Gotowe bibliografie tematyczne / Reading in English

Gotowa bibliografia na temat „Reading in English”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 9 lutego 2022

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Artykuły w czasopismach na temat "Reading in English"

Bristow, J. "Reading Tennyson (Again)". English 35, nr 153 (1.09.1986): 279–84. http://dx.doi.org/10.1093/english/35.153.279.

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Rayan, K. "Resistance in Reading". English 41, nr 171 (1.09.1992): 249–53. http://dx.doi.org/10.1093/english/41.171.249.

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Jabbar. S, Abdul. "Inroduction to Reading Skill in English". Paripex - Indian Journal Of Research 3, nr 3 (15.01.2012): 29–31. http://dx.doi.org/10.15373/22501991/mar2014/9.

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Small, I., i J. Guy. "Re-Writing 'Re-Reading English'". English 39, nr 163 (1.03.1990): 49–59. http://dx.doi.org/10.1093/english/39.163.49.

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Nurlaelawati, Iyen, i Shofa Dzulqodah. "READING ALOUD STRATEGIES IN READING ENGLISH TEXTS". Indonesian Journal of Applied Linguistics 3, nr 2 (2.01.2014): 89. http://dx.doi.org/10.17509/ijal.v3i2.663.

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김경훈 i 임미란. "Improving English Reading Competence through Extensive Reading". English21 25, nr 1 (marzec 2012): 155–68. http://dx.doi.org/10.35771/engdoi.2012.25.1.007.

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Sooyeong Jeong. "English Reading Education Through Silent Sustained Reading". English21 27, nr 2 (czerwiec 2014): 227–53. http://dx.doi.org/10.35771/engdoi.2014.27.2.010.

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Wulandari, Windha Aestetika, Utari Praba Astuti i Furaidah. "The English Reading Habits of English Language Education Undergraduate Students at English Department". JoLLA: Journal of Language, Literature, and Arts 1, nr 6 (30.06.2021): 707–16. http://dx.doi.org/10.17977/um064v1i62021p707-716.

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Abstract: Good reading habits help comprehension and logic because they can empower to absorb material analytically, critically, and reflectively. However, the technique for encouraging an interest in reading, particularly in schools and universities, has not obtained the best outcomes. In this case, family, community, and educational institutions simultaneously play a significant role in promoting English Foreign Language students' enthusiasm for reading. Therefore, the aim of this study is to determine how ELE undergraduate students reading habits in English Department, Universitas Negeri Malang. This type of research used descriptive qualitative. The data collection technique used was a questionnaire form and distributed via Google form. The questionnaire discussed students' attitudes towards reading, purpose of reading, reading frequency, and reading preferences. The results showed that most of the ELE undergraduate students have high reading habit. However, students’ reading habits still need to be improved. It is shown that the students like reading as an indispensable part of their lives because of the reading treatment they get from an early stage of age. It makes them have a positive attitude towards reading, they also have a purpose for reading, and increase their reading preferences. Furthermore, they also need to increase their frequency of reading practice and the number of books read. Keywords: reading habits, English Language Education (ELE), English Department Abstrak: Kebiasaan membaca yang baik dapat membantu pemahaman dan logika karena dapat memudahkan untuk menerima materi secara analitis, kritis, dan reflektif. Namun, teknik yang digunakan untuk mendorong minat membaca, khususnya di sekolah dan universitas, masih belum mendapatkan hasil yang terbaik. Dalam hal ini, keluarga, masyarakat, dan lembaga pendidikan secara bersamaan memiliki peran penting dalam mendorong minat membaca Bahasa Inggris siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui bagaimana kebiasaan membaca mahasiswa Jurusan Bahasa Inggris Universitas Negeri Malang. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah kuesioner dan disebarluaskan melalui google form. Kuesioner tersebut membahas sikap siswa terhadap membaca, tujuan membaca, frekuensi membaca, dan preferensi membaca. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa juusan pendidikan Bahasa Inggris memiliki kebiasaan membaca yang tinggi. Namun, kebiasaan membaca siswa masih perlu ditingkatkan lagi. Terlihat bahwa siswa menyukai membaca, karena sebagai bagian yang tak terpisahkan dari kehidupan karena mereka telah dilatih membaca sejak usia dini. Oleh karena itu, mereka memiliki sikap positif terhadap membaca, mereka juga memiliki tujuan untuk membaca, dan meningkatkan preferensi membaca mereka. Selain itu, mereka juga perlu meningkatkan frekuensi latihan membaca dan jumlah buku yang dibaca. Kata kunci: kebiasaan membaca, Pendidikan Bahasa Inggris, Jurusan Sastra Inggris

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North, Richard, Katherine O'Brien O'Keeffe, Sarah Larratt Keefer i Katherine O'Brien O'Keeffe. "Reading Old English Texts". Modern Language Review 96, nr 1 (styczeń 2001): 150. http://dx.doi.org/10.2307/3735731.

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Giovanelli, Marcello, i Jessica Mason. "Reading, Readers and English". English in Education 52, nr 1 (2.01.2018): 2–4. http://dx.doi.org/10.1080/04250494.2018.1421343.

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Rozprawy doktorskie na temat "Reading in English"

Petersson, Emmy. "Reading Attitudes in English 5 : Swedish Pupils' Attitudes towards Reading in English". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52092.

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The aim of this essay is to investigate Swedish upper secondary pupils’ attitudes towards reading in English. 190 pupils from three different schools in southern Sweden have answered a questionnaire in order to find out about what they think about reading in English and where they think the importance lies. The results show that a majority of the pupils find reading instructive, and generally a positive attitude is shown. When it comes to the importance, many pupil regard reading as a tool for them to develop their language, since the reading gives them new vocabulary, and an understanding for grammar and sentence structure. The results also show minor differences between girls and boys, and between the pupils who study a vocational programme and those studying an academic programme.

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Dunser, Maria L. "READING NATURE, READING EVE: READING HUMAN NATURE IN JOHN MILTON'S PARADISE LOST". MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04032008-144046/.

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Renaissance England was a period of tremendous flux; ideas about science, gender and knowledge or how we come to knowledge come under examination. These areas of flux intersect with the text examined here in their relationship to the key concept of nature. In John Miltons, Paradise Lost, nature appears in various forms over sixty times. By first examining the word nature in relation to the ideas in flux during the period and next examining Miltons use of the word in the epic, an overlooked yet significant aspect of his epic emerges. Milton uses the mutability of nature to further justify the ways of God to man. How his use of nature develops an association between nature and Eve is of even greater significance. In a carnivalesque inversion of the convention of the period, Miltons development of nature in the poem and his development of the association of Eve with nature reveal an association of Eve with human nature.

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Howsam, Melissa Anne. "Reading Through Abjection". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11212003-195541/.

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In this thesis, I read through Kristeva?s theory of the abject as a way of interpreting Cristina Garcia?s Dreaming in Cuban (1993) and interrogating common psychoanalytic readings of Christina Rossetti?s Goblin Market (1859) and Bram Stoker?s Dracula (1897). The purpose of each of these readings has been to gauge the usefulness of Kristeva?s theory as a critical tool and to determine what it allows us to achieve as literary critics and, even, as readers. Although Kristeva is clear about her desire to see women liberate themselves from the confining roles ascribed to them by psychoanalytic theory and patriarchal norms, she is not clear about how her theory can be used. Therefore, I apply her theory, specifically that of the abject, to these three fundamentally different texts in order to both investigate its usefulness and to determine what is, if anything, the triumphant result of its application (in terms of feminism).

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Chirchick, Rebecca Miriam. "After school intervention for English learners a pilot reading program targeting reading fluency and motivation /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906691&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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Wood, Michelle. "Dehiscence : reading, breath and step". Thesis, University of Kent, 2017. https://kar.kent.ac.uk/69687/.

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Tang, Shuk-yee, i 鄧淑儀. "The phonics approach and reading English". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.

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Yandell, John. "Reading literature in urban English classrooms". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.

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This thesis presents an argument for a reconceptualisation of how literature is read in secondary urban English classrooms and of what is accomplished through the activities of reading. In the discourse of policy and in theorised accounts of practice, the reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This thesis argues for a broader - historically, ethnographically, psychologically and theoretically informed - understanding of what constitutes reading, for a fully social conception of the sign and of sign-making and for a social model of learning. It draws on data gathered through classroom observation and digital videotape of English lessons taught over the course of a year by two teachers in a secondary comprehensive school in East London. It situates such data, and the interpretation of such data, in culture and history, in the culture and history of the researcher as well as of the participants in the research, school students and their teachers. Attention is paid to the pedagogy of the two teachers, to the constraints that operate on them and to the choices that they make. The thesis presents an interpretation of school students' engagement with literary texts as an active, collaborative process of meaning-making. Literature, instantiated in multiple forms in these classrooms, functions not as a valorised heritage to be transmitted so much as a resource for the students' work of cultural production and contestation.

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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.

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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts
Ed.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses

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Książki na temat "Reading in English"

Rabley, Stephen. Reading for English. Oxford: Oxford University Press, 1995.

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Geoghegan, Crispin. Reading technical English. Cambridge: Cambridge University Press, 1986.

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Thomas, Jambeck, red. Reading Old English. Morgantown, WV: West Virginia University Press, 2005.

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Öndeş, Nesibe Sevgi. English through reading. İstanbul: ELS, 2004.

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Mills, Sara. Feminist readings/feminists reading. Wyd. 2. London: Prentice Hall/Harvester Wheatsheaf, 1996.

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Develop your English: Reading. (Cambridge): National Extension College, 2002.

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Luk, Louise. English reading and comprehension. Hong Kong: Tomorrow, 1991.

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Turville-Petre, Thorlac. Reading Middle English literature. Malden, MA: Blackwell, 2007.

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Davis, Rosemary. Reading English with understanding. Gaborone, Botswana: National Institute of Development Research and Documentation, University of Botswana, 1991.

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Adams, Leslie. Go on reading: Reading resources in international English. Hemel Hempstead: Prentice Hall International, 1987.

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Części książek na temat "Reading in English"

Reinders, Hayo, Linh Phung i Marilyn Lewis. "Academic Reading". W Studying in English, 93–117. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_7.

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Green, Andrew. "Reading". W Starting an English Literature Degree, 112–50. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_6.

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Burton, S. H., i J. A. Humphries. "Reading". W English GCSE Key Stage 4, 32–47. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13836-4_7.

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Hedgcock, John S., i Dana R. Ferris. "L2 Reading". W Teaching Readers of English, 61–88. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-2.

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Hedgcock, John S., i Dana R. Ferris. "L2 Reading". W Teaching Readers of English, 89–121. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-3.

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Hedgcock, John S., i Dana R. Ferris. "Reading Closely". W Teaching Readers of English, 172–218. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-5.

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McDonald, Christine. "Wider reading". W English Language Project Work, 80–83. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22297-1_8.

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Rainsford, Dominic. "Reading, research, writing". W Literature in English, 197–204. Second edition. | New York City : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429277399-15.

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Gill, Richard. "Reading, notes, preparation". W Mastering English Literature, 307–15. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_16.

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Lund, Mary Ann. "Reading". W A Handbook of English Renaissance Literary Studies, 324–36. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118458747.ch22.

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Streszczenia konferencji na temat "Reading in English"

Fu, Bo. "Interactive Reading Model and College English Reading". W 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.143.

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Safriyani, Rizka. "Classroom Interaction in English Reading Class". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.

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Sariah, Siti, Predari Siswayani, Nanang Kosim i Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.

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Tsui, Rachel Ka-Ying, Xiuli Tong i Leo Shing-Chun Fung. "The role of prosodic reading in English reading comprehension among Cantonese-English bilingual children". W Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-119.

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Peng-wei, Liu. "The Influence of Reading Anxiety on English Reading Achievement". W Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.33.

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Fitriyah, Ima. "Students’ Reading Comprehension: Between the Effectiveness of Interactive Approach, Reading Habit and Self-Actualization". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.009.

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Firdaus, Afif Fuad, Yusuf Hamzah i Fitriani Nurhalimah. "Cohesion Analysis on Texts for Reading Comprehension". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218600780084.

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"Analysis of English Reading Mode Based on Reading and Writing". W 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.122.

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"Analysis on Reading and Writing Theory of English Reading Model". W 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.213.

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Hsieh, Pei-Chin, i Chang-Ho Ji. "On English Reading Achievement and Perceptions". W 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.40.

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Raporty organizacyjne na temat "Reading in English"

Matera, Carola, Magaly Lavadenz i Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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