Gotowa bibliografia na temat „Reading”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Reading”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Reading"
Meek *, Margaret. "Readings about reading". Changing English 11, nr 2 (wrzesień 2004): 307–17. http://dx.doi.org/10.1080/09540250042000252749.
Pełny tekst źródłaJansson, Siv, Sara Mills, Lynne Pearce, Sue Spaull i Elaine Millard. "Feminist Readings: Feminists Reading". Modern Language Review 87, nr 3 (lipiec 1992): 732. http://dx.doi.org/10.2307/3732979.
Pełny tekst źródłaMarshall, T. C. "Reading through Mis-Readings". American Book Review 35, nr 1 (2013): 21–26. http://dx.doi.org/10.1353/abr.2013.0145.
Pełny tekst źródłaHunter, Angela. "Reading, Marks, Love: Rousseau, Stendhal, Baudelaire". Oxford Literary Review 33, nr 1 (lipiec 2011): 45–63. http://dx.doi.org/10.3366/olr.2011.0005.
Pełny tekst źródłaTaylor, Rhonda Harris, i Judith Overmier. "Reading More into Required Readings". Journal of Education for Library and Information Science 36, nr 3 (1995): 258. http://dx.doi.org/10.2307/40323745.
Pełny tekst źródłaAukerman, Maren, i Lorien Chambers Schuldt. "Closely Reading “Reading Closely”". Language Arts 93, nr 4 (1.03.2016): 286–99. http://dx.doi.org/10.58680/la201628208.
Pełny tekst źródłaCasper, Scott E. "Reading Reading". Reviews in American History 28, nr 2 (2000): 208–14. http://dx.doi.org/10.1353/rah.2000.0026.
Pełny tekst źródłaCossu, G., F. Rossini i J. C. Marshall. "Reading is reading is reading". Cognition 48, nr 3 (wrzesień 1993): 297–302. http://dx.doi.org/10.1016/0010-0277(93)90046-x.
Pełny tekst źródłaDyreson, Mark. "Reading American Readings of Beijing 2008". International Journal of the History of Sport 27, nr 14-15 (wrzesień 2010): 2510–29. http://dx.doi.org/10.1080/09523367.2010.504588.
Pełny tekst źródłaSerup, Martin Glaz. "The Poetry Reading". SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 7, nr 1 (21.12.2017): 44–62. http://dx.doi.org/10.7146/se.v7i1.97178.
Pełny tekst źródłaRozprawy doktorskie na temat "Reading"
Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.
Pełny tekst źródłaArmstrong, Nancy Jane. "Reading girls reading pleasure : reading, adolescence and femininity". Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/661.
Pełny tekst źródłaHann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.
Pełny tekst źródłaEd.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program". Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.
Pełny tekst źródłaThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
Baier, Rebecca J. "Reading comprehension and reading strategies". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.
Pełny tekst źródłaMiddleton, Margaret E. "Reading Motivation and Reading Comprehension". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.
Pełny tekst źródłaRobinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.
Pełny tekst źródłaMiller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.
Pełny tekst źródłaKnebel, Sarah Ann. "The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure". The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739.
Pełny tekst źródłaTikka, Piiastiina. "Reading on small displays : reading performance and perceived ease of reading". Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/14788/.
Pełny tekst źródłaKsiążki na temat "Reading"
1954-, Mills Sara, red. Feminist readings/feminists reading. Charlottesville: University Press of Virginia, 1989.
Znajdź pełny tekst źródłaMills, Sara. Feminist readings/feminists reading. Wyd. 2. London: Prentice Hall/Harvester Wheatsheaf, 1996.
Znajdź pełny tekst źródłaMcDowell, Paula. Reading McLuhan Reading. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191.
Pełny tekst źródłaL, Gilman Sander, red. Reading Freud's reading. New York: New York University Press, 1994.
Znajdź pełny tekst źródłaMartin, Isabel. Reading Peter Reading. Newcastle upon Tyne: Bloodaxe Books, 2000.
Znajdź pełny tekst źródłaLau, Beth, Greg Kucich i Daniel Johnson, red. Keats’s Reading / Reading Keats. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79530-6.
Pełny tekst źródłaBloom, Clive. Reading Poe Reading Freud. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19300-4.
Pełny tekst źródłaLindsay, Waters, i Godzich Wlad, red. Reading De Man reading. Minneapolis: University of Minnesota Press, 1988.
Znajdź pełny tekst źródłaLindsay, Waters, i Godzich Wlad, red. Reading de Man reading. Minneapolis: University of Minnesota Press, 1989.
Znajdź pełny tekst źródłaHiebert, Elfrieda H. Reading more, reading better. New York: Guilford Press, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Reading"
Green, Bill. "Reading ‘readingS’". W Towards a Critical Sociology of Reading Pedagogy, 211. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.14gre.
Pełny tekst źródłaJacobus, Mary. "Reading Woman (Reading)". W Feminisms, 945–60. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-22098-4_51.
Pełny tekst źródłaJacobus, Mary. "Reading Woman (Reading)". W Feminisms, 1029–45. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-14428-0_58.
Pełny tekst źródłaBurris, Sidney. "Reading Heaney Reading". W Seamus Heaney, 59–73. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206267_5.
Pełny tekst źródłaDeer, Patrick. "When the medium is war: Marshall McLuhan, media, and militarisation". W Reading McLuhan Reading, 114–31. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-7.
Pełny tekst źródłaMcDowell, Paula. "Introduction: Reading McLuhan reading (and not reading)". W Reading McLuhan Reading, 1–27. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-1.
Pełny tekst źródłaJohns, Adrian. "Watching readers reading". W Reading McLuhan Reading, 38–61. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-3.
Pełny tekst źródłaNicholls, Peter. "Cliché and repetition: McLuhan understanding modernism". W Reading McLuhan Reading, 81–94. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-5.
Pełny tekst źródłaMcLuhan, Andrew. "Enter through the book shop: McLuhan monograffiti". W Reading McLuhan Reading, 28–37. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-2.
Pełny tekst źródłaEdwards, Paul. "‘Good heavens! that's where I got it!’ McLuhan reads Wyndham Lewis". W Reading McLuhan Reading, 62–80. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003364191-4.
Pełny tekst źródłaStreszczenia konferencji na temat "Reading"
Ding, Xianghua, Yanqi Jiang, Xiankang Qin, Yunan Chen, Wenqiang Zhang i Lizhe Qi. "Reading Face, Reading Health". W CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300435.
Pełny tekst źródłaDudina, D. A., E. G. Chernyshov, M. A. Eremushkin, V. A. Kolyshenkov i S. V. Vakulenko. "Topographic tenzoalgometry". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.18.22.
Pełny tekst źródłaEremina, S. V. "Patterns of food habits and lifestyle as a model of active longevity on the basis of latest research". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.23.29.
Pełny tekst źródłaEremushkin, M. A., i E. M. Styazhkina. "Medical and educational features of russian program for scoliotic spine deformation correction". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.29.33.
Pełny tekst źródłaEremushkin, M. A., i E. M. Styazhkina. "Optimization of motor abilities in programs of medical rehabilitation". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.33.40.
Pełny tekst źródłaEremushkin, M. A., E. M. Styazhkina, S. A. Gusarova i D. V. Razvaliaeva. "Rehabilitation programs for patients with post-stroke motor disorders of the upper limb". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.40.50.
Pełny tekst źródłaAmelekhina, K. S., E. M. Savelyeva i V. A. Kolyshenkov. "CPM-therapy in rehabilitation of patients after hip endoprosthesis". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.5.8.
Pełny tekst źródłaEremushkin, M. A., E. M. Styazhkina, T. A. Knyazeva i V. A. Kolyshenkov. "Application of train treatment in patients of cardiological profi le". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.50.55.
Pełny tekst źródłaKnyazeva, T. A., i T. I. Nikiforova. "Methods of interval cyclic training in patients with coronary heart disease after surgical revascularization". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.55.59.
Pełny tekst źródłaKonchugova, T. V., D. B. Kulchitskaya, T. V. Apkhanova i S. N. Vygovskaya. "Combined electrolaser impacts in the treatment of patients with cervical dorsopathy". W ARBAT READING. Знание-М, 2020. http://dx.doi.org/10.38006/907345-21-8.2020.60.66.
Pełny tekst źródłaRaporty organizacyjne na temat "Reading"
Pick, Herbert L., i William B. Thompson. Topographic Map Reading. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1989. http://dx.doi.org/10.21236/ada211269.
Pełny tekst źródłaIsrael, David J., Peter E. Clark, Phil Harrison, John Thompson, Rick Wojcik i Tom Jenkins. Reading to Learn. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2006. http://dx.doi.org/10.21236/ada456285.
Pełny tekst źródłaJohnston, S. D. Professional Military Reading. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1991. http://dx.doi.org/10.21236/ada237711.
Pełny tekst źródłaStevens, Madison, Elizabeth Lunstrum, Jamie Faselt, Brent L. Brock, Kyran E. Kunkel, Jake Rayapati, Chamois Andersen i in. Buffalo Reading List. Boise State University, Albertsons Library, wrzesień 2023. http://dx.doi.org/10.18122/environ.9.boisestate.
Pełny tekst źródłaHasty, Ashley. Reading is Cool: The Benefits of Organizing a Student Reading Group. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-162.
Pełny tekst źródłaMcKoon, Gail. Reading: Interaction With Memory. Fort Belvoir, VA: Defense Technical Information Center, grudzień 1993. http://dx.doi.org/10.21236/ada277547.
Pełny tekst źródłaWilliams, F. A., P. A. Libby i S. Sarkar. Compressible Turbulent Reading Flows. Fort Belvoir, VA: Defense Technical Information Center, październik 1999. http://dx.doi.org/10.21236/ada378325.
Pełny tekst źródłaBlevins Wycoff, Stephanie, Cynthia L. Gregg, Dana Beegle i Daniel Frank. Reading Pesticide Product Labels. Blacksburg, VA: Virginia Cooperative Extension, styczeń 2021. http://dx.doi.org/10.21061/ento-390np.
Pełny tekst źródłaYeigh, Maika. Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1785.
Pełny tekst źródłaMetcalf, Michael. Imperialism with Chinese Characteristics? Reading and Re-Reading China's 2006 Defense White Paper. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2011. http://dx.doi.org/10.21236/ada602185.
Pełny tekst źródła