Journal articles: 'Reading Time'

1

Levenson, M. "Reading Time." Novel: A Forum on Fiction 42, no. 3 (September 1, 2009): 511–16. http://dx.doi.org/10.1215/00295132-2009-049.

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2

Taylor, Barbara M., Barbara J. Frye, and Geoffrey M. Maruyama. "Time Spent Reading and Reading Growth." American Educational Research Journal 27, no. 2 (June 1990): 351–62. http://dx.doi.org/10.3102/00028312027002351.

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3

Dalsgård, Anne Line. "Reading Times: Temporalities and Time Work in Current Everyday Reading Practices." Poetics Today 42, no. 2 (June 1, 2021): 207–27. http://dx.doi.org/10.1215/03335372-8883220.

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Abstract Inspired by Pierre Bourdieu's observation that practice is not in time but makes time and Michael Flaherty's concept of time work, this article explores temporal aspects of the use of literature in contemporary Denmark and describes how reading allows readers to manipulate their experience of time. The main part of the article focuses on cultural norms and readers’ expectations in relation to reading time, while the last, shorter part discusses the structuring temporal effects of a literary text, such as presence, narrative, and endings. The article concludes that time is not just a practical issue to consider (when and where to read), or just something to work on through reading (e.g., changing a boring time into flow time). Texts also affect the readers’ sense of time; that is, agency lies in the literature read as well as the reader. The empirical data are drawn from extensive ethnographic fieldwork (mainly qualitative interviews) in different social and geographical contexts in Denmark from 2014 to 2019. The article contributes to empirical reading studies by exploring everyday reading as a practice in and of time.

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Lynch, Deidre Shauna, and Evelyne Ender. "Introduction–Time for Reading." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1073–82. http://dx.doi.org/10.1632/pmla.2018.133.5.1073.

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5

Clifton, Charles. "Time Pauses During Reading." Contemporary Psychology 30, no. 12 (December 1985): 945–46. http://dx.doi.org/10.1037/023381.

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Levine, Caroline. "Reading at the Time." English Language Notes 46, no. 1 (March 1, 2008): 135–43. http://dx.doi.org/10.1215/00138282-46.1.135.

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Li, XueHua. "A Study on Chinese Reading Patterns: Focusing on Reading Rate, Reading Volume, and Reading Time." Journal of Humanities and Social sciences 21 10, no. 5 (October 30, 2019): 213–26. http://dx.doi.org/10.22143/hss21.10.5.16.

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8

Stokmans, Mia J. W. "Reading attitude and its effect on leisure time reading." Poetics 26, no. 4 (May 1999): 245–61. http://dx.doi.org/10.1016/s0304-422x(99)00005-4.

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9

DeJean, J. "The Time of Commitment: Reading "Sapho 1900" Reading Sappho." Modern Language Quarterly 65, no. 1 (March 1, 2004): 149–60. http://dx.doi.org/10.1215/00267929-65-1-149.

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Halpern, Faye, and Peter J. Rabinowitz. "Introduction to “Reading over Time”." PMLA/Publications of the Modern Language Association of America 133, no. 3 (May 2018): 631–32. http://dx.doi.org/10.1632/pmla.2018.133.3.631.

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11

Hoad, Elizabeth. "Making digital time reading fun." Five to Seven 2, no. 4 (August 2002): v—vii. http://dx.doi.org/10.12968/ftoe.2002.2.4.16640.

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12

Van Mierlo, Wim. "Conrad's Reading: Space, Time, Networks." Library & Information History 35, no. 1 (January 2, 2019): 50–51. http://dx.doi.org/10.1080/17583489.2019.1571811.

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13

Gross, Sabine. "Reading Time — Text, Image, Film." Time & Society 1, no. 2 (May 1992): 207–22. http://dx.doi.org/10.1177/0961463x92001002005.

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14

Swann, Karen. "The strange time of reading." European Romantic Review 9, no. 2 (March 1998): 275–82. http://dx.doi.org/10.1080/10509589808570053.

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15

Bulas-Cruz, J., J. Barroso, A. Rafael, and E. L. Dagless. "Real-Time Number Plate Reading." IFAC Proceedings Volumes 30, no. 3 (April 1997): 73–76. http://dx.doi.org/10.1016/s1474-6670(17)44464-8.

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16

Walczyk, Jeffrey J., Kathryn E. Kelly, Scott D. Meche, and Hillary Braud. "Time Limitations Enhance Reading Comprehension." Contemporary Educational Psychology 24, no. 2 (April 1999): 156–65. http://dx.doi.org/10.1006/ceps.1998.0992.

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17

Greaney, Vincent, and Mary Hegarty. "Correlates of leisure-time reading." Journal of Research in Reading 10, no. 1 (February 1987): 3–20. http://dx.doi.org/10.1111/j.1467-9817.1987.tb00278.x.

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18

Kuzmic, Peter. "A Croatian War-Time Reading." Journal of Pentecostal Theology 2, no. 4 (1994): 17–24. http://dx.doi.org/10.1177/096673699400200402.

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19

Limbrick, E. A., S. McNaughton, and M. M. Clay. "Time Engaged in Reading: A Critical Factor in Reading Achievement." American Annals of the Deaf 137, no. 4 (1992): 309–14. http://dx.doi.org/10.1353/aad.2012.0486.

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20

Sharma, Amit, Hubert B. Van Hoof, and Crystal Ramsay. "The influence of time on the decisions that students make about their academic reading." Active Learning in Higher Education 20, no. 1 (September 25, 2017): 79–92. http://dx.doi.org/10.1177/1469787417731200.

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The study reported here investigated reading among students from the perspective of how students choose to use their time and whether they self-ration it. A survey of undergraduate students found that their self-reported allocation of time to academic activities other than reading was positively correlated to the reading that they did and that students’ reading was significantly correlated to their belief of being time constrained. Furthermore, the study found that students’ participation in nonacademic activities had a negative correlation to the reading they did for their courses. Finally, the study also found that students who allocated time for reading earlier than the day of class/lecture were more likely to complete these readings than those who allocated time closer to the day of class/lecture. This article argues that both students and faculty should have greater awareness of the choices students make in how they allocate their time and toward reading and other related activities.

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21

김혜숙. "Effects of Time-Constraint in Web-Based Reading on Reading Performance and Reading Speed." English Language Teaching 20, no. 2 (June 2008): 25–48. http://dx.doi.org/10.17936/pkelt.2008.20.2.002.

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22

Tibus, Erlinda D., and Roinasol L. Pobadora. "Reading Comprehension Ability Vis-A-Vis Demographics, Reading Materials, And Time Spent In Reading." Journal of Arts and Humanities 5, no. 9 (September 28, 2016): 66. http://dx.doi.org/10.18533/journal.v5i9.1002.

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<em>This paper aimed to investigate the reading comprehension ability of Grade VI Pupils of Tomas Oppus Central School and find out the possible variables associated with this ability. The study used a descriptive-correlational design. Findings revealed that gender, time spent in reading, and availability of reading materials at home were significantly related to two higher levels of comprehension: interpretive and applied while the lowest level of comprehension was significantly related to age and family income. </em>

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23

Boa Sorte, Paulo. "Mark the correct answer? To whom? Deconstructing reading comprehension." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 11, 2020): 11550. http://dx.doi.org/10.20952/jrks1111550.

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In this essay, I argue that teaching reading comprehension can be based on the read oneself reading’s view, which consists of reading a text at the same time that we read ourselves. In other words, we need to be aware, at all times, of the way we read texts and make meaning by taking responsibility for our own interpretations because both the writer and the reader are text producers. First, I begin by giving an example of how traditional ideals of reading do not include the plurality of ideas. I then explain how teaching through critical literacy can be used to reflect upon the identities of students, teachers and school community members in a classroom of English for speakers of other languages. I conclude by reaffirming the consequences of homogenizing readings and interpretations in addition to reflecting upon possible formative paths to the post-truth times we live in.

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24

Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (March 20, 2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.

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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.

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25

Serup, Martin Glaz. "The Poetry Reading." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 7, no. 1 (December 21, 2017): 44–62. http://dx.doi.org/10.7146/se.v7i1.97178.

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What is a poetry reading, how does the performed poem differ from the poem published on the page, and first and foremost: how do we read it? This article understands the poetry reading as an independent form of expression, which neither ranks above nor below the written poem, but can be placed alongside it. Contrary to the printed poem, the audience often only has access to the performed poem once – while it is being performed – and is subsequently forced to rely on the memory of the specific reading and situation. Similarly, the body, the voice, the place, the time – and, in the case of recorded readings, also the remediation – are vital to how the poetry reading creates meaning. The article methodologically investigates: How do we approach the poetry reading from an analytical and a theoretical perspective, and includes readings of three poetry readings by Vanessa Place, Pia Juul and Jacques Roubaud.

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26

Pichette, François. "Time Spent on Reading and Reading Comprehension in Second Language Learning." Canadian Modern Language Review 62, no. 2 (December 2005): 243–62. http://dx.doi.org/10.3138/cmlr.62.2.243.

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27

Kırmızı, Fatma Susar. "Relationship between reading comprehension strategy use and daily free reading time." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4752–56. http://dx.doi.org/10.1016/j.sbspro.2010.03.763.

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28

Daley, Samantha G., John B. Willett, and Kurt W. Fischer. "Emotional responses during reading: Physiological responses predict real-time reading comprehension." Journal of Educational Psychology 106, no. 1 (February 2014): 132–43. http://dx.doi.org/10.1037/a0033408.

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29

Sachs, Jonathan, and Andrew Piper. "Technique and the Time of Reading." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1259–67. http://dx.doi.org/10.1632/pmla.2018.133.5.1259.

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What time is it when we read? There are many answers to this question. Time might refer to a particular day of the week, as in Sunday reading, a practice that Christina Lupton finds has spanned both religious and secular contexts. Or time might imply a sense of pace, that reading is something we do quickly or slowly, which Rolf Engelsing suggests when he distinguishes between intensive and extensive reading. Or perhaps time is more periodic, an argument one finds in Deidre Lynch's work on nineteenth-century habitual reading or Christopher Cannon's work on medieval practices of rereading. Or time could be closer to an idea or topos, as in Mikhail Bakhtin's notion of the chronotope like idyllic time. Finally, for someone like Gerard Genette the time of reading is fundamentally about anachronism, the nonlinear nature of narrative time.

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30

McElree, Brian, Matthew J. Traxler, Martin J. Pickering, Rachel E. Seely, and Ray Jackendoff. "Reading time evidence for enriched composition." Cognition 78, no. 1 (January 2001): B17—B25. http://dx.doi.org/10.1016/s0010-0277(00)00113-x.

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31

Daftarifard, Parisa. "Investigating English Reading Motivation across Time." International Journal of Language and Linguistics 2, no. 5 (2014): 305. http://dx.doi.org/10.11648/j.ijll.20140205.13.

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32

Watts, John D. W. "Reading Isaiah in a New Time." Review & Expositor 88, no. 2 (May 1991): 131–36. http://dx.doi.org/10.1177/003463739108800202.

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33

Gilgen, Peter. "Reading Time: Oswald Egger'sDie ganze Zeit." Germanic Review: Literature, Culture, Theory 88, no. 3 (July 2013): 286–304. http://dx.doi.org/10.1080/00168890.2013.820636.

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34

Da, Nan Z. "Lao She, James, and Reading Time." Henry James Review 34, no. 3 (2013): 285–95. http://dx.doi.org/10.1353/hjr.2013.0026.

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35

Ghazizadeh, Mahtab, Vindhya Venkatraman, Miralis Torres, Madeleine C. Gibson, John D. Lee, and Linda Ng Boyle. "Text Readability and Drivers’ Reading Time." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 57, no. 1 (September 2013): 1879–83. http://dx.doi.org/10.1177/1541931213571419.

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36

Pantaleo, Sylvia. "Slow looking: “reading picturebooks takes time”." Literacy 54, no. 1 (May 3, 2019): 40–48. http://dx.doi.org/10.1111/lit.12190.

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37

Palumbo, Paul W., and Sargur N. Srihari. "Postal address reading in real time." International Journal of Imaging Systems and Technology 7, no. 4 (1996): 370–78. http://dx.doi.org/10.1002/(sici)1098-1098(199624)7:4<370::aid-ima12>3.0.co;2-#.

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38

Biro, Sasha L. "Reading in a Time of Crisis." Teaching Philosophy 44, no. 3 (2021): 241–54. http://dx.doi.org/10.5840/teachphil202132137.

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An important part of the work of an introductory philosophy class is learning how to read philosophy. The digital annotation platform Perusall can be useful in both F2F learning environments as well as in virtual learning environments, as it helps students learn how to read philosophy. While the traditional online learning environment relies heavily on the discussion forum to replicate the F2F learning experience, digital annotation is a valuable alternative for promoting student engagement with course material. This paper will describe the platform as well as how to use Perusall to facilitate student participation and close reading of texts.

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39

Delgado, Pablo, and Ladislao Salmerón. "The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure." Learning and Instruction 71 (February 2021): 101396. http://dx.doi.org/10.1016/j.learninstruc.2020.101396.

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40

Biancarosa, Gina. "Speed and time, texts and sentences." Written Language and Literacy 8, no. 2 (December 31, 2005): 3–24. http://dx.doi.org/10.1075/wll.8.2.03bia.

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The objective of this study was to explore the relationship of reading rate to reading comprehension using different scales for reading rate. Although fluency research typically measures reading rate as speed (in words-per-minute) using whole texts as the text unit of interest, reading research investigating situation models measures rate as time (in seconds) using individual sentences as the unit of interest. The current study compared the predictive powers of these contrasting metrics. Time was shown to be the superior metric when both text- and sentence-reading times were included as predictors of comprehension, along with an interaction between them. The time model accounted for the curvilinear nature of the relationship and explained almost half of the variance in comprehension without violating the homoscedasticity assumption.

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41

INOUE, Tomohiro, Fumiko HIGASHIBARA, Shinji OKAZAKI, and Hisao MAEKAWA. "Relation Between Reading and Phonological Processing in Children With Reading Difficulties: Reading Latency and Articulation Time." Japanese Journal of Special Education 49, no. 5 (2012): 435–44. http://dx.doi.org/10.6033/tokkyou.49.435.

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42

Wallot, Sebastian, Beth A. O'Brien, Anna Haussmann, Heidi Kloos, and Marlene S. Lyby. "The role of reading time complexity and reading speed in text comprehension." Journal of Experimental Psychology: Learning, Memory, and Cognition 40, no. 6 (2014): 1745–65. http://dx.doi.org/10.1037/xlm0000030.

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43

Burling, William. "Reading Time: The Ideology of Time Travel in Science Fiction." KronoScope 6, no. 1 (2006): 5–30. http://dx.doi.org/10.1163/156852406777505255.

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AbstractThis essay argues for the existence and ideological significance of two principal variants of time travel form in science fiction (SF): the temporal dislocation form and the temporal contrast form. The principle examples for discussion are, respectively, Stephen Baxter's manifold: time (2000) and Marge Piercy's Woman on the Edge of Time (1976), though the case is bolstered by additional references to other SF works. Drawing on the work of theorists such as Adorno, Benjamin, Žižek, and Jameson, the argument then considers more broadly the connection between ideology and ontology implicit in these time travel forms. The essay concludes with a critique of the assumptions by which time travel SF stories are created, studied, taught, and read by SF writers and academics, as well as general readers.

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44

Toivonen, Timo. "Cohorts and reading time on the basis of the Finnish time use data 1979–2009." Finnish Journal of Social Research 6 (December 15, 2013): 15–23. http://dx.doi.org/10.51815/fjsr.110716.

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One of the most striking trends in leisure time reading is that the time devoted to reading has decreased. This is also evident on the basis of the longitudinal analysis of the Finnish Time Use Surveys from the years 1979, 1987, 1999, and 2009. In addition to the period effect, there seem to be a positive age effect and a positive cohort effect. Older people read more, as do older cohorts. At first glance, the decline in reading time seems to be mainly due to time devoted to computer and/or the Internet use and time devoted to watching TV. Control variables, such as time used for paid and domestic work, do not change the results. However, time devoted to computer use and time used for reading do not correlate, and only in extreme cases – when watching TV or reading is excessive – do time used for watching TV and time used for reading correlate negatively. There is a strong interaction between age and cohort: cohorts which read less when they are young, read even more when they grow older than cohorts whichread more when they are young. This seemed to be due for better education of younger cohorts.

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45

Cramer, Ken, and Rebecca Pschibul. "Student Time Usage During Fall Reading Week." Collected Essays on Learning and Teaching 10 (June 12, 2017): 155–62. http://dx.doi.org/10.22329/celt.v10i0.4754.

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The present study investigated the time usage and relative levels of perceived stress, academic workload, and recreation time for 177 students at a mid-sized Canadian university before, during, and after Fall Reading Week. Across three weeks, and at various times of the day, students received a message to their smartphone to complete a 20-second survey that assessed present activity, and levels of stress, academic workload, and recreation. Results showed that student stress following the break was higher with more stress but less workload prior to reading week, more stress experienced during reading week, more workload following reading week; and more time spent recreating during reading week. Implications for student counselling are outlined, which encourage students to seek a balance in time usage and management. Future directions are discussed.

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46

Linan-Thompson, Sylvia, and Peggy Hickman-Davis. "Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time." Learning Disabilities Research and Practice 17, no. 4 (November 2002): 242–51. http://dx.doi.org/10.1111/1540-5826.00049.

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47

Smoyak, Shirley A. "Summer...Time for Reading, Reflecting, & Writing." Journal of Psychosocial Nursing and Mental Health Services 42, no. 8 (August 1, 2004): 6–7. http://dx.doi.org/10.3928/02793695-20040801-01.

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48

Lowder, Matthew W., and Peter C. Gordon. "Focus takes time: structural effects on reading." Psychonomic Bulletin & Review 22, no. 6 (May 12, 2015): 1733–38. http://dx.doi.org/10.3758/s13423-015-0843-2.

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49

Keymer, Tom. "Reading Time in Serial Fiction before Dickens." Yearbook of English Studies 30 (2000): 34. http://dx.doi.org/10.2307/3509240.

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50

Mariotto, R., B. Brancato, F. Bonetti, E. Manfrin, M. Strabbioli, A. Mercanti, F. Falsirollo, P. Bricolo, and G. F. Pistolesi. "Real-time reading in mammography breast screening." La radiologia medica 112, no. 2 (March 2007): 287–303. http://dx.doi.org/10.1007/s11547-007-0142-8.

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Journal articles on the topic 'Reading Time'

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