lumontad, Nicomedes S., Amelia Bonotan, and Rex Argate. "The Journey towards the Love for Reading: From the Lens of English Enthusiasts." Journal of World Englishes and Educational Practices 3, no. 4 (April 25, 2021): 23–30. http://dx.doi.org/10.32996/jweep.2021.3.4.4.

Full text

Abstract:

This study described the lived experiences of the English enthusiasts at the University of Cebu – Main Campus. The study used Interpretative Phenomenological Analysis (IPA) through 15 BSED English Majors interviews. The analysis of data generated six themes “Actually, I am not really fond of reading books, but I’ve learned to enjoy reading love storybooks. They are very entertaining.” (Gaining Interest and Love for Reading), “The challenges that I encountered in my journey towards acquiring the love of reading are the unfamiliar words. Whenever I encountered those words, I usually pause and find their meanings.” (Dealing with Unfamiliar Words) “I addressed the challenges in positive ways. These only urge me to love reading more.” (Context and Comprehension Challenges) “I simply love reading because I can use my imagination. When I read, I feel like I’m the main character of the story.” (Attitude towards Reading) “In reading, you will experience things you haven’t experienced yet. You choose an author and a genre first before you read. In that way your interest and love of reading will be sustained but exploring is more fun.” (Personal Book Choice) “In reading, actually you discover yourself more, especially if you read different genres of books. My journey towards reading is self-discovery.” (Realizations through Reading). The study attempts to explain the different factors involved in the love of reading. These are gaining interest and love of reading, dealing with unfamiliar words, context and comprehension challenges, attitude towards reading, personal book choice, and realizations through reading. The English enthusiasts encountered some difficulties in reading various texts, passages, and other English classics. However, their enduring interest, love, and passion for reading transcend all forms of reading complexities. In contrast, some students may lack interest and motivation in reading. They tend to be superficial readers, or they just read when they are told to do so. Reading for them is dull and boring. Thus, the English enthusiasts may share their lived reading experiences with those reluctant and passive readers, and they may become more interested and motivated to read beyond the parameters of academic requirements.

APA, Harvard, Vancouver, ISO, and other styles

30

Pao, Angela. "What Are You Reading?" Theatre Survey 47, no. 1 (April 13, 2006): 107–9. http://dx.doi.org/10.1017/s0040557406000081.

Full text

Abstract:

In one way or another, most of my recent readings have focused on diasporic and ethnic-minority literatures, experiences, and performances. From the late spring through midsummer, the readings I did in the context of a migratory experience in Europe produced new perspectives on questions of displacement, marginalization, and cross-cultural connections. I was invited to teach a graduate course on a departmental exchange with the Comparative Literature program of the University of Lisbon, and I designed a course called “Crossing Continents: Multiethnic Literatures of Europe and North America.” The course, taught in spring 2005, focused on understanding ways in which the critical paradigms used by literary and cultural critics in the United States might be extended profitably to the examination of immigrant and racial-minority cultures in Western Europe, and how diasporic and postcolonial models of migration developed by European scholars could expand the dimensions of U.S. ethnic studies.

APA, Harvard, Vancouver, ISO, and other styles

31

Have, Iben, and Birgitte Stougaard Pedersen. "Conceptualising the audiobook experience." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 2, no. 2 (December 31, 2012): 79–95. http://dx.doi.org/10.7146/se.v2i2.6967.

Full text

Abstract:

In this article we wish to introduce and discuss a theoretical framework for a possible conceptualisation of the differences between reading a printed book and listening to an audiobook. We tend to introduce similarities and differences between reading with the eyes and reading with the ears, implying that we should not discuss the audiobook experience as a remediation of the printed book experience only, but as an entirely different experience that could be conceptualised in continuation of mobile listening practises. As a methodological strategy we will emphasise the differences between the literary practices, reading with the eyes and reading with the ears. These different perspectives on reading are used to accentuate the distinct experiences, and future thorough analyses in continuation of this framework would appear much more complex and connected than in the present article.

APA, Harvard, Vancouver, ISO, and other styles

32

Smith, Edwin. "Of libraries, books, and reading: A journey of meaning making." Tydskrif vir Letterkunde 57, no. 2 (November 10, 2020): 101–8. http://dx.doi.org/10.17159/tl.v57i2.8798.

Full text

Abstract:

In this essay I seek to demonstrate how an iterative reading of Archie L. Dick’s The Hidden History of South Africa’s Book and Reading Culture (2012), read through a life history lens, makes meaning of the lived experiences of South Africans—particularly during the time of the struggle against Apartheid, which is the focus of this essay. Relying on the life history approach to the recounting and exploration of South African history through the library, book, and reading culture of South Africans, I trace the complex and multi-layered experience of South Africa and its peoples as reported in The Hidden History. Interwoven with my own experiences with libraries, books, reading, and writing, I unveil the significant making of meaning in Dick’s enterprise. As demanded by Dick, I confirm in this essay that South African liberation history must indeed include the roles played by librarians, books, and the experiences of ordinary South Africans in order to provide a fuller appreciation of the various influences and understanding of South Africa’s past.

APA, Harvard, Vancouver, ISO, and other styles

33

Delfi, Syofia, Fangiana Safitri Diah, and Maria Safriyanti. "Reading Experiences on Exploring Personal Reading Histories of English Study Program Learners of University of Riau." Journal of Educational Sciences 3, no. 3 (November 7, 2019): 303. http://dx.doi.org/10.31258/jes.3.3.p.303-317.

Full text

Abstract:

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.

APA, Harvard, Vancouver, ISO, and other styles

34

Lee Ji-young, Park Sung-bin, and Kim Min-jin. "Picture book reading experiences through young children's drawings." Journal of Eco Early Childhood Education & Care 18, no. 2 (May 2019): 219–42. http://dx.doi.org/10.30761/ecoece.2019.18.2.219.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Waycott, J., and A. Kukulska-Hulme. "Students' experiences with PDAs for reading course materials." Personal and Ubiquitous Computing 7, no. 1 (May 1, 2003): 30–43. http://dx.doi.org/10.1007/s00779-002-0211-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Sanacore, Joseph. "Expository and Narrative Text:Balancing Young Children's Reading Experiences." Childhood Education 67, no. 4 (June 1991): 211–14. http://dx.doi.org/10.1080/00094056.1991.10520795.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Harms, Jeanne McLain, and Lucille J. Lettow. "Interacting with Inner Audiences to Extend Reading Experiences." Childhood Education 72, no. 4 (June 1996): 210–13. http://dx.doi.org/10.1080/00094056.1996.10522655.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Wibe, Torunn, Ragnhild Hellesø, Laura Slaughter, and Mirjam Ekstedt. "Lay people’s experiences with reading their medical record." Social Science & Medicine 72, no. 9 (May 2011): 1570–73. http://dx.doi.org/10.1016/j.socscimed.2011.03.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Back, M., R. Gold, A. Balsamo, M. Chow, M. Gorbet, S. Harrison, D. MacDonald, and S. Minnerman. "Designing innovative reading experiences for a museum exhibition." Computer 34, no. 5 (May 2001): 80–87. http://dx.doi.org/10.1109/2.895121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Preston, Lou. "Sustaining an Environmental Ethic: Outdoor and Environmental Education Graduates' Negotiation of School Spaces." Australian Journal of Environmental Education 27, no. 2 (2011): 199–208. http://dx.doi.org/10.1375/ajee.27.2.199.

Full text

Abstract:

In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical Education in secondary schools. By offering two alternative readings of graduates' experiences, this research contributes to existing education literature about the ‘wash-out effect’ of teacher education courses once beginning teachers become immersed in schools. In the first reading I find evidence of regulatory and normalising strategies of society and school communities and a ‘plateauing’ of graduates' engagement with environmental practices. In a second reading, framed by Foucault's theory of power and ethics, I discern acts of ‘tactical’ resistance. This reading foregrounds strategies graduates use to negotiate the constraining spaces of schools.

APA, Harvard, Vancouver, ISO, and other styles

41

Steenberg, Mette, Charlotte Christiansen, Anne Line Dalsgård, Anne Maria Stagis, Liv Moeslund Ahlgren, Tine Lykkegaard Nielsen, and Nicolai Ladegaard. "Facilitating Reading Engagement in Shared Reading." Poetics Today 42, no. 2 (June 1, 2021): 229–51. http://dx.doi.org/10.1215/03335372-8883234.

Full text

Abstract:

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

APA, Harvard, Vancouver, ISO, and other styles

42

F. Latham, Kiersten. "Experiencing documents." Journal of Documentation 70, no. 4 (July 8, 2014): 544–61. http://dx.doi.org/10.1108/jd-01-2013-0013.

Full text

Abstract:

Purpose – The purpose of this paper is to invite further consideration of how people experience documents. By offering a model from Reader Response theory – Louise Rosenblatt's Transactional Theory of Reading – as well as examples from research on numinous experiences with museum objects, the author hopes to open further avenues of information behavior studies about people and documents. The goal is to incorporate more aspects of lived experience and the aesthetic into practice with and research of documents. Design/methodology/approach – Theoretical scope includes Louise Rosenblatt's Transactional Theory of Reading, John Dewey's concepts of transaction and experience and lived experience concepts/methods derived from phenomenology. Findings – Rosenblatt's Transactional Theory explicates the continuum of reader response, from the efferent to the aesthetic, stating that the act of “reading” (experience) involves a transaction between the reader (person) and the text (document). Each transaction is a unique experience in which the reader and text continuously act and are acted upon by each other. This theory of reading translates well into the realm of investigating the lived experience of documents and in that context, a concrete example and suggested strategies for future study are provided. Originality/value – This paper provides a holistic approach to understanding lived experience with documents and introduces the concept of person-document transaction. It inserts the wider notion of document into a more specific theory of reading, expanding its use beyond the borders of text, print and literature. By providing an example of real document experiences and applying Rosenblatt's continuum, the value of this paper is in opening new avenues for information behavior inquiries.

APA, Harvard, Vancouver, ISO, and other styles

43

Winocur, Rosalía. "Reading Online." International Journal of E-Politics 6, no. 4 (October 2015): 53–69. http://dx.doi.org/10.4018/ijep.2015100104.

Full text

Abstract:

The popularization of mobile devices in the everyday life of Mexico City's broad socio-cultural sectors, particularly the cell phone, calls attention to the fact that young people read and write permanently, from the moment they wake up to the time they go to bed. They receive and answer dozens of messages throughout the day, and they search and publish all kinds of information. Nonetheless, surveys that measure reading practices leave out questions about these experiences, and subjects, when questioned about their reading habits and preferences, don't mention nor recognize them in their answers. These observations led us to ethnography traditional and emergent reading and writing practices and representations that young people studying Communication in a public university have. Its main results are reviewed in this paper.

APA, Harvard, Vancouver, ISO, and other styles

44

Turcotte, Catherine. "The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers." Language and Literacy 12, no. 1 (October 16, 2010): 128. http://dx.doi.org/10.20360/g23w24.

Full text

Abstract:

Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.

APA, Harvard, Vancouver, ISO, and other styles

45

Siegal, Marjorie, Raffaella Borasi, and Judith Fonzi. "Supporting Students' Mathematical Inquiries Through Reading." Journal for Research in Mathematics Education 29, no. 4 (July 1998): 378–413. http://dx.doi.org/10.5951/jresematheduc.29.4.0378.

Full text

Abstract:

The purpose of this article is to identify specific functions that reading, in combination with writing and talking, can serve in mathematical inquiries and thus to contribute to a better understanding of how inquiry experiences can be planned and supported in mathematics classrooms. This purpose is achieved through an analysis of 3 classroom experiences in which secondary mathematics students engaged in “inquiry cycles” on quite different topics. These instructional experiences were developed by a collaborative team of mathematics teachers, mathematics education researchers, and a reading researcher in the context of action research and teacher research. Analysis of the data led to the identification of 30 functions of reading that are specific to distinct elements of an inquiry cycle. On the basis of these findings we suggest that reading can serve multiple roles in inquiry-based mathematics classes and, in doing so, can afford students unique opportunities for learning mathematics

APA, Harvard, Vancouver, ISO, and other styles

46

BAKER, LINDA, and DEBORAH SCHER. "BEGINNING READERS' MOTIVATION FOR READING IN RELATION TO PARENTAL BELIEFS AND HOME READING EXPERIENCES." Reading Psychology 23, no. 4 (October 2002): 239–69. http://dx.doi.org/10.1080/713775283.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Hodge, S., J. Robinson, and P. Davis. "Reading between the lines: the experiences of taking part in a community reading project." Medical Humanities 33, no. 2 (November 30, 2007): 100–104. http://dx.doi.org/10.1136/jmh.2006.000256.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Storie, Deborah. "Reading between Places: Participatory Interpretive Praxis." Pacifica: Australasian Theological Studies 18, no. 3 (October 2005): 281–301. http://dx.doi.org/10.1177/1030570x0501800302.

Full text

Abstract:

The Bible is often read in ecclesial contexts without considering the wider social and political consequences of biblical interpretations. In this essay, I contend that committed reflective participation is essential for responsible reading. I begin by using an autobiographical narrative to identify obstacles which prevented me from reading responsibly, and, to demonstrate how a range of experiences in Australia and Afghanistan enabled me to read differently. I then engage Francis Moloney's “An Adventure with Nicodemus” to propose that confessional biblical scholars might enhance the reading-capacity of other readers and encourage congregations to embrace the interested and contextual nature of biblical interpretation by sharing explicitly confessional readings which avoid objectivist/subjectivist dichotomies and testify to the authority of Scripture. I conclude by drawing on Stephen Bevans' praxis model of contextual theology and contemporary community development praxis to propose an “Animated Reading Process” which might be used to facilitate responsible reading.

APA, Harvard, Vancouver, ISO, and other styles

49

Milthorpe, Naomi, and Eliza Murphy. "Reading the Party." Journal of Festive Studies 1, no. 1 (May 10, 2019): 36–51. http://dx.doi.org/10.33823/jfs.2019.1.1.20.

Full text

Abstract:

This article outlines an approach to understanding festivity through the lens of literary texts. Studies of festivity in early twentieth-century literature center largely on the image of the party. Representations of parties in the literary texts of this period range widely, and the sheer number of parties found in this body of literature highlights the shared interest of writers of the time to explore the implications of festive sociability. Given these parameters a reader might expect the literature of the period to show parties positively: as utopian occasions for transformative jouissance leading to catharsis and (satisfying) narrative closure. Yet many texts of this time represent festivity not as pleasurable renewal but as unpleasurable waste. This is particularly the case in fiction by the English satirist Evelyn Waugh (1903–66). In Waugh’s texts, celebration tends toward destructive (rather than restorative) disorder. This paper will read Waugh’s novel Vile Bodies (1930) and short story “Cruise: Letters from a Young Lady of Leisure” (1933), using Roger Caillois’s theory of games, to explore the ways in which parties become sites of wasteful play. Moreover, as this article will demonstrate, literary texts are central documents for understanding the cultural history and subjective experience of parties. They evidence the felt and imagined experiences of social and moral transgression; bodily, mental and affective transformation; and class, race, gender, and sexual boundary-crossing occasioned by festivity. In that sense, the discipline of literary studies can contribute to a robust interdisciplinary approach to understanding festivity.

APA, Harvard, Vancouver, ISO, and other styles

50

Mihăilescu, Angelica, and Ligia Sarivan. "LEARNING FROM PISA EXPERIENCES: READING TASKS TO EXPLORE BIASED INFORMATION." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 165–80. http://dx.doi.org/10.26755/revped/2020.2/165.

Full text

Abstract:

The paper presents the results from a study involving 70 students in grade 9, from two technological highschools situated in a large town in Romania. In September 2020, the 15 year olds read and answered the questions from one of the released units after PISA 2018, and then reflected on their reading experience in a self assessment sheet. The results show good results in working with information from one article and poor ability in corroborating conflicting information from two sources that focus on a same topic. The students display little familiarity with biased information even if the majority enjoyed the reading challenge of two divergent points of view. The results are consistent with the PISA reading trend for Romania. In order to improve reading comprehension, teachers should renovate the reading practices by challenging students with work on multiple texts and tasks that focus on evaluation and reflection and on the sources credibility.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Reading experiences'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles