Artículos de revistas: "Reading"

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Meek *, Margaret. "Readings about reading". Changing English 11, n.º 2 (septiembre de 2004): 307–17. http://dx.doi.org/10.1080/09540250042000252749.

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Jansson, Siv, Sara Mills, Lynne Pearce, Sue Spaull y Elaine Millard. "Feminist Readings: Feminists Reading". Modern Language Review 87, n.º 3 (julio de 1992): 732. http://dx.doi.org/10.2307/3732979.

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Marshall, T. C. "Reading through Mis-Readings". American Book Review 35, n.º 1 (2013): 21–26. http://dx.doi.org/10.1353/abr.2013.0145.

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4

Hunter, Angela. "Reading, Marks, Love: Rousseau, Stendhal, Baudelaire". Oxford Literary Review 33, n.º 1 (julio de 2011): 45–63. http://dx.doi.org/10.3366/olr.2011.0005.

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This essay explores reading's impact on love as figured in encounters between a lover and a pockmarked beloved in Rousseau (Confessions and Julie: ou la Nouvelle Héloïse), Stendhal (De l'amour) and Baudelaire (‘Choix de maximes consolantes sur l'amour’). The marks (of pox, of love, of reading) addressed in and between these texts demonstrate that there is no position from which reading can be controlled. Further, we find that there is no subject who can foreclose love's (re-)readings and no mark that can stand outside of reading's context.

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5

Taylor, Rhonda Harris y Judith Overmier. "Reading More into Required Readings". Journal of Education for Library and Information Science 36, n.º 3 (1995): 258. http://dx.doi.org/10.2307/40323745.

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6

Aukerman, Maren y Lorien Chambers Schuldt. "Closely Reading “Reading Closely”". Language Arts 93, n.º 4 (1 de marzo de 2016): 286–99. http://dx.doi.org/10.58680/la201628208.

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Should the Common Core-inspired emphasis on close reading be taken to mean that children should arrive upon one agreed understanding, or should it be taken to mean that many different close readings are possible and likely in the classroom? We closely examined what students said during and after a text discussion in their classroom in order to answer the following related research questions: Did a dialogic discussion in which there was no push for students to reach agreement-a communal close reading-still enable students to engage in and witness close readings of the text? What is the relationship between the positions students took publicly during discussion and the positions they took privately when the discussion was over? Our findings suggest that students did engage in close reading in the context of the public discussion. Indeed, they diverged in their textual opinions precisely because differing close readings emphasized different aspects of the text. We also found that students’ private positions did not always align with their public ones, making us wonder whether consensus-driven communal close reading is even a theoretical possibility for more complex text, let alone a desirable one.

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7

Casper, Scott E. "Reading Reading". Reviews in American History 28, n.º 2 (2000): 208–14. http://dx.doi.org/10.1353/rah.2000.0026.

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8

Cossu, G., F. Rossini y J. C. Marshall. "Reading is reading is reading". Cognition 48, n.º 3 (septiembre de 1993): 297–302. http://dx.doi.org/10.1016/0010-0277(93)90046-x.

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9

Dyreson, Mark. "Reading American Readings of Beijing 2008". International Journal of the History of Sport 27, n.º 14-15 (septiembre de 2010): 2510–29. http://dx.doi.org/10.1080/09523367.2010.504588.

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10

Serup, Martin Glaz. "The Poetry Reading". SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 7, n.º 1 (21 de diciembre de 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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11

O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano y Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review". International Multidisciplinary Research Journal 3, n.º 4 (23 de diciembre de 2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

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12

Shahpasand, Elaheh y Hadi Zeini Malekabad. "Ibn Masʿūd’s Reading in Comparison with the Seven Canonical Readings". Al-Bayan: Journal of Qur'an and Hadith Studies 22, n.º 1 (3 de abril de 2024): 19–70. http://dx.doi.org/10.1163/22321969-20240144.

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Abstract ʿAbdullāh ibn Masʿūd was among the most influential companions of the prophet, and because of his great status in the knowledge of the Qurʾān, it is quite probable that he influenced some canonical readings. Since in that period emphasis became in conformity with that later named as ʿUṯmān’s Muṣḥaf, the reading of Ibn Masʿūd took two forms known as pre-ʿUṯmān and post-ʿUṯmān readings. The pre-ʿUṯmān readings may or may not match the textual skeleton (rasm), while the post-ʿUṯmān readings conform it. This is despite the fact that some of canonical readings are famous for their presentation Ibn Masoud’s reading in accordance with the rasm. This article examines this idea by a comparison between the reading of Ibn Masʿūd and the seven canonical readings in terms of 108 items together with a detailed examination of their 112 shared features. It reveals that the readings of Ḥamza and al-Kisāʾī were the most similar ones to the reading of Ibn Masʿūd with 97 and 79 items in common, respectively. A detailed examination of these items shows that Ḥamza has made his best effort to incorporate into his reading as most shared features with Ibn Masʿūd’s reading as possible, while orthographic limitations let him. This is why his reading has sometimes prioritized meaning over syntactic correctness. Al-Kisāʾī has disputed Ḥamza’s reading in 18 cases, because he believed that Ḥamza’s reading failed to accurately represent Ibn Masʿūd’s in them.

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13

Corson, Jordan. "Reading Derrida close reading Lemov close reading close reading". Educational Philosophy and Theory 52, n.º 3 (23 de junio de 2019): 240–50. http://dx.doi.org/10.1080/00131857.2019.1631156.

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14

McDowell, Paula. "Reading McLuhan reading (and not reading)". Textual Practice 35, n.º 9 (2 de septiembre de 2021): 1391–417. http://dx.doi.org/10.1080/0950236x.2021.1964751.

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15

Guilmette, Lauren. "Reading Butler Reading Beauvoir Reading Sade". Philosophy Today 55, n.º 9999 (2011): 292–301. http://dx.doi.org/10.5840/philtoday201155supplement70.

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16

S. Inaku, Miskat y Ibnu Rawandhi N. Hula. "Bacaan Unik Dalam Al-Qur’an Perspektif I’jaz Lughawi". Assuthur: Jurnal Pendidikan Bahasa Arab 1, n.º 2 (2 de enero de 2023): 63–79. http://dx.doi.org/10.58194/as.v1i2.469.

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This study aims to reveal the variety of readings in the Qur'an, namely some readings that are considered unique to be further studied using the ash-syatibiyyah,so that the results of this study are: (1) Technically, Among the unique readings in the Qur'an that undergo changes in reading are the reading of Imam Qiraat seven using the ash-Syatibiyyah date technique (2) Qiraat aspect, in this case the recitation of the Qur'an focuses on changing readings such as reading fath, imalah, and taqlil according to the reading of Imam qiraat seven. (3) Aspects of Tarihiyah¸ The Arab nation has diversity in various languages (dialects) (4) Aspects of i'jaz lughawi, reading imalah on the word مجراها (majreeha) has wisdom and when reading imalah can feel the tilt of Noah's ark while sailing between large waves based on the letter Hud: 41

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17

Dalton, Russell W. "Miraculous Readings: Using Fantasy Novels about Reading to Reflect on Reading the Bible". Religious Education 104, n.º 4 (18 de agosto de 2009): 378–92. http://dx.doi.org/10.1080/00344080903041363.

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18

Conte, Richard y Rita Humphreys. "Repeated readings using audiotaped material enhances oral reading in children with reading difficulties". Journal of Communication Disorders 22, n.º 1 (febrero de 1989): 65–79. http://dx.doi.org/10.1016/0021-9924(89)90007-5.

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19

Cubillas, Trixie E. "Assessing the Project Reading Enhancement and Development Initiatives in the New Normal for Grade-Schoolers (Readinng) Implementation: A Focus on Learners’ Reading Proficiency". International Journal of Membrane Science and Technology 10, n.º 2 (29 de julio de 2023): 1522–28. http://dx.doi.org/10.15379/ijmst.v10i2.1673.

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This study intended to ascertain the pupils’ proficiency in reading after having participated in the reading intervention project “READINNG” or Reading Enhancement and Development Initiatives in the New Normal for Grade-schoolers. It utilized the Functional Literacy Assessment Tool (FLAT) for Functional Literacy Assessment tool to ascertain the level of reading performance of the pupils as well as their extent of improvement after the implementation of READINNG. There were 38 participants in the study who were the target beneficiaries of the intervention project. They are from the extension partner school of Caraga State University-College of Education. Data revealed that before the intervention, the level of proficiency of the Pupils in reading Filipino is mostly on the Nothing level, hence intervention is needed. However, after the implementation of READINNG, there are 15 pupils who can read at Paragraph Level, 8 at Story Reading level, and 5 at Story Comprehension and no one is registered at Local Material Level and none are identified as LSENs. Also, a significant improvement is found in the pupils' level of reading proficiency in English after utilizing the Pupil Reading Intervention Materials. The data further imply that the level of proficiency of the pupils in reading in both Filipino and English increased. Hence, READINNG as intervention can improve the pupils’ level of proficiency in reading.

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20

Gračanin-Yuksek, Martina. "Size Matters: The Syntax of Disjunctive Questions". Linguistic Inquiry 47, n.º 2 (abril de 2016): 283–305. http://dx.doi.org/10.1162/ling_a_00211.

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In languages like English, disjunctive questions have an alternative (ALT) reading and a yes/no (YN) reading. The two readings behave differently; there are environments in which one reading disappears and the other one survives. In this article, examining novel Croatian data, I investigate the environments where the YN reading disappears. Such environments suggest that the two readings of disjunctive questions differ in the size of the disjuncts: ALT readings arise when the disjoint constituents are bigger than the TP, while YN readings arise from disjunctions of phrases as big as the surface string suggests and not bigger than the TP.

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21

Pujiastuti, Indah, Vismaia S. Damaianti y Syihabuddin Syihabuddin. "Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca". Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, n.º 1 (1 de febrero de 2022): 119–34. http://dx.doi.org/10.30872/diglosia.v5i1.356.

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Activity after reading (post-reading) is the stage where a reader responds to what he has read. At this stage, it is hoped that there will be changes from readers, changes in mindset, understanding, and increasing knowledge. This study describes the implementation of activities after reading carried out by students independently and structured. This research is a descriptive survey. Data were obtained from questionnaires distributed to 246 students and 11 lecturers of the Indonesian Language and Literature Education Departments, Raja Ali Haji Maritime University. The findings are, first, the majority of students read fiction when reading independently. After reading, students carry out various activities such as recording quotes, summarizing readings, recording difficult vocabulary, and discussing. Second, when reading in a structured way, students read a lot of non-fiction, such as reference books, scientific articles, research reports, handouts. Activities carried out after structured reading are writing activities such as summarizing, compiling presentation materials, writing reports, and writing reviews. However, students' have obstacles when completing activities after reading, such as difficulty in concluding readings, understanding sentences, and reading vocabulary there that the expected results after reading are not optimal. These obstacles cause students to only rewrite (copy-paste) readings. Students have not yet reached the stage of how critical reading and building their mindset.

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22

Parini, Jay, Jean Starobinski y Arthur Goldhammer. "Reading Starobinski Reading". Hudson Review 43, n.º 3 (1990): 498. http://dx.doi.org/10.2307/3852229.

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23

Forrestal, Peter. "Re-Reading Reading". English Journal 81, n.º 7 (noviembre de 1992): 25. http://dx.doi.org/10.2307/820743.

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24

Rooney, E. "Reading Novel Reading". Novel: A Forum on Fiction 44, n.º 1 (1 de marzo de 2011): 27–30. http://dx.doi.org/10.1215/00295132-1164383.

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25

Gura, Philip F. "Reading America Reading". American Literary History 3, n.º 1 (1991): 111–19. http://dx.doi.org/10.1093/alh/3.1.111.

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26

Staiger, J. "Reading King's Reading". Screen 29, n.º 1 (1 de marzo de 1988): 54–71. http://dx.doi.org/10.1093/screen/29.1.54.

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27

Legg, C. "Reading Peirce Reading". Australasian Journal of Philosophy 80, n.º 3 (septiembre de 2002): 388–90. http://dx.doi.org/10.1080/713659460.

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NATHANSON, DONALD L. "Reading Freud's Reading". American Journal of Psychiatry 151, n.º 12 (diciembre de 1994): 1834–35. http://dx.doi.org/10.1176/ajp.151.12.1834.

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Forrestal, Peter. "Re-Reading Reading". English Journal 81, n.º 7 (1 de noviembre de 1992): 25–29. http://dx.doi.org/10.58680/ej19928010.

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Layton, C. A. y A. J. Koenig. "Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings". Journal of Visual Impairment & Blindness 92, n.º 5 (mayo de 1998): 276–92. http://dx.doi.org/10.1177/0145482x9809200506.

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The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

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Knell, Ellen y 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, n.º 2 (20 de marzo de 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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Harrison, Chloe y Louise Nuttall. "Re-reading in stylistics". Language and Literature: International Journal of Stylistics 27, n.º 3 (agosto de 2018): 176–95. http://dx.doi.org/10.1177/0963947018792719.

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Cognitive stylistics is primarily concerned with the cognitive processes – mental simulations – experienced by readers. Most cognitive stylisticians agree that experiences of reading texts are dynamic and flexible. Changes in the context of reading, our attentional focus on a given day, our extra background knowledge about the text, and so on, are all factors that contribute to our experience of a fictional world. A second reading of a text is a different experience to a first reading. As researchers begin to systematically distinguish between the ‘solitary’ and ‘social’ readings that constitute reading as a phenomenon ( Peplow et al., 2016 ), the relationship between multiple readings and the nature of their processing becomes increasingly pertinent. In order to explore this relationship, firstly we examine the different ways in which re-reading has previously been discussed in stylistics, grounding our claims in an empirical analysis of articles published in key stylistics journals over the past two decades. Next, we draw on reader response data from an online questionnaire in order to assess the role of re-reading and the motivations that underpin it. Finally, we describe an exercise for the teaching of cognitive stylistics, specifically applying schema theory in literary linguistic analysis (Cook, 1994), which illustrates the need to distinguish between readings as part of an analysis. Through these three sections we argue that our experiences of texts should be considered diachronically, and propose that the different readings that make up an analysis of a text should be given greater attention in stylistic research and teaching.

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LABOV, WILLIAM y BETTINA BAKER. "What is a reading error?" Applied Psycholinguistics 31, n.º 4 (27 de agosto de 2010): 735–57. http://dx.doi.org/10.1017/s0142716410000226.

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ABSTRACTEarly efforts to apply knowledge of dialect differences to reading stressed the importance of the distinction between differences in pronunciation and mistakes in reading. This study develops a method of estimating the probability that a given oral reading that deviates from the text is a true reading error by observing the semantic impact of the given pronunciation on the child's reading of the text that immediately follows. A diagnostic oral reading test was administered to 627 children who scored in the 33rd percentile range and below on state-mandated assessments in reading in Philadelphia, Pennsylvania, Atlanta, Georgia, and California elementary schools. Subjects were African American, European American, and Latino, including Latinos who learned to read in Spanish and in English first. For 12 types of dialect-related deviations from the text that were studied, the error rates in reading the following text were calculated for correct readings, incorrect readings, and potential errors. For African Americans, many of these potential errors behaved like correct readings. The opposite pattern was found for Latinos who learned to read in Spanish first: most types of potential errors showed the high percentage of following errors that is characteristic of true errors.

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AUGUSTINE, JOHN, QI HAN, PHILIP LODEN, SACHIN LODHA y SASANKA ROY. "TIGHT ANALYSIS OF SHORTEST PATH CONVERGECAST IN WIRELESS SENSOR NETWORKS". International Journal of Foundations of Computer Science 24, n.º 01 (enero de 2013): 31–50. http://dx.doi.org/10.1142/s0129054113400030.

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We consider the convergecast problem in wireless sensor networks where each sensor has a reading that must reach a designated sink. Since a sensor reading can usually be encoded in a few bytes, more than one reading can readily fit into a standard transmission packet. We assume that each packet hop consumes one unit of energy. Our objective is to minimize the total energy consumed to send all readings to the sink. We show that this problem is NP-hard even when all readings are of fixed size. We then study a class SPEP of distributed algorithms that is completely defined by two properties. Firstly, the packets hop along some shortest path to the sink. Secondly, the nodes use an elementary packing algorithm to pack readings into packets. Our main technical contribution is a lower bound. We show that no algorithm for UCCP that either follows the shortest path or packs in an elementary manner is a (2 − ϵ)-approximation, for any fixed ϵ > 0. To complement this, we show that SPEP algorithms are [Formula: see text]-approximation for UCCP and 3-approximation for CCP, where k ≥ 2 is the number of readings that can fit within a packet. We conclude with some special cases and experimental observations.

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Coles, Martin y Christine Hall. "Gendered readings: learning from children's reading choices". Journal of Research in Reading 25, n.º 1 (febrero de 2002): 96–108. http://dx.doi.org/10.1111/1467-9817.00161.

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Hollander, Pam, Duke Dawson, Charlotte Haller, Erika Briesacher, Caroline Collins, Kristina Rearick y Elise Lemieux. "The Importance of College Reading". Journal of Effective Teaching in Higher Education 5, n.º 1 (15 de junio de 2022): 90–109. http://dx.doi.org/10.36021/jethe.v5i1.111.

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

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Martens, Prisca. "What Miscue Analysis Reveals about Word Recognition and Repeated Reading: A View Through the "Miscue Window"". Language Arts 74, n.º 8 (1 de diciembre de 1997): 600–609. http://dx.doi.org/10.58680/la19973258.

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Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading.

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M.Graff, Jennifer. "Reading, Readin’, and Skimming: Preadolescent Girls Navigate the Sociocultural Landscapes of Books and Reading". Language Arts 87, n.º 3 (1 de enero de 2010): 177–87. http://dx.doi.org/10.58680/la201029425.

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This article shares the voices of preadolescent girls as they participated in an eight-month book selection study which enabled them to be active agents in their book and reading experiences.; The girls, school-identified as struggling readers and self-identified as resistant readers, complicate current notions of reading, as influenced by education policy, and trouble the potential tendencies of educators to equate books with reading.; For these girls, books and reading converged and diverged within various sociocultural spheres and ultimately served as conduits for academic success and social power as well as literary entryways into particular peer communities.“ The girls” words and actions reveal the social and economic currency of particular books within larger communities and remind educators that the social stories may be more valuable or more worthy of “readingâ” than the literal story within the bounded pages of books.

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Calmer, Joseph y William Straits. "Reading to Understand Anatomy". American Biology Teacher 76, n.º 9 (1 de noviembre de 2014): 622–25. http://dx.doi.org/10.1525/abt.2014.76.9.9.

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As a science teacher, I regularly use outside reading assignments (e.g., news articles) to help develop my students’ understanding of topics addressed in my anatomy class. However, I have found that in simply reading texts, students often fail to (1) understand the context of the science discussed, (2) make the connections between ideas represented in the reading and those presented in class, and (3) appreciate the science that is being discussed. To better support my students’ reading, I needed to structure their reading to direct them toward key ideas and prompt them to process the information deeply, to make connections between their readings and the concepts learned in class, and to understand the science content in context. To address these needs, and to help increase my students’ science comprehension and encourage their thinking while reading, I turned to a language arts strategy called Literature Circles. Here, I describe my use of this successful strategy and provide resources to support other teachers who want to employ outside readings and/or Literature Circles in their own teaching.

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Tarai, Ashoka Kumar. "Anti-Metaphysical Readings of Tractatus Logico-Philosophicus". Problemos 99 (21 de abril de 2021): 131–47. http://dx.doi.org/10.15388/problemos.99.10.

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This paper discusses certain anti-metaphysical readings of Tractatus Logico-Philosophicus. The metaphysical and anti-metaphysical readings can be divided on the interpretations of textual fidelity. The anti-metaphysical readings can be differentiated in taking into account two different understandings with regard to Wittgenstein’s pronouncement of nonsense in Tractatus. One is the logical positivists’ understanding of nonsense and the other is the resolute reading of the text that emerged as an opposite to the orthodox or standard reading. The aim of discussing these anti-metaphysical readings is to highlight whether a metaphysical reading is possible.

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Michaud, Ginette. "Reading Derrida Reading Kofman". Paragraph 44, n.º 1 (marzo de 2021): 41–57. http://dx.doi.org/10.3366/para.2021.0353.

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This article examines the relationship that Jacques Derrida and Sarah Kofman developed throughout their lifetimes, both as close friends and as philosophers who shared many common research interests. In his tribute to Sarah Kofman, published in Les Cahiers du Grif in 1997, Derrida stated that ‘These interests and exercises go far beyond the limits of a short narrative, indeed of a terminable analysis’, thus challenging the reader to delve into these ‘elliptical greetings’. The numerous interactions present in Kofman's and Derrida's respective bodies of work are not without conflicts nor dissymmetry, and their often oblique modes of acknowledgement are far from any ‘balance’ on either side. Revisiting some of the différends among two great thinkers of différance, this article highlights the Derridean logic of gift and debt at work between them. Focusing on the posthumous tribute Derrida pays to his friend (left untitled, which is itself a revealing gesture), one can sense that there is much at stake in that piece that touches on the major question of forgiveness and the affirmation of survie or living on, thus setting a scene of reading where Derrida's debt towards Kofman turns out to be more telling than one may have expected.

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Salvaggio, Ruth y G. Douglas Atkins. "Reading Deconstruction/Deconstructive Reading." Eighteenth-Century Studies 19, n.º 1 (1985): 127. http://dx.doi.org/10.2307/2739145.

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Caron, Elisabeth, Lindsay Waters, Wlad Godzich y Paul de Man. "Reading de Man Reading". Journal of Aesthetics and Art Criticism 48, n.º 2 (1990): 177. http://dx.doi.org/10.2307/430915.

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44

Selden, Raman y G. Douglas Atkins. "Reading Deconstruction: Deconstructive Reading". Modern Language Review 81, n.º 3 (julio de 1986): 690. http://dx.doi.org/10.2307/3729193.

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45

Roudiez, Leon S., Lindsay Waters, Wlad Godzich, Paul de Man y Lindsay Waters. "Reading de Man Reading". World Literature Today 64, n.º 2 (1990): 370. http://dx.doi.org/10.2307/40146616.

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46

Sheehy, Felicity. "Reading Isabella Whitney Reading". Studies in Philology 118, n.º 3 (2021): 491–520. http://dx.doi.org/10.1353/sip.2021.0015.

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47

Guillory, John. "Reading Ong reading McLuhan". Textual Practice 35, n.º 9 (2 de septiembre de 2021): 1487–505. http://dx.doi.org/10.1080/0950236x.2021.1964762.

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48

Guillory, John. "Reading Ong reading McLuhan". Textual Practice 35, n.º 9 (2 de septiembre de 2021): 1487–505. http://dx.doi.org/10.1080/0950236x.2021.1964762.

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49

Mailloux, Steven. "Reading Typos, Reading Archives". College English 61, n.º 5 (mayo de 1999): 584. http://dx.doi.org/10.2307/378976.

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50

Brennan, Matthew C. y Lenard D. Moore. "Reading Moore/Moore Reading". African American Review 28, n.º 4 (1994): 681. http://dx.doi.org/10.2307/3042235.

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