Relevant bibliographies by topics / Reading style

Academic literature on the topic 'Reading style'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Reading style"

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Zeece, Pauline Davey. "The Style of Reading and Reading in Style." Early Childhood Education Journal 35, no. 1 (April 18, 2007): 41–45. http://dx.doi.org/10.1007/s10643-007-0164-9.

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Ajideh, Parviz, Mohammad Zohrabi, and Kazem Pouralvar. "Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 156. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.156.

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The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.
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Chambers, Gary N. "Reading Recovery ‐ German style." European Journal of Special Needs Education 10, no. 3 (October 1995): 283–89. http://dx.doi.org/10.1080/0885625950100308.

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Alter, Robert. "Reading Style in Dickens." Philosophy and Literature 20, no. 1 (1996): 130–37. http://dx.doi.org/10.1353/phl.1996.0001.

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Cureton. "A Reading in Temporal Poetics." Style 49, no. 3 (2015): 354. http://dx.doi.org/10.5325/style.49.3.0354.

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Ge, Yuhan. "A Study on the Correlation among FD-FI Cognitive Style, Working Memory Capacity and English Reading Performance among College EFL Learners." Journal of Contemporary Educational Research 5, no. 5 (May 28, 2021): 1–13. http://dx.doi.org/10.26689/jcer.v5i5.2138.

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In the past few decades, there have been eminent interests in reading performance as essential means for language input. In view of that, extensive studies have been conducted to explore the factors that affect reading performance from various aspects. In the cognitive psychology field, some studies have examined the relationship between field dependent-field independent (FD-FI) cognitive styles and working memory capacity (WMC) on English reading, respectively. However, only limited studies focused on the correlation among FD-FI cognitive styles, WMC and English reading performance. Therefore, this study was conducted to explain these correlations. A total of 42 intermediate “English as Foreign Language” (EFL) learners participated in this study. In order to measure the learners’ FD-FI cognitive style, WMC and English reading performance, the Cognitive Style Figures Test, reading span task and the International English Language Test System (IELTS) reading test were adopted, respectively. Data analyses such as Pearson’s correlation, independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science (SPSS) version 25. The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance, respectively. The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.
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FUKAYA, Yuko. "A Relation of Reading History to Reading Style." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 1EV142. http://dx.doi.org/10.4992/pacjpa.74.0_1ev142.

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Kang, Mengni. "Listen to What the Body Says: Reading Unnatural Narratives in Light of Readers’ Affective Responses." Style 56, no. 3 (August 1, 2022): 163–89. http://dx.doi.org/10.5325/style.56.3.0163.

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ABSTRACT In terms of making sense of unnatural narratives, there has been an ongoing debate between the unnatural approach and the cognitive approach—the former captures the distinct qualities of unnatural texts, and the latter examines how linguistic and narrative constructs express human concerns. This study adds an affective dimension to the discussion on combining these two perspectives on narrative and proposes to base the interpretive move on readers’ affective responses. It stresses the heterogeneity of the affective dimension and argues for the necessity of distinguishing between affect and emotion. On the correlation between the affective dimension and interpretive activities, two paths are suggested: the elicitation of affect signposts unnatural readings and the evocation of emotion points to cognitive readings. The essay also applies the proposed approach to reading two affectively distinct unnatural works—Italo Calvino’s If on a Winter’s Night a Traveller and Paul Auster’s Timbuktu.
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Dolven, Jeff. "Reading Wyatt for the Style." Modern Philology 105, no. 1 (August 2007): 65–86. http://dx.doi.org/10.1086/587199.

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van de Velde, Hans, and Roeland van Hout. "N-deletion in reading style." Linguistics in the Netherlands 17 (November 28, 2000): 209–19. http://dx.doi.org/10.1075/avt.17.20van.

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Dissertations / Theses on the topic "Reading style"

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Ho, Lai-ming Tammy. "Reading aloud and Charles Dickens's style." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35512386.

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Ho, Lai-ming Tammy, and 何麗明. "Reading aloud and Charles Dickens's style." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35512386.

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Moretti, Shelley. "Parents as reading coaches, parenting style, scaffolding and children's reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61981.pdf.

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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.

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Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.

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Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.

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In this thesis, I discusses my recent research on the potential relationship between cognitive style and navigational map reading ability. Behavioral geography researchers investigate navigation and a person's knowledge of their environment. These activities have led to and continue to lead to theories about the underlying cognitive processes associated with map use and navigation. Previous research has shown a positive relationship between geographic education and a person's ability to understand the environment around them. Navigation, cognitive maps, mental rotation, map-based knowledge vs. route-based knowledge, and way-finding have all been identified as potential processes that people employ to travel around their environment. By understanding how people behave, process information, solve problems, and make decisions this research hopes to bring to light traits that may be useful in furthering geographic education and, as a result, environmental understanding.
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Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.

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Girón, García Carolina. "Learning Styles and Reading Modes in the Development of Language Learning Autonomy through "Cybertasks"." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/125440.

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La tesis doctoral que nos planteamos realizar se enmarca dentro de la investigación que el grupo GIAPEL (Grupo de Investigación y Aplicaciones Pedagógicas en Lenguas) ha venido realizando desde su creación en 1991. El trabajo del GIAPEL está orientado al diseño de tareas de aprendizaje de las lenguas alemanas, francesas e inglesas; centradas en el desarrollo de estrategias de comprensión lectora y de aprendizaje autónomo de la gramática de las lenguas.

Esta tesis parte de resultados previos obtenidos a lo largo de los diferentes proyectos llevados a cabo por el grupo. Deriva directamente de la investigación realizada en el proyecto I+D CIBERTAAAL (Cibergéneros y Tecnologías Aplicadas a la Autonomía de Aprendizaje de Lenguas. Estudio de las estrategias y de los modelos pragmático-cognitivos en la producción y en la recepción de los textos digitales) (HUM2005-05548/FILO/TIC2000-1182), en el que los principales pilares sobre los que se asentará nuestra investigación son: la autonomía de aprendizaje de lenguas, los estilos cognitivos y de aprendizaje, las Tecnologías de la Información y de la Comunicación, y los estudios de género en la era digital (cibergéneros).

Nuestro principal objetivo es estudiar en profundidad la relación existente entre los estilos de aprendizaje de los estudiantes universitarios y los diferentes modos de navegación y lectura que realizan cuando se enfrentan a tareas que exigen el manejo y tratamiento de la información alojada en páginas web.

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Akyuz, Volkan. "The Effects Of Textbook Style And Reading Strategy On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605079/index.pdf.

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ABSTRACT THE EFFECTS OF TEXTBOOK STYLE AND READING STRATEGY ON STUDENTS&rsquo
ACHIEVEMENTS AND ATTITUDES TOWARDS HEAT AND TEMPERATURE Akyü
z, Volkan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz July 2004, 96 pages The aim of this study is to investigate the effect of textbook style and reading strategy on 9th grade students&rsquo
achievement and attitude towards heat and temperature at Eregli district of Zonguldak. Textbook style was means that whether textbook written in conceptual style or traditional style. The reading strategy was taken as K-W-L vs. reading without K-W-L. The study uses factorial design to investigate partial and combined effects of these methodologies. In the study convenience sampling was used. The participants were 123 9th grade students at Zonguldak Eregli Super High School in four different classes. Then selected classes were randomly assigned into four groups. The groups were conceptual physics text with K-W-L reading strategy, conceptual physics text with reading without K-W-L, traditional physics text with K-W-L reading strategy and traditional physics text with reading without K-W-L. Achievement and attitude tests were administered before and after the treatment. The data was analyzed by Multiple Analysis of Covariance (MANCOVA) to find out individual and combined effects of conceptual physics texts and K-W-L reading strategy. The results has shown that conceptual physics texts were effective in increasing students&rsquo
attitude, K-W-L was effective in increasing achievement, and their combination was effective in increasing both achievement and attitude of the students.
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Eastman, Vicki L. "Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.

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Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
Department of Elementary Education
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Sharp, Alastair. "Rhetorical structure in reading comprehension : a Hong Kong case study." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325209.

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Books on the topic "Reading style"

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1941-, Weber Cecile, ed. The style of vocabulary Canada. [Scarborough, ON]: Globe/MCP, 1991.

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Substance & style: Instruction & practice in copyediting. Alexandria, VA: Editorial Experts, Inc., 1989.

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Substance & style: Instruction & practice in copyediting. 2nd ed. Alexandria, VA: EEI, 1996.

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Kafka's rhetoric: The passion of reading. Ithaca: Cornell University Press, 1989.

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al- Taḥawwul fī al-tarkīb wa-ʻalāqatuhu bi-al-iʻrāb fī al-qirāʼāt al-sabʻ. Abū Ẓaby: al-Majmaʻ al-Thaqāfī, 2001.

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Mann, Russell A. USL journalism manual of style and format. Lafayette, La: Journalism Style Publishers, 1987.

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Lupi, Juan Pablo. Reading anew: José Lezama Lima's rhetorical investigations. Orlando: Iberoamericana, 2012.

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Reading anew: José Lezama Lima's rhetorical investigations. Madrid: Iberoamericana, 2012.

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Duckwitz, Norbert H. O. Reading the Gospel of St. Matthew in Greek: A beginning. Mundelein, Illinois, USA: Bolchazy-Carducci Publishers, Inc., 2014.

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Bughyat al-murīd min aḥkām al-tajwīd. Bayrūt: Dār al-Bashāʼir al-Islāmīyah, 2001.

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Book chapters on the topic "Reading style"

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Boase-Beier, Jean. "Reading, relevance, and communication." In Translation and Style, 34–58. Second edition. | New York : Routledge UK/ROW, 2019. | Series: Translation Theories Explored, 1365-0513 | First edition had title: Stylistic approaches to translation: Routledge, 2019. http://dx.doi.org/10.4324/9780429327322-3.

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Mack, Peter. "Style and Delivery." In Rhetoric's Questions, Reading and Interpretation, 71–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60158-8_7.

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Norledge, Jessica. "Reading Dystopian Minds." In Palgrave Studies in Language, Literature and Style, 93–124. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93103-2_4.

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Godfrey, Jeanne. "Vocabulary and writing style." In How to Use your Reading in your Essays, 97–100. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29981-9_15.

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Kirby, John R. "Style, Strategy, and Skill in Reading." In Learning Strategies and Learning Styles, 229–74. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_9.

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Aaron, P. G., Martin Wleklinski, and Cora Wills. "Developmental Dyslexia as a Cognitive Style." In Reading Disabilities: Diagnosis and Component Processes, 307–17. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_17.

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Banaji, Shakuntala. "‘A man who smokes should never marry a village girl’: Comments on Courtship and Marriage ‘Hindi Film-Style’." In Reading 'Bollywood', 55–90. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501201_4.

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Verdonk, Peter. "A Cognitive Stylistic Reading of Rhetorical Patterns in Ted Hughes’s ‘Hawk Roosting’: A Possible Role for Stylistics in a Literary Critical Controversy." In Language and Style, 84–94. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-06574-2_6.

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Jokisch, Oliver, Hans Kruschke, and Rüdiger Hoffmann. "Prosodic Reading Style Simulation for Text-to-Speech Synthesis." In Affective Computing and Intelligent Interaction, 426–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573548_55.

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Ho Lai Ming, Tammy. "Reading aloud and Charles Dickens’ aural iconic prose style." In Insistent Images, 73–89. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/ill.5.09hol.

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Conference papers on the topic "Reading style"

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Nishida, Kyosuke, Itsumi Saito, Kosuke Nishida, Kazutoshi Shinoda, Atsushi Otsuka, Hisako Asano, and Junji Tomita. "Multi-style Generative Reading Comprehension." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1220.

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Barhate, Sanket, Shruti Kshirsagar, Niramay Sanghvi, Kamini Sabu, Preeti Rao, and Nandini Bondale. "Prosodic features of Marathi news reading style." In TENCON 2016 - 2016 IEEE Region 10 Conference. IEEE, 2016. http://dx.doi.org/10.1109/tencon.2016.7848421.

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Hoang, Luong, Sam Wiseman, and Alexander Rush. "Entity Tracking Improves Cloze-style Reading Comprehension." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1130.

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Sun, Danyang, Tongzheng Ren, Chongxuan Li, Hang Su, and Jun Zhu. "Learning to Write Stylized Chinese Characters by Reading a Handful of Examples." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/128.

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Automatically writing stylized characters is an attractive yet challenging task, especially for Chinese characters with complex shapes and structures. Most current methods are restricted to generate stylized characters already present in the training set, but required to retrain the model when generating characters of new styles. In this paper, we develop a novel framework of Style-Aware Variational Auto-Encoder (SA-VAE), which disentangles the content-relevant and style-relevant components of a Chinese character feature with a novel intercross pair-wise optimization method. In this case, our method can generate Chinese characters flexibly by reading a few examples. Experiments demonstrate that our method has a powerful one-shot/few-shot generalization ability by inferring the style representation, which is the first attempt to learn to write new-style Chinese characters by observing only one or a few examples.
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Zhang, Yiqing, Hai Zhao, and Zhuosheng Zhang. "Examination-Style Reading Comprehension with Neural augmented Retrieval." In 2019 International Conference on Asian Language Processing (IALP). IEEE, 2019. http://dx.doi.org/10.1109/ialp48816.2019.9037657.

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Zhang, Chen, Yuxuan Lai, Yansong Feng, and Dongyan Zhao. "Extract, Integrate, Compete: Towards Verification Style Reading Comprehension." In Findings of the Association for Computational Linguistics: EMNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-emnlp.255.

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Zhang, Xue-min, Heng-sheng Zhang, Yang Bin, Di-fan Zhang, and Renlai Zhou. "Reading Efficiency of Chinese Text Scrolling Style and Presentation Style on Computer Interface." In First International Workshop on Knowledge Discovery and Data Mining (WKDD 2008). IEEE, 2008. http://dx.doi.org/10.1109/wkdd.2008.76.

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Garrido, Juan M., Joaquim Llisterri, Carme de la Mota, and Antonio Rios. "Prosodic differences in reading style: isolated vs. contextualized sentences." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA: ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-135.

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Li, Xiang, Changhe Song, Xianhao Wei, Zhiyong Wu, Jia Jia, and Helen Meng. "Towards Cross-speaker Reading Style Transfer on Audiobook Dataset." In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-11223.

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Lovenia, Holy, Bryan Wilie, Willy Chung, Zeng Min, Samuel Cahyawijaya, Dan Su, and Pascale Fung. "Clozer”:" Adaptable Data Augmentation for Cloze-style Reading Comprehension." In Proceedings of the 7th Workshop on Representation Learning for NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.repl4nlp-1.7.

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