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Littérature scientifique sur le sujet « Reading for pleasure pedagogy »

Auteur : Grafiati

Publié le 24 janvier 2025

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Articles de revues sur le sujet "Reading for pleasure pedagogy"

Ludlow, Morwenna, et Sophie Lunn-Rockliffe. « Education and Pleasure in the Early Church : Perspectives from East and West ». Studies in Church History 55 (juin 2019) : 6–34. http://dx.doi.org/10.1017/stc.2018.12.

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Early Christian teachers and preachers were often cautious about, if not suspicious of, pleasure, but they also had a lively awareness of the psychological aspects of pedagogy, and of the power of pleasure and delight to persuade, move, instruct and even convert. This article explores the treatment of pleasure as a pedagogical tool, tracing this subject through the lens of sermons, letters, treatises and poetry written in Latin and Greek and drawing out both classical and biblical themes. It notes that, while most of the authors considered acknowledge pleasure as a potential problem in pedagogy, it is a problem they attempt to navigate. The article sketches out various approaches to the problem, noting especially the pleasure involved in reading, performing and expounding Scripture; pleasure used as a conscious educational strategy; and discussions which weigh up the dangers and gains of pleasure in education.

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Hempel-Jorgensen, Amelia, Teresa Cremin, Diane Harris et Liz Chamberlain. « Pedagogy for reading for pleasure in low socio-economic primary schools : beyond ‘pedagogy of poverty’ ? » Literacy 52, n^o 2 (19 avril 2018) : 86–94. http://dx.doi.org/10.1111/lit.12157.

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Price, Katherine, et Alyson Simpson. « “You Learn So Much from Reading for Pleasure” : Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities ». Education Sciences 15, n^o 1 (24 décembre 2024) : 7. https://doi.org/10.3390/educsci15010007.

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Proficiency in literacy provides an essential foundation for citizens to participate fully and effectively in society. Research highlights a strong correlation between frequent reading and strong literacy outcomes for students and emphasises the benefits of a Reading for Pleasure (RfP) pedagogy on student reading motivation and attainment. As teachers are responsible for students’ literate development, the ability to teach literacy and the development of a literate identity thus form integral components of initial teacher education. There are studies revealing the important connection between teachers’ literate identities and their students’ reading engagement and literacy outcomes; however, less is known about the formation of pre-service teachers’ literate identities. This case study sought to investigate the impact of pre-service teacher engagement with Reading for Pleasure practices as they reflected on their literate identities. During the study, four student teachers in their final year of a Bachelor of Education (Primary) degree in an urban university in NSW, Australia, met weekly for six weeks to engage with Reading for Pleasure practices. Data were collected through participant observation notes, focus group discussions, and a questionnaire completed at the start and the end of the study. This study was informed with a consideration of complexity theory, and an analysis was made of participant’s reflections on RfP, as expressed through the intersecting systems within which initial teacher education is situated. Framed by the understanding that knowledge is socially constructed, this paper outlines how participants found benefit in Reading for Pleasure in forming their literate identities.

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Lloyd, Mair E., et James Robson. « Staying the distance : Transforming Latin pedagogy at the Open University ». Journal of Latin Linguistics 18, n^o 1-2 (18 décembre 2019) : 101–28. http://dx.doi.org/10.1515/joll-2019-0004.

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Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

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Awah, Isang U. « Strategies to Motivate Children to Engage in Leisure Reading : Qualitative Insights from Nigerian Children ». Journal of Language Teaching and Research 12, n^o 1 (1 janvier 2021) : 1. http://dx.doi.org/10.17507/jltr.1201.01.

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Some research done in the Western world indicates that children’s reading engagement is affected by certain factors and that children can be impacted in such a way that they will choose to engage in leisure reading. This paper, which arises from a study that explored the reading habits of a group of 9-12-year-olds in a book club in Nigeria, examines the factors that affected the reading engagement of the participants and suggests evidence-based strategies that could motivate children to engage in leisure reading. Through an interpretivist theoretical perspective, the study gathered data using the methods of collage making, observation, questionnaire, and interviews, and analysed them through inductive thematic analysis. Findings indicate that the participants read for pleasure, though their level of reading engagement differed. Findings also reveal that the reading engagement of all the participants may have been, in varying degrees, influenced by different factors such as the pedagogy of reading, access to reading materials, the reading environment, and the availability of social networks that support leisure reading. Insights from the study could guide on practices that strengthen children’s engagement in leisure reading.

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Margaritoiu, Alina, et Simona Eftimie. « GROUP SOLIDARITY FOR STUDENTS THROUGH DISCONNECTING FROM NEW MEDIA ». Jus et Civitas – A Journal of Social and Legal Studies 8(62), n^o 1 (2021) : 19–26. http://dx.doi.org/10.51865/jetc.1.03.

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The purpose of our paper is to invite to a critical reflection about the negative consequences of using new media by students during online classes, situation that unconsciously could of contribute to their addiction. More, sometimes, young people manifest their tendency to relativize their addiction on media or to integrate their addition through common behaviours, making it trivial. Thinking that students’ addition on new media indicate the lack of personal discipline, we believe that one of today teacher responsibilities is to find strategies and create learning contexts that help them to develop self-discipline. In consequence, we have proposed a pedagogic experiment – “online disconnection” and group solidarity – to our students (Sciences of Education, specialization Pedagogy). They have been kept a reflexive journal during experimental period. Through significant results we have found some advantages of their online disconnection: more time to do enjoyable and useful activities, a positive affective estate, re-discovering the pleasure for reading, raising motivation for specialty literature and gradual detachment from new media addiction, group solidarity.

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Howard, Alex. « The Pains of Attention ». Nineteenth-Century Literature 69, n^o 3 (1 décembre 2014) : 293–318. http://dx.doi.org/10.1525/ncl.2014.69.3.293.

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Alex Howard, “The Pains of Attention: Paratextual Reading in Practical Education and Castle Rackrent” (pp. 293–318) In Practical Education (1798), Maria Edgeworth and Richard Lovell Edgeworth’s treatise on rationalist pedagogy, the authors define attention as a form of painful “mental labour.” The habit of concentrating, they suggest, must be carefully cultivated before the intellectual pleasure can outweigh the “fatigue” of thinking—and to do so, “those who expect to succeed in the art of teaching” must always remember “that we can attend to but one thing at a time.” Edgeworth’s ironic annotations to Castle Rackrent (1800), however, gleefully flout these rules. By formalizing the separation between narrative and contextual material, the Editor’s footnotes diversify—and intensify—the annotated novel’s claims on its reader’s attention. This essay reframes the Editor’s paratextual interruptions as deliberate pedagogical challenges to the “lazy” adult reader’s stunted faculty of attention. Investigating the phenomenology of paratextual reading, I argue that Edgeworth’s novel aims to empower its readers to gather, to process, and to retain the information that will guide them toward more responsible political judgments and more nuanced methods of knowledge production. Ultimately, by juxtaposing the habits of pleasurable attention required of responsible intellectual laborers with the realities of labor relations on the Irish estate, Edgeworth presents the novel’s pedagogy as a necessary intervention into Anglo-Irish labor relations at the critical moment of Union.

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Getmanskaya, E. V. « TRADITIONS AND INNOVATIONS IN SCHOOL LITERARY EDUCATION IN EUROPE ». Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, n^o 79(1) (2021) : 14–17. http://dx.doi.org/10.37313/2413-9645-2021-23-79(1)-14-17.

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The topic of the article is the main problems of the functioning of fiction in secondary school, the traditional interpretation of the educational function of literature for the European paradigm, the representation of the literary canon in the European school, the educational context of the concepts "literature"and " reader". Reading fiction at school remains not only at the center of European curricula, but also at the center of the entire cultural and socioeducational European discourse, and, above all, because of the importance of this subject in the process of forming the personality of the younger reader. In the document regulating the language policy in the European Union (Language Policy Division, 2009), fiction is considered as a factor contributing to the development of personality. Personality formation is a generally recognized function of reading literature, it contributes to the formation of moral attitudes and social values, the document says. A number of researchers call such views on literature moralistic (Witte, Maslowski Pike, etc.). Other educational scientists go further in assessing the moral impact of literature on the adolescent reader and consider it as a way of learning about religion and as support for the reader in accepting certain religious values (Iseghem, Collins). Lewis and Petrone connect the process of forming the identity of a teenage hero, reflected in a literary work, and the construction of the identity of a teenage reader. They note that teenage readers are more willing to read literature that reflects the stage of life at which they themselves are. The main function of literature focused on the reader – pleasure − is perhaps the most obvious in European pedagogy. Soetaert and Felski believe that literary education, first of all, should stimulate the pleasure of reading; the magical effect of fiction is its main purpose.

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Goldberg, RL. « Staging Pedagogy in Trans Masculine Porn ». TSQ : Transgender Studies Quarterly 7, n^o 2 (1 mai 2020) : 208–21. http://dx.doi.org/10.1215/23289252-8143365.

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Abstract This article considers the ways in which pedagogy is formally represented in trans masculine porn, specifically in three films that stage scenes of learning: Linda/Les and Annie: A Female-to-Male Transsexual Love Story, Phineas Slipped, and Sex Education. Focusing on pedagogical scenes that dramatize failure, the article asks, Why, in trans porn, do we see extrageneric claims to educate? What kinds of pedagogical fantasies do trans porn, and porn-adjacent film, render about bodies and pleasures? The author offers a close reading of these films as rooted not in pornographic fantasy but in the fantasies of pedagogy. By directly incorporating pedagogy into the formal content of trans masculine porn films, these films distance themselves from the pedagogical functions of porn—porn as encounter, porn as learning about trans “difference”—and instead point to fantasies of efficacious pedagogy. The author suggests that these films do more than educate viewers on transgender; rather, they portray the pedagogical encounter itself as one way in which performers work through their own fantasies of successful pedagogy.

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Lompoliu, Erienika Meiling. « CREB1T : A Gamification of Double Entry Accounting System Based on Android Application ». CogITo Smart Journal 6, n^o 1 (15 juin 2020) : 107. http://dx.doi.org/10.31154/cogito.v6i1.235.107-116.

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All is altered by technology. Every aspect of our lives is now, in one way or another, heavily dependent on or seamlessly improved by technology. Different technology media, channels and resources, especially in the higher education, have greatly affected the method of pedagogy in recent years. First was computer-based learning, which has replaced most of the traditional way in reading, learning and test taking. This include the use of electronic books, videos and the computer-based exams. On the other hand, gamification has been able to enhance students' understanding of learning. From the usual monotonous reading to the recollection of a enjoyable game-like experience, which gives them the feeling of pleasure instead of pressure. The students undertaking accounting classes have a great deal to learn basic accounting including debit and credit principles – a double entry accouting system method, which are one of the essentiaal and important to the skills they have in the real world, and yet they can be repetitive, boring and tearful. The CREB1T application aimed to tackle this issue by incorporating gamification approach in the lesson and deploy it on a mobile application, a platform where most millenials students are receptive with. And since it’s on mobile students may able to learn it anywhere during their spare time giving them freedom to suit their study habit.

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Thèses sur le sujet "Reading for pleasure pedagogy"

Armstrong, Nancy Jane. « Reading girls reading pleasure : reading, adolescence and femininity ». Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/661.

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This thesis is concerned with the reading girl and the potential pleasures and transgressions she experiences through popular fiction. Throughout modernity, the western bourgeois girl has been directed towards texts that both validate proper, and caution against improper, forms of femininity. This practice continues within the institutions of family and education as well as through the public library system and commercial booksellers. Although the contemporary girl is subjected to feminism, culture continues to insist on her domestic role. The notion of identification is central to societal fears about the material that finds its way into the hands of reading girls. Because the reading girl can align herself imaginatively with characters, commentators worry that she might absorb passivity from passive characters, wanton habits from wanton characters, or murderous habits from murderous characters. Reading theory tends to reinforce these fears through a particularly disparaging assessment of popular fictions. The girl‘s identifications with characters in popular fiction continue to worry her familial, educational, psychological and moral guardians.Using a methodology based on the psychoanalytic theories of Jacques Lacan, I consider the girl reader as a subject split between her unconscious and the identity she cobbles together through identifications with embodied and representational others. Because of this foundational split, she can never fully articulate reading pleasures and their effects can never be calculated with consequence. Reading participates in the girl‘s struggle to achieve the precarious feminine position, and provides her with pleasures along the way. To demonstrate some of the pleasures available to the girl, I undertake readings of texts associated with adolescence and femininity. I examine young adult fiction that is directed at the adolescent reader to expose the pleasures that lie beneath the injunction to adopt a heteronormative adult identity. From books addressing the girl, I move to melodramatic and sensational adult fictions located in the domestic. In these fictions, the girl is stifled and distorted because she is captive to her family and cannot escape to establish the direction of her desire and seek the recognition of the social Other. Finally, I look at texts marked by violence. Taking one fictional text from the horror genre, and one non-fictional true crime text, I explore the unspeakable pleasures of reading about blood and death.In these readings, I investigate both conservative and transgressive pleasures. These pleasures co-exist in all of the fictions explored in this thesis. All reading tends towards the cautionary, and the book cannot corrupt the normally constituted reading girl. Through identifying with characters, she can build up a repertoire of feminine masks and develop an awareness of the precarious position of womanliness. In the end, I argue, the adolescent reading girl cannot be determined or totalised despite the best efforts of the book and its commentators.

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Poppe, Rebecca Lynn. « Reading Motivation in Upper Elementary Students : How Children Explain Reading For Pleasure ». Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4277.

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This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Fazzone, James. « Middle School Reading Clubs : A First Step Toward Increasing Pleasure-Reading Time ». NSUWorks, 2000. https://nsuworks.nova.edu/fse_etd/70.

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This report describes the plans for, implementation of, and results of a reading club program conducted at a middle school. This program was a modification of an unsuccessful one that was criticized by the staff and students for lack of structure and meaning. The literature supported the need for students taking time out of the school day for pleasure reading. Krashen (1993), Atwell (1998), and Irvin (1998) all have recommended that students should be permitted to read appropriate reading materials of their choice and that they should be provided with a wide range of materials from which to choose. Therefore, a revised club program, the Take Time To Read Club, designed to offer an alternative to pullout clubs, was agreed upon by a club revision committee. Three objectives were established. The 1st objective was to increase the amount of time students spent reading for pleasure. The 2nd objective was to improve the perception of the reading club program as measured by an 80% positive response rate to a faculty survey. The 3rd objective was to increase reading achievement levels by at least 5% as measured by Metropolitan Achievement Test and Grade 8 Early Warning Test (New Jersey State Department of Education, 1997) scores. None of the 3 objectives was completely realized as the result of this practicum. However, increases did occur in pleasure-reading times in instances when motivational factors were present. Also, teachers' positive perceptions did increase by 22% to 57%. There were slight increases in test scores in the 6th and 7th grades.

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Taylor, Mark. « Reading for pleasure in Britain : trends, patterns, and associations ». Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:89e023c0-3309-4706-92fc-a7e1acdd5aba.

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This thesis investigates reading for pleasure in Britain from a variety of perspectives, in the context of popular concerns surrounding levels of readership, particularly among young people, and consists of four substantive chapters. The first chapter reports how book sales and library circulation have changed, and what predicts readership in the Taking Part survey. I show that claims surrounding changes in reading in Britain may be overstated, although the number of issues from British libraries has fallen, and that while the predictors of readership are largely as expected, there are some important results surrounding social status, and ethnic differences in children. The second chapter investigates changes in young people’s reading behaviour, using the Longitudinal Study of Young People in England. I show that changes in young people’s reading cannot be explained through a displacement effects account, and that socioeconomic differences in readership do not increase as panel members get older. In the third chapter, I investigate whether the relationship between reading for pleasure and educational attainment can be explained through cultural capital, and extend this with occupational attainment, using the 1970 British Cohort Study. I show a relationship between reading for pleasure and occupational attainment net of education, and I show that this relationship seems to have a cultural dimension beyond a cognitive effect account. In the fourth chapter, I show that the relationship between leisure in adoles- cence and educational and occupational attainment is not driven purely by highbrow activities, as on a certain understanding of Bourdieu: in particular, I show a relationship between occupational attainment and middlebrow activities.

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McKell, Kimberly Turley. « Promoting Pleasure in Reading Through Sustained Silent Reading : A Self-Study of Teacher Practices ». BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6973.

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According to a survey, the majority of fourth grade students in 2005 did not choose reading as a preferred activity for entertainment (Guthrie, McRae, & Klauda, 2007). Adolescents are increasingly resistant to reading and seldom list it as a pleasurable activity. Interestingly, research shows that students who enjoy reading more do better academically (Gambrell, 2011). Accordingly, as a teacher I seek to increase students' reading for pleasure. To give space in my curriculum for students to do this and for me to support them, I used Sustained Silent Reading (SSR), a practice where students are given time to read a text of their choosing during class time. Adhering to LaBoskey's (2004) criteria for self-studies, I conducted a self-study of teacher practices. There were two rounds of field notes with critical friend commentary that allowed me to identify types of readers and types of responses. To present my findings, I developed vignettes to capture my field notes about types of readers and I identified field notes that captured general and specific responses to readers for which I provided exemplar on my findings. I also attended to trustworthiness. This study explored what I as a teacher know and learned about increasing my students' engagement with reading for pleasure during SSR time. By categorizing my students' habits and charting my responses and interventions, I was able to understand what practices to use to encourage students to read for pleasure according to their characteristics.

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Zafar, A. « Promoting reading for pleasure with kindergarten children in Saudi Arabia ». Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/19241/.

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The main aim of this study was to promote reading for pleasure by evaluating the impact of an intervention study on kindergarten children in Saudi Arabia. To achieve this aim I undertook an evaluation case study by choosing three classrooms (KG1, KG2 and KG3) in one kindergarten, and implementing an intervention which fostered reading for pleasure. The project consisted of five separate elements, which were identified following a review of the literature on reading for pleasure. These were: using iPads for reading, introducing story sacks and high quality books in the classroom, using an interactive read aloud approach and establishing a home-school relationship. Prior to the project, I interviewed the teachers and observed children. I then undertook /five professional development workshops for teachers and one development workshop for parents and teachers in which the various elements of the intervention project were introduced. Following these development sessions, I observed children as the changes were implemented, and I also interviewed teachers and parents. The findings of this study indicated that introducing the five elements of the intervention programme into the classroom promoted children’s curiosity and engagement with regard to reading for pleasure. In addition, school-home partnerships with regard to reading were enhanced. The findings of the study indicated that children’s individual needs for autonomy, competence, and relatedness in relation to reading were met as result of the intervention, which contributed to their self-determination. This resulted in children’s motivation for, and pleasure in, reading being enhanced. The study has implications for research, policy and practice, identifying that there is a need to develop professional development programmes that promote reading for pleasure in kindergartens in Saudi Arabia.

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Lawrie, Alexandra Patricia Duff. « Pedagogy, prejudice, and pleasure : extramural instruction in English literature, 1885-1910 ». Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7727.

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This thesis considers the teaching of English literature within extramural organisations for adults in England between 1885 and 1910. This challenges the assumption that the beginnings of English as a tertiary-level academic subject can be traced back only as far as the foundation of the Oxford English School at the end of the nineteenth century; in fact extramural English courses had been flourishing for decades before this, and these reached their zenith in the final years before it was introduced at Oxbridge. Oxford created an Honours School of English in 1894, and the Cambridge English Tripos was established in 1917; in ideological terms, such developments were of course crucial, yet it has too often been the case that the extramural literary teaching being conducted contemporaneously has been sidelined in studies of the period. My first chapter will consider the development of English in various institutional and non-institutional environments before 1885, including Edinburgh University, Dissenting Academies, and Mechanics’ Institutes. Thereafter I will explore the campaign, led by University Extension lecturer John Churton Collins, to incorporate English literature as an honours degree at Oxford. Focusing on the period between 1885 and 1891, this second chapter will assess the veracity of some of Collins’s most vehement claims regarding the apparently low critical and pedagogical standards in existence at the time, which he felt could only be improved if Oxford would agree to institutionalise the subject, and thereby raise the standard of teaching more generally. Collins’s campaign enjoyed more success when he drew attention to the scholarly teaching available within the University Extension Movement; my third chapter is underpinned by research and analysis of previously unexplored material at the archives of London University, such as syllabuses, examination papers, and lecturers’ reports. I examine the way in which English literature, the most popular subject among Extension students, was actually being taught outside the universities while still excluded from Oxbridge. Thereafter my penultimate chapter focuses on an extramural reading group formed by Cambridge Extension lecturer Richard G. Moulton. This section considers Moulton’s formulation of an innovative mode of literary interpretation, tailored specifically to suit the abilities of extramural students, and which also lent itself particularly to the study of novels. Uncollected T. P.’s Weekly articles written by Arnold Bennett highlight the emphasis that he placed on pleasure, rather than scholarship. My final chapter considers Bennett’s self-imposed demarcation from the more serious extramural pedagogues of literature, such as Collins and Moulton, and his extraordinary impact on Edwardian reading habits. A brief coda will compare the findings of the 1921 “Newbolt Report” with my own assessment of fin-de-siècle extramural education.

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Warsop, Alexandra. « "Why has she stopped reading?" : the case for supporting reading for pleasure in secondary schools ». Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53427/.

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The aim of this study was to investigate why some children, who engage in reading for pleasure at primary school, stop reading once they have transitioned to secondary school. The study followed eight students from their last term of Year 6 primary education (10 to 11 year-olds) through to the end of their first term of Year 8 secondary education (12 to 13 year-olds). In this ethnographic interpretivist study I used a variety of methods including: observation, questionnaires and group conversations to discover the reasons why some students engage in less reading for pleasure once they begin their secondary school education. I employed thematic analysis to allow flexibility to my research and to provide a detailed and rich account. Some of the eight students involved in this study dramatically reduced the amount of reading which they engaged in and some continued to spend a similar amount of time engaging in reading for pleasure. Some students continued with familiar, safe, readerly texts and some students branched out to explore new genres and text types. This study provides insight into how the child as a reader changes once they move to secondary school and identifies what teachers need to know about the child to be able to facilitate reading for pleasure. New Year 7 students are concerned about perceived negative peer perceptions of readers and suggestions are made about the ways in which teachers and librarians can work with students to encourage reading for pleasure. A key finding of this study was that a precise understanding of Year 7 students as readers by secondary school English teachers is required for them to be able to facilitate students’ reading for pleasure. Suggestions are offered about how teachers can gain a greater understanding of their students as readers and suggestions are also offered about how to develop the child as a reader.

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Korwin, Wendy. « Pleasure and Peril : Shaping Children's Reading in the Early Twentieth Century ». W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539626508.

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Alshairawi, Isra. « Digital Reading versus Print Reading in The Classroom ». Thesis, Malmö universitet. Ämneslärare åk 7-9. Första ämne : Engelska, Andra ämne : svenska som andraspråk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41961.

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Livres sur le sujet "Reading for pleasure pedagogy"

Bedaysee, Sen. Reading for pleasure. Quatre Bornes, Mauritius : Editions Capucines, 1996.

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1932-, Fraser Antonia, et W.H. Smith & Son., dir. The Pleasure of reading. London : Bloomsbury, 1992.

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Council, Educational Publishers, dir. Reading for pleasure : The case for voluntary reading. London : Educational Publishers Council, 1986.

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Mikulecky, Beatrice S. Reading power : Reading for pleasure, comprehension skills, thinking skills, reading faster. 2^e éd. White Plains, N.Y : Longman, 1998.

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Linda, Jeffries, dir. Reading power : Reading for pleasure, comprehension skills, thinking skills, reading faster. 3^e éd. White Plains, N.Y : Pearson Education, 2005.

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Baker, Carolyn, et Allan Luke, dir. Towards a Critical Sociology of Reading Pedagogy. Amsterdam : John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.

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1961-, Helmers Marguerite H., dir. Intertexts : Reading pedagogy in college writing classrooms. Mahwah, N.J : Lawrence Erlbaum Associates, 2003.

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1938-, Davies Brian, Muller Johan et Morais Ana 1939-, dir. Reading Bernstein, researching Bernstein. London : RoutledgeFalmer, 2004.

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Bell, D. Keep smiling ! : Reading for profit and pleasure. Moscow : Sigma-Press, 1996.

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Marca, Susan La. Knowing readers : Unlocking the pleasure of reading. Victoria : School Library Association of Victoria, 2006.

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Chapitres de livres sur le sujet "Reading for pleasure pedagogy"

Korte, Barbara. « Introduction : Travelling Pleasure — Reading Pleasure ». Dans English Travel Writing from Pilgrimages to Postcolonial Explorations, 1–4. London : Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62471-3_1.

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Bearne, Eve, David Reedy, Paul Gardner et Yvonne Sawers. « Reading for pleasure ». Dans Teaching Primary English in Australia, 161–88. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003265016-11.

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McDonald, Roger. « Reading for pleasure ». Dans Inspiring Primary Learners, 220–38. Abingdon, Oxon ; New York, NY : Routledge, 2021. : Routledge, 2021. http://dx.doi.org/10.4324/9780429024597-16.

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Wyse, Dominic, Helen Bradford et John-Mark Winstanley. « Reading for pleasure ». Dans Teaching English, Language and Literacy, 126–36. 5^e éd. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-12.

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Chong, Su Li. « Pressure, pleasure and function ». Dans Young People Reading, 166–80. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018] : Routledge, 2018. http://dx.doi.org/10.4324/9781315265216-14.

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Hempel-Jorgensen, Amelia, Tom Brassington et Megan Dixon. « Exploring gender and reading for pleasure ». Dans Reading Teachers, 45–55. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-6.

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Charman, Karen, et Mary Dixon. « Reading the Public ». Dans Theorising Public Pedagogy, 8–24. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003309956-2.

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Block, Alan A. « Three Readers Reading : A Pedagogy ». Dans Occupied Reading, 195–224. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003418030-6.

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Banaji, Shakuntala. « Conclusion : The Tricky Politics of Viewing Pleasure ». Dans Reading 'Bollywood', 167–80. London : Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501201_9.

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Grimmer, Tamsin. « Further reading and resources ». Dans Loving Pedagogy Explained, 98–119. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003510529-49.

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Actes de conférences sur le sujet "Reading for pleasure pedagogy"

Xiao, Wenqi. « Schema Theory, Construction-integration reading model and Reading Pedagogy ». Dans 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.38.

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Cubillos, Montserrat. « "Now I Read for Pleasure" : Piloting a Reading Program in Chile ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2006952.

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Cubillos, Montserrat. « Now I Read for Pleasure : Piloting a Reading Program in Chile ». Dans AERA 2023. USA : AERA, 2023. http://dx.doi.org/10.3102/ip.23.2006952.

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Maximova, Olga. « CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS ». Dans International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Nedungadi, Prema, Akshay Jayakumar et Raghu Raman. « Low cost tablet enhanced pedagogy for early grade reading : Indian context ». Dans 2014 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2014. http://dx.doi.org/10.1109/r10-htc.2014.7026322.

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Rubio Laverde, Elsa, Félix Dueñas Gaitán, Luis García Noguera et Diana Díaz Garzón. « STUDENTS PROCESSES ON READING AND ACADEMIC WRITING AT CHILD PEDAGOGY CAREER ». Dans 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0874.

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Rubio, Elsa, Luis García, Diana Díaz et Félix Dueñas. « STUDENTS PROCESSES ON READING AND ACADEMIC WRITING AT CHILD PEDAGOGY CAREER ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0381.

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Mustadi, Ali, et Faisal Amri. « Factors Affecting Reading Interest of Elementary School Students ». Dans 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.004.

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Maximova, Оlga B. « Developing Reading Comprehension Skills In An Esp Course Through Сritical Pedagogy Strategies ». Dans Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.8.

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Zignego, Mona. « Reading the Room : The Pedagogy of Teacher Literacy Education in a Pandemic ». Dans AERA 2022. USA : AERA, 2022. http://dx.doi.org/10.3102/ip.22.1881260.

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Rapports d'organisations sur le sujet "Reading for pleasure pedagogy"

Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, août 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.

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Schipper, Youdi, Isaac Mbiti et Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), septembre 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).

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