Bibliographies thématiques / Literacy and reading

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Littérature scientifique sur le sujet « Literacy and reading »

Auteur : Grafiati
Publié le 10 mars 2023
Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Literacy and reading"

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Eduardo Braga, Carlos. "LITERARY LITERACY." Revista Gênero e Interdisciplinaridade 5, no. 05 (2024): 301–9. http://dx.doi.org/10.51249/gei.v5i05.2256.

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The work entitled "Literary Literacy: Teaching or Mediating Reading?" Carlos Eduardo Braga explores the importance of literary literacy in the educational context. The research addresses the dichotomy between direct teaching and the mediation of reading, investigating which approach is most effective in the formation of critical and proficient readers. The study highlights the relevance of literary literacy for the cognitive, emotional and social development of students, and proposes an analysis of pedagogical practices that can promote a more engaged and autonomous reading environment. The me
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Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be do
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Kerneža, Maja, and Katja Košir. "Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education." Center for Educational Policy Studies Journal 6, no. 2 (2016): 125–49. http://dx.doi.org/10.26529/cepsj.91.

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The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducingthe aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for
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Wang, Zhuanqin. "A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy." Journal of Contemporary Educational Research 8, no. 3 (2024): 38–42. http://dx.doi.org/10.26689/jcer.v8i3.6363.

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Reading teaching is the core content of high school English teaching, and extracurricular literary classics reading is a supplement to in-class reading, which can deepen students’ understanding and memorization of English-related knowledge, and cultivate students’ core literacy. This paper outlines the problems in high school English reading teaching, analyzes the significance of extracurricular literary classics reading in high school English, and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy, with a view to providi
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Aldaberdikyzy, А., and A. Аyazbayeva. "Reading literacy: definitions and implications." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 131, no. 2 (2020): 87–93. http://dx.doi.org/10.32523/2616-678x-2020-131-2-87-93.

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Tiroli, Luiz Gustavo, Nathalia Martins Beleze, and Adriana Regina De Jesus Santos. "LA LECTURA LITERARIA DESDE LA PERSPECTIVA DE LA TEORÍA HISTÓRICO-CULTURAL." Poiésis - Revista do Programa de Pós-Graduação em Educação 17, no. 32 (2023): 285–300. http://dx.doi.org/10.59306/poiesis.v17e322023285-300.

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The theme of literacy is marked by worldview disputes. In this sense, this research aims to discuss the importance of literary reading in the literacy process, based on the assumptions of the historical-cultural theory. Thus, the following question arises: what are the main implications of literary reading for the literacy process, based on the assumptions of the cultural-historical theory? This is bibliographical research, with qualitative data treatment and a critical-dialectical approach, using the Marxist categories 'content' and 'form'. Although incipient, the results point to the possibi
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Eldred, Janet Carey, and Peter Mortensen. "Reading Literacy Narratives." College English 54, no. 5 (1992): 512. http://dx.doi.org/10.2307/378153.

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Monroy, Guadalupe Echegoyen. "Promoting Reading Literacy." Procedia - Social and Behavioral Sciences 174 (February 2015): 3260–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.991.

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Geetha, V. "Literacy and Reading." Contemporary Education Dialogue 9, no. 1 (2012): 63–84. http://dx.doi.org/10.1177/097318491100900104.

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Eldred, Janet Carey, and Peter Mortensen. "Reading Literacy Narratives." College English 54, no. 5 (1992): 512–39. http://dx.doi.org/10.58680/ce19929374.

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Thèses sur le sujet "Literacy and reading"

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Wang, Ye. "Literate thought metatheorizing in literacy and deafness /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124137478.

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Towle, Brenna Renee. "Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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<p> This qualitative study examined a professional development model of literacy coaching in which secondary content teachers were trained in literacy strategy instruction and in literacy mentorship. I attempted to understand the negotiation of pedagogical identities of content teachers engaged in literacy strategy instruction within their own classrooms while also providing literacy mentorship for a peer within the district. Data sources included interviews, video of strategy instruction, field notes, and artifacts from three participants in a suburban high school. Findings revealed that part
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Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.

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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Prince, Nanette Marie. "Balanced literacy in primary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.

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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.

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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which
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Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.

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Lara, Jennifer Miller. "Parents supporting literacy at home K-6." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1067.

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Finbow, T. D. "Writing Latin and Reading Romance? On logographic reading in medieval Iberia." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491570.

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Livres sur le sujet "Literacy and reading"

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Moulton, Ian, ed. Reading and Literacy. Brepols Publishers, 2004. http://dx.doi.org/10.1484/m.asmar-eb.6.09070802050003050103090606.

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Silverthorne, Jessica. Women, literacy, and reading. Zimbabwe Women's Resource Centre and Network, 1993.

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Dain, Judy. Assessing literacy. Wiltshire Careers and Guidance Services, 1993.

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Cooper, Nancy. Assessing literacy reading levels: Evaluating Aboriginal literacy material. Ningwakwe Learning Press, 2009.

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Susannah, Patton, Holmes Madelyn 1945-, and Council for Basic Education, eds. The keys to literacy. Council for Basic Education, 1998.

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Educational Research Service (Arlington, Va.), ed. Early literacy assessment. Educational Research Service, 2001.

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Beers, Sue R. Adolescent literacy. Association for Supervision and Curriculum Development, 2008.

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Collins, Block Cathy, and Scholastic Inc, eds. Scholastic literacy place. Scholastic, 2000.

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H, Teale William, and Sulzby Elizabeth, eds. Emergent literacy: Writing and reading. Ablex Pub. Corp., 1986.

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Lynn, Sapp Jeffrey, ed. Teaching reading through balanced literacy. Phi Delta Kappa, 2002.

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Chapitres de livres sur le sujet "Literacy and reading"

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Pae, Hye K. "The Consequences of Reading: The Reading Brain." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_7.

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Abstract This chapter discusses the consequences of reading in terms of the reading brain. As a holistic view of the mind’s software, the ecosystem of reading is used as a theoretical framework, which includes microsystem, mesosystem, exosystem, and macrosystem. The ecological system of reading particularly focuses on the reader’s mind as the microsystem and on language and script (i.e., oracy and literacy) as the mesosystem within the interrelated networks of the biological basis, cognitive characteristics, and the sociocultural dimensions of learning and reading. The discussion continues to
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Araujo, Luisa. "Reading Literacy Achievement." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2424.

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Duplass, James A. "Literacy and Reading." In The Essence of Teaching Social Studies. Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-27.

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Araujo, Luisa. "Reading Literacy Achievement." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2424.

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Elley, Warwick B., and Ho Wah Kam. "Literacy and Reading." In International Handbook of Educational Research in the Asia-Pacific Region. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_40.

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Dorn, Linda J., and Tammy Jones. "Guided Reading." In Apprenticeship in Literacy, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680569-5.

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McBride, Catherine. "Reading Comprehension." In Children's Literacy Development, 3rd ed. Routledge, 2025. https://doi.org/10.4324/9781003410072-7.

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Burkins, Jan Miller, and Melody M. Croft. "Redesigning Literacy Assessment." In Preventing Misguided Reading. Routledge, 2023. http://dx.doi.org/10.4324/9781032682136-7.

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Denton, Carolyn A., and Keri M. Madsen. "Word Reading Interventions for Students with Reading Difficulties and Disabilities." In Literacy Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_3.

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Rémi, Cornelia. "7. Reading as playing." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.09rem.

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Actes de conférences sur le sujet "Literacy and reading"

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Kerneža, Maja. "THE EFFECT OF GENDER ON READING LITERACY AND TEACHING STRATEGIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0510.

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Fojtikova, Petra. "BUILDING A READING COMMUNITY AND PROMOTING LITERACY IN LOWER SECONDARY EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2160.

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Wijayanti, Sri. "Indonesian Students’ Reading Literacy." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.13.

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Wijaya A., Rama, Yeti Mulyati, Vismaia S. Damaianti, and Sumiyadi Sumiyadi. "Developing Reading Skills and Beginning Writing through Literary Literacy." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.21.

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Balandina, Irina, Tatiana Moskvitina, Lyudmila Yuzdova, et al. "READING LITERACY AS AN ELEMENT OF FUNCTIONAL LITERACY." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2107.

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Teng, Wei, Rachelle K. Hackett, and Marilyn E. Draheim. "Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.109.

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Blažková, Hana, and Martina Fasnerová. "READING LITERACY AND THE CLASSROOM CLIMATE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1096.

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"Media Literacy in Increasing Reading Interest." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0269.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate t
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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy per
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Rapports d'organisations sur le sujet "Literacy and reading"

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Durriyah, Tati. Literacy finally on the reading list in Indonesia’s curricula. Edited by Ria Ernunsari and Charis Palmer. Monash University, 2022. http://dx.doi.org/10.54377/11e8-9f98.

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school
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May, Henry, Phil Sirinides, Abigail Gray, and Heather Goldsworthy. Evidence for Early Literacy Intervention: The Impacts of Reading Recovery. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-1.

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading i
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Gove, Amber, and Anna Wetterberg. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy. RTI Press, 2011. http://dx.doi.org/10.3768/rtipress.2011.bk.0007.1109.

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Nyaga, Robert, Jaspreet Singh, and Steve Wendel. Can mass media videos encourage reading in children? Busara, 2025. https://doi.org/10.62372/jyxj9942.

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Queen Rania Foundation (QRF) is rolling out an ambitious program to encourage parents in Jordan to improve early childhood literacy through shared reading practices with their children. . This program includes videos for social media messaging aimed at parents. Busara was engaged to review the video scripts through a behavioral lens, then work with QRF through January 2024 to tailor its rollout plan to facilitate iterative and rigorous learning about the impact of the program.
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Munira, Sirajum, and Wahid bin Ahsan. E-Reading Adoption and Digital Literacy in Rural Bangladesh: Overcoming Barriers and Improving Educational Outcomes. Userhub, 2024. http://dx.doi.org/10.58947/journal.rkmd65.

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This study examines the adoption and impact of e-books and PDFs among students in rural Bangladesh, exploring how digital reading influences study habits and educational outcomes. In-depth interviews with 27 participants, including students, teachers, and parents, reveal patterns of e-reading adoption, its effects on learning, and the challenges of accessing digital resources in rural areas. The research also investigates the role of educational and parental support and the broader cultural and social implications of digital learning in these communities. Key findings show that while students
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Silver, Rita, Jessie Lay Hoon Png, Raslinda Ahmad Rasidir, Poh Yi Foong, Thi Canh Dien Huynh, and Kogut Galyna. The impact of negotiation for meaning on reading comprehension among Singapore primary students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22656.

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The study follows up on prior research on the key role of negotiation for meaning (NFM) in increasing second language learning and oral comprehension (e.g., Ellis &amp; Heimbach, 1997) and on reading comprehension (Van den Branden, 2000). The investigation described in this report considers whether and in what ways classroom discussions can encourage the types of interactions that are beneficial to language and literacy learning, especially reading comprehension. The intervention encourages a more thoughtful, questioning approach to reading comprehension, integrated with oral interaction that
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes betw
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