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Дисертації з теми "Books and reading"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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1

Moore, Tara. "Victorian Christmas books a seasonal reading phenomenon /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.59 Mb., 194 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221087.

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2

Dai, Lianbin. "Books, reading, and knowledge in Ming China." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5800e2b8-024b-415f-ae6a-3793efd3b955.

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The art of reading and its application to knowledge acquisition and innovation by elites have been largely neglected by historians of print culture and reading in late imperial China (1368-1911). Unlike most studies, which are concerned more with the implied reader and individual reading experience, the present study assumes that the actual reader and the social, cultural and epistemic dimensions of reading practices are the central issues of a history of reading in China. That is, while the art of reading was internalized by the individual, his learning and application of it had social, cultural and epistemic features. At a time when secular reading practices in Renaissance England were informed by Erasmian principles, Ming literati, regardless of their different philosophical stances, were being trained in an art of reading proposed by Zhu Xi (1130-1200), whose Neo-Confucian philosophy had been esteemed as orthodox since the fourteenth century. Transformations and challenges in interpreting and applying his art did not hinder its general reception among elite readers. Its common employment determined the practitioner’s epistemic frame and manner of knowledge innovation. My dissertation consists of five chapters bracketed with an introduction and conclusion. Chapter One discusses Zhu’s theory of reading and the implied pattern of acquiring and innovating knowledge, based on a careful reading of his writings and conversations. Chapter Two describes the transmission of Zhu’s theory from the thirteenth to the seventeenth centuries. During its transmission, Zhu’s art was reedited, rephrased, and even readapted by both government agencies and individual authors with different intentions and agendas. Chapter Three focuses on the reception of Zhu’s theory of reading by 1500 and argues that the moral end of reading eventually triumphed over the intellectual one in early Ming Confucian philosophy. Chapter Four explores the affinity of Ming philosophers of mind with Zhu’s theory in their reading concepts and practices from 1500 to the mid-seventeenth century. Despite their attempts to separate themselves intellectually from the Song tradition, Ming philosophers of mind followed Zhu’s rules for reading in their intellectual practices. Chapter Five outlines the reading habits and knowledge landscape based on a statistical survey of extant Ming imprints. Despite some deviations, the Ming reading habits and knowledge framework largely accorded with Zhu’s theory and its Ming adaptations. The continuity of reading habits from Zhu’s time to the seventeenth century, I conclude, inspires us to rethink the Ming apostasy from the Song tradition. The particularity of scholarly knowledge acquisition and innovation in Ming-Qing China by the eighteenth century was not invented by Ming-Qing scholars but anticipated by Zhu through his theory of reading. With respect to late imperial China, the history of reading, together with the history of knowledge, is yet to be fruitfully explored. With this dissertation, I hope to be able to make a contribution to the understanding of the East Asian orthodox habit of reading as represented by Zhu’s admirers. By placing my investigation in the context of the history of knowledge, I also hope to contribute to the understanding of the relationship of reading to the way that knowledge evolved in traditional China. Intellectual historians tended to consider the Ming Confucian tradition as having broken off from the Cheng-Zhu tradition, but at least in reading habits and practices Ming elite readers perpetuated Zhu’s theory of reading and the knowledge framework it implied.

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3

Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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4

Sheah, Julie. "Reading Dreams| Representation of Dreams Through Artists' Books." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591082.

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Within pages and spreads, a reader can sometimes experience someone’s stream of consciousness. The book’s narrative, images, prose, and other components can break free from the parameters of a conventional book, unbound by the rules of formatting styles, grammar, and narrative. An artists’ book is free to be confusing, delightful, and horrifying. When creating an artists’ book to represent a dream, the difficulty of solidly recounting images and events that existed only in my mind creates a barrier between the reader and me. This barrier makes me feel inarticulate and ineffectual in that one of my main objectives as an artist is to coherently express an idea. While no medium possesses the capacity to fully transmit a dream, the artists’ book is one of the most comprehensive, artistic representations of a dream, and the parallels between experiencing a dream and experiencing a book allow for the terms “artist” and “dreamer” to shift interchangeably.

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MEDEIROS, SIBELLE CARVALHO DE. "POCKET BOOKS: DESIGN PROJECT AS READING MEDIATING AGENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26077@1.

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Анотація:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem por objetivo entender as visões projetuais que acompa-nham os livros de bolso pertencentes ao gênero de literatura infanto-juvenil no cenário nacional. Interessa-nos contribuir com a compreensão acerca de quais são as visões projetuais aplicadas aos livros de bolso e de como o design participa da mediação da leitura de um público inscrito na contemporaneidade. Temos por pressuposto que o design é agente mediador da leitura e que, consequentemente, o projeto gráfico característico das edições de bolso participa de forma ativa na construção de hábitos de leitura e na conversão de significados para o leitor. Como recorte de pesquisa, elegemos livros de bolso presentes no 16 Feira Nacional do Livro Infantil e Juvenil, ocorrida entre 28 de maio e 8 de junho de 2014 na cidade do Rio de Janeiro. Na pesquisa de campo, entramos em contato com as diferentes maneiras como os leitores se relacionam com essas edições. A partir do levantamento dos livros de bolso de literatura infanto-juvenil, realizamos a análise gráfica do design de nove deles, editados pela L&PM, BestBolso e Zahar, o que nos permitiu enxergar as visões projetuais dessas edições. Constatamos que nos livros de bolso publicados por essas editoras, é predominante a manutenção de parâmetros relacionados às caracte-rísticas históricas e formais deste objeto. Por fim, destacamos a importância do papel mediador do design na aproximação e formação de novos leitores e apontamos as potencialidades ainda não exploradas pelos projetos gráficos dos livros de bolso nacionais de literatura infanto-juvenil.
The present research aims to understand the project visions that accompany pocket books that belong to the gender of children and adolescent literature in the national scene. It interests us to contribute to the understanding of which are the project visions applied to pocket books and how Design participates in the mediation of reading of the contemporary public. We assume that Design is the mediator of reading and, consequently, that the graphic project of pocket editions participates actively in the reading habits and the creation of meaning for the reader. We have selected as a research focus the pocket books that were found in the 16th National Book Fair of Children and Adolescents, which occurred between May 28th and June 8th, 2014 in the city of Rio de Janeiro. In the field research, we have encountered the different ways in which readers relate to these editions. From the survey of children and adolescent books, we have made a graphic analysis of the design of nine of them, which were edited by L&PM, BestBolso and Zahar and allowed us to see the project visions of these editions. We have concluded that in the pocket books published by these publishing houses the maintenance of the parameters related to the historical and formal characteristics of this object is predominant. Finally, we highlight the importance of mediating role of Design on the approach and formation of new readers, pointing out the potentialities yet not explored by the graphic projects of national pocket books of children and adolescent literature.

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6

Becker, Evelyn Z. "Using predictable books with a nonreader : cognitive and affective effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249671596.

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7

Eckhart, Tami Marie. "Good strategies for "bad" books." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237311795.

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8

Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was any particular reading level from which children tended to choose their recreational reading books.The analyses did not allow rejection of Hypotheses I and II. There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library.The analyses did allow rejection of Hypotheses III and IV. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels.Hypothesis V was tested using the Pearson correlation coefficient to determine the relationship between the reading levels of the recreational reading books the children chose and read and the reading levels of the books the children chose and did not read.The analysis failed to reject Hypothesis V. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read. Although this hypothesis did not prove to be statistically significant, the following tendency was observed: the easier the readability of the book, the more likely it was to have been read.The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average students chose books between their independent and developmental reading levels.
Department of Elementary Education

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9

Evans, Dewi. "Ideas of books and reading in literature, 1880-1914." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/41976/.

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This thesis elucidates some of the ways in which concerns about the status of ‘the book’ at the end of the nineteenth century both inform and are, in turn, informed by the representation of books in the period’s fiction. Focusing on the work of Oscar Wilde, Robert Louis Stevenson, M.R. James and E.M. Forster, I argue that their fiction places a discursive ‘idea’ of the book at the centre of a range of socio-political debates in which literary texts participate and which they also help to shape. In particular, I argue that the fragmentation of dominant nineteenth-century print-cultural institutions forms an important context for these authors’ preoccupation with the ability of the written word to refract ideas and experiences it purports accurately to reflect. In Wilde’s work, for example, books are simultaneously the facilitators of panoptic surveillance and sites upon which, by asserting their right to a wholly subjective interpretation of text, readers can resist such surveillance. Stevenson’s adventure fiction is underscored by similar anxieties about the insidious formative influence of fiction – anxieties that lead him to adopt a range of metafictional strategies, designed to draw the reader’s attention to the book as the product of a specific marketplace. James and Forster’s fiction goes further, using books as the symbol of a wider epistemological crisis that underscores turn-of-the-century reading practices. Ultimately all four writers reject, in different ways, a utilitarian conception of books as repositories for knowledge about the world, to which readers’ own subjectivities must become subordinate in order to ensure a ‘right’ reading. Instead, they foreshadow modern reader response theory, presenting books as sites upon which ‘ideas’ – the product of a dynamic interaction between text and reader – are continually shaped and reshaped as they circulate within the ideologically-charged materiality of a particular historical moment.

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10

Kelley, Richard C. "Mind reading for social robots stochastic models of intent recognition /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464441.

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11

Wahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.

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Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.

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12

Mikita, Clara Elizabeth. "STUDENT DIALOGUE ABOUT BOOKS: CRITICAL ENCOUNTERS." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619040209887649.

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13

Jouannaud, Laurent. "Le lecteur au XIXe siècle, d'Emma Bovary à Robert Greslou Thèse pour l'obtention du grade de docteur de l'université Paris IV Sorbonne, discipline littérature française, présentée et soutenue publiquement /." Villeneuve-d'Ascq : Presses universitaires du septentrion, 2002. http://catalog.hathitrust.org/api/volumes/oclc/50339035.html.

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14

Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.

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15

Cole, Jessica S. "Effect of the internet on reading fiction books for enjoyment and potential interest in the integration of the two media /." Online version of thesis, 2009. http://hdl.handle.net/1850/11187.

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16

Levinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.

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Анотація:

In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture. The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures. The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school. The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts. The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.

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17

Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.

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18

Briggs, Connie Craft. "The Use of Nonfiction/Informational Trade Books in an Elementary Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277870/.

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The purpose of the study was to describe the use of nonfiction/informational trade books within a literature-based elementary classroom by students and the teacher. Using a qualitative ethnographic approach, the researcher became a participant observer in a third grade classroom during a two and one-half week thematic unit about the westward movement. Data were collected from field notes, audiotapes of class discussions and informal interviews, documents of students' work, photographs, daily observer comment summaries, and memos. These data were coded, analyzed for recurring patterns, and grouped together, resulting in grounded theory.

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19

Lee, Hsiang-Ni Sunny. "Investigating EFL adult learners' vocabulary acquisition through reading picture books." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264311.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1853. Adviser: Larry Mikulecky. "Title from dissertation home page (viewed Jan. 12, 2008)."

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20

Harju, Maija-Liisa. "'Being not alone in the world', .exploring reader responses to crossover books." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114287.

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When contemporary readers, both young and old, claim "crossover books" such as Harry Potter, Twilight, and The Hunger Games as their own (Beckett, 2009; Falconer, 2009), they subvert socially constructed borders that segregate child and adulthood (James & Prout, 1997; Jenks, 1996). Some adults are perplexed and alarmed by this culture-sharing, because it challenges the dominant perception that child and adulthood are, and should remain, distinct states (Danesi, 2003; Postman, 1982). In this dissertation, I identify cross-reading as a critical practice that can encourage intergenerational connections by illuminating a continuum of experience between life stages and facilitating community and conversation between readers of all ages. The research reflects original, interdisciplinary inquiry into the crossover phenomenon by exploring reader response to crossover books. Through self and case study, I address key questions of engagement such as: Why do readers reach beyond socially prescribed reading boundaries in search of story? How do they identify with crossover literature? What is significant about their individual and shared experiences of cross-reading? I hypothesize that cross-readers may be attracted to themes of continuance in crossover narratives that promote a more holistic understanding of life experience and identity that is not segregated by age. I suggest that readers can gain a greater sense of community and experience "grand conversation" (Peterson & Eeds, 1990), more open, honest and equal dialogue with readers in other age groups, by sharing their responses to crossover books. Through methodology that combines children's literature criticism , memory work, narrative inquiry and book discussion, I examine the real world applications of this hypothesis by investigating whether themes of continuance, community and conversation echo in readers' experiences with crossover books. I use literary portraiture to construct reading portraits of myself, and the research participants, to illustrate how readers identify through story, and 'perform' their "storied formation" (Strong-Wilson, 2008) for others. These intimate and detailed pictures of cross-readers in conversation reflect new avenues for researching, representing and understanding the complexity of the cross-reading experience. By focusing on reader response, this dissertation provides critical research on the greater significance of cross-reading, examining not only what crossover literature is, but what it does for readers (Falconer, 2009). In this way, the research complements and extends current crossover studies grounded in children's literature criticism. Because the study illuminates how readers identify through story and bring this understanding to their real world relationships, there are also valuable resonances here for scholars investigating literacy studies, library studies, teacher education, curriculum studies, identity formation, memory work, intergenerational relationships, and the study of young people's texts and cultures.Keywords: crossover literature, children's literature, childhood, intergenerational relationships, reader response, literary portraiture, storied formation, memory work
Lorsque les lecteurs contemporains, jeunes et vieux, s'approprient la "littérature pour tous" comme Harry Potter, Twilight, et The Hunger Games (Beckett, 2009; Falconer, 2009), ils franchissent les limites sociales qui séparent l'enfance de l'âge adulte (James & Prout, 1997; Jenks, 1996). Certains adultes sont perplexes et alarmés par ce partage de culture parce que cela remet en question la perception dominante que l'enfance et l'âge adulte sont, et devraient rester, des « mondes » distincts. Dans la présente thèse, je considère la lecture transgénérationnelle comme une pratique critique qui peut encourager la formation de liens d'une génération à l'autre en illuminant un continuum d'expérience entre les étapes de la vie et en facilitant le rapprochement et les échanges entre les lecteurs de tous âges. Cette recherche représente une enquête originale, interdisciplinaire, qui porte sur le phénomène de la littérature pour tous en explorant la réaction des lecteurs à ce genre littéraire. Par des analyses de mon vécu et des études de cas, j'explore ce qui pousse le lecteur à lire des œuvres écrites pour une autre génération en posant des questions telles que : Pourquoi les lecteurs à la recherche d'histoires inédites sont-ils prêts à franchir les limites de ce qui est vu comme approprié pour leur âge? Comment peuvent-ils s'identifier avec la littérature d'une autre génération? Qu'est-ce qui distingue leurs expériences individuelles et partagées de la lecture transgénérationnelle? La thèse que je soutiens, c'est que le lecteur qui s'intéresse à ce type de littérature est attiré par les thèmes de continuité qu'on y trouve. Ces thèmes favorisent une vue plus globale des expériences de la vie et de l'identité, et tendent à abolir les frontières séparant les groupes d'âge. Je suggère que le lecteur acquiert ainsi un plus grand sentiment d'appartenance à la communauté et qu'il fait l'expérience d'une « grande conversation » (Peterson & Eeds, 1990), un discours plus ouvert, honnête, et égal, avec les lecteurs d'âges différents. La méthode employée intègre la critique de la littérature pour enfants, le travail de mémoire, l'enquête narrative et les comptes rendus de lectures. J'examine les applications pratiques de la thèse que j'avance en tentant de déceler les thèmes de continuité, de communauté et de conversation dans les expériences des lecteurs. J'utilise la portraiture littéraire pour construire un portrait de lecture de moi-même et des participants du projet de recherche, pour illustrer comment les lecteurs s'identifient à une histoire et intègrent leurs "histoires identitaires" (storied formation, Strong-Wilson, 2008). Ces descriptions intimes et approfondies des lecteurs en conversation ouvrent des pistes de recherche inédites pour mieux représenter et comprendre toute la complexité de la littérature pour tous. En analysant les réactions des lecteurs, je contribue à faire avancer la recherche sur l'important phénomène de la littérature pour tous, non seulement en éclairant la nature de cette dernière, mais aussi en montrant son effet sur les lecteurs (Falconer, 2009). De cette façon, ma recherche s'inscrit dans la foulée des études sur le sujet, qui s'appuient sur la critique de la littérature pour enfants. Puisque le présent travail met en lumière comment les lecteurs se servent d'histoires pour construire leur identité et comment leurs relations personnelles s'en trouvent informées, il apporte des outils qui peuvent être appliqués dans d'autres domaines tels que l'étude de la littératie, la bibliothéconomie, la formation des maîtres, l'étude des programmes, le développement de l'identité, le travail de mémoire, les relations entre les générations, et les études sur les écrits et la culture des jeunes.Mots clés: littérature pour tous, littérature pour enfants, enfance, relations entre les générations, réaction du lecteur, portraiture littéraire, "histoires identitaires" (storied formation), travail de mémoire

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Caperna, Carolyn Grace. "THE BOOK SELECTION PROCESS OF THIRD GRADE STUDENTS DURING LIBRARY." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174398868.

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22

Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.

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Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

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23

Gonzalez, Albert Sosa. "Living books: Reading literature and the construction of reading identity in the lives of preservice teachers." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280283.

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The focus of this study was the perceptions of preservice teachers regarding the major contributing factors in their construction of identity as readers. I wanted to explore their lives as readers and what factors, such as parental and family interactions, the telling of reading of stories, and the role of a children's literature course, influenced their reading. Qualitative methods of research and case study were used in the study. The research questions that guided the study were: (1) What are the preservice teachers' perceptions of themselves as readers? (2) How have their identities as readers evolved and what factors do preservice teachers identify as influencing them as readers? (3) What is the influence of the LRC 480 children's literature course on their identities as readers? (4) What are preservice teachers' understandings of the role of children's literature in literacy development at home and in school? The findings of the study demonstrated the positive influence of several factors in the lives of the preservice teachers, such as, the importance of family involvement in reading, early reading activities, the reading and telling of oral histories, traditions and family stories, and exposure to children's literature including multicultural literature, and the LRC 480 children's literature course. The preservice teachers grew as readers during the children's literature course. They discovered new insights into the reading process and have constructed positive attitudes toward reading. In addition, they have constructed beliefs about reading and the teaching of literature to children as a result of their literacy experiences during their lifetime and the children's literature course.

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24

Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.

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25

Gee, Stacey. "'At the sygne of the cardynalle's hat' : the book trade and the market for books in Yorkshire, c. 1450-1550." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9792/.

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This case study of the production and use of books in Yorkshire in the late fifteenth and early sixteenth centuries has two main aims. The first aim is to investigate the relationship between book production and book ownership in Yorkshire during the late fifteenth and early sixteenth centuries. Unlike the methodology of this thesis, previous studies have usually studied the book trade and the market for books separately. By focusing on both book production and use, this study shows that it is not usually possible to argue from the evidence of one to the other. In order to comprehend both book trade networks and the reading public they served, it is necessary to investigate them together. The second aim of this thesis is to investigate how the book trade was affected by socio-economic and religious changes, in particular, the early years of the Reformation and the new technology of print. Using the evidence of the franchise register of York and guild ordinances and other sources, I show that speculative book production in York became more important after the advent of print. As a result of the self-protecting activities of the London booksellers and printers, however, by the mid-sixteenth century the York book trade was predominantly a service industry. Some previous studies have argued that major changes also took place in levels of literacy and methods of reading during this period. Yet the evidence of Yorkshire wills and inventories indicates that the early religious reforms and the advent of print did not affect the ownership of books to any significant extent. A straight-forward contrast between manuscript culture and print culture is therefore too simplistic and we must consider the variety of ways in which books were acquired and used.

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26

Juneby, Anna. "Don't judge a book by its cover – Using E-books in higher education." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20617.

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Denna uppsats handlar om användningen av E-böcker inom högre utbildning vid Malmö Högskola. Syftet är att undersöka studenters attityder när det gäller användningen av E-böcker jämfört med den tryckta motsvarigheten vid akademiska studier. Studien granskar studenternas preferenser vidanvändningen av E-böcker jämfört med tryckta böcker, samt hur dessa media påverkar studenternas läsvanor. Genom att klargöra i vilka situationer E-böcker eller tryckta böcker har mest fördelar, så kan studenterna göra välgrundade val om vilket medium som de har störst nytta av. En nätbaserad enkät och inspelade intervjuer utgjorde metoderna för insamlingen av data, som sedan jämfördes med tidigare publicerade relevanta studier. Det visade sig att studenterna föredrog tryckta böcker för sina studier, och dessa böcker används fortfarande i första hand vid läsning och analys av längre textavsnitt. Däremot befanns E-böcker vara bäst när man skriver forskningsrapporter. Detta betyder att båda dessa media även framgent har en given plats inom denhögre utbildningen.
This thesis is about the use of E-books in higher education, specifically at Malmö University. The purpose of this study is to investigate attitudes students have towards the use of E-books for scholarly purposes in higher education versus their printed counterparts. This study looks at student preferences in the use of E-books compared to printed books, along with the effects these media have on students reading habits. By discovering in which situations E-books or printed books are most beneficial, students can make informed decisions about which medium will benefit them the most. An online survey and recorded interviews were used as methods for collecting data, whichwas then compared to previously published studies related to this subject. Students were found to prefer the printed book for studying purposes, and it still remains as the main source for reading and analyzing longer passages of text. E-books, on the other hand, were found to be most advantageous when preparing research reports. This means that both media still have their place inhigher education, which is likely to continue in the foreseeable future.

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27

Pappa, Joseph. "Carnal reading early modern language and bodies /." Diss., Online access via UMI:, 2008.

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28

McCray, Jessie Louise. "Books, reading and the mind in the work of William Godwin." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33145.

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This dissertation argues that the British philosopher, novelist and social critic William Godwin (1756-1836) used literary depictions and discussions of book-reading to negotiate public debates about the nature of the human mind. It takes an intellectual-historical approach to Godwin's representation of communications media, using this to illuminate the wider cultural significance of book-reading in Romantic-period Britain. I ultimately claim that for Godwin, the book-object became a literary presence and a conceptual tool by which he expressed and defended his belief in the reality and necessity of intellectual perfectibility. My first three chapters set the groundwork for this argument by exploring Godwin's treatment of 'The Matter of the Reader' (Chapter One), 'The Ethics of Novel-Reading' (Chapter Two), and 'The Discipline of Reading' (Chapter Three). As Godwin engaged with debates about materialism, literary form and education, he negotiated inherited ambivalence about the nature of the human mind and the conditions necessary for its vitality. Godwin's writing about reading exposes a fundamental tension that runs throughout his corpus: he consistently invested confidence in the mind and idealised its operation, yet was simultaneously preoccupied by theorising major threats to its development. My final two chapters argue that Godwin's writing about the book as a material medium provided an ongoing response to this tension. I show that his comparative evaluations of 'Social Media' (Chapter Four) and his literary rendering of books in terms of 'Bodies and Monuments' (Chapter Five) were contributions to debates about the powers of truth, death, and cultural memory. I conclude that Godwin used the book-object as a gesture of faith in the necessary perfection of human minds. This dissertation remaps Godwin's contribution to British culture by drawing attention to the crucial role book-reading played in his philosophy, fiction, essays and correspondence. In doing so, it highlights a rich vein of enquiry opened up by the growing 'interdiscipline' of media history: the cultural figuration of books and reading.

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29

Marrone, Alicia. "The effects of enhanced e-books vs. traditional print books on reader motivation, comprehension, and fluency in an elementary classroom." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583026.

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Students today are spending a significant amount of time engaged in media activity, yet even with an increase of e-reader compatible smart devices, reading has not increased in popularity among elementary school age children. It is critical that students spend time engaged in meaningful reading activities to become proficient readers. Thus, as educators of these 21^st century learners, we must find a way to increase reader motivation and bridge the gap between home leisure activities and school activities. The objective of this study was to determine the impact of reading enhanced e-books on the iPad vs. traditional storybooks with regard to motivation to read, reading comprehension and fluency. Qualitative and quantitative methods of data collection were used, over a period of four weeks with 22 first grade student participants. The results of this study suggested that e-books are more appealing than traditional print books and as equally appealing, if not more appealing to students than educational apps. By the end of the study, all students were fluently reading books at least one guided reading level higher. The results from this study showed that students benefited from the combination of e-books and traditional storybooks, with this method resulting in increased fluency and comprehension among readers.

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30

Donohue, Brianne V. "Picturing meaning| The role of picture books in a fourth grade classroom." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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This qualitative study explored how incorporating picture books into a fourth grade reading program can enhance literacy instruction. Ten fourth grade students read, listened to, and shared twenty selected picture books over a twelve-week period in the classroom setting. The data sources included: observations, conferences, group discussions, student work samples, open ended comprehension assessments, a researcher-generated questionnaire, and a reflective journal. Data analysis using the constant comparative method yielded 38 codes and generated four themes. The themes reflected that picture books: promoted the use of comprehension strategies (visualization, activating background knowledge, determining importance, questioning, inferring, making connections and synthesizing); facilitated the instruction of literary elements; fostered student literary essay writing; and enhanced visual literacy, aesthetic awareness, and reading enjoyment. The study supports Rosenblatt’s reader-response theory, whereby multiple interpretations of literature are valued. Implications for the classroom as well as for further research are presented.

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31

Doty, Deborah E. "CD-ROM storybooks and reading comprehension of young readers." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159136.

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The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level.
Department of Elementary Education

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32

Focarile, Deborah Ann Sharp Patricia Tipton. "The accelerated reader program and students' attitude towards reading." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2693.

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33

Steele, Margaret Walvoord. "A study of the books owned or used by John Grandisson, Bishop of Exeter (1327-1369)." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:cf7b1430-9de4-45b2-84dc-199813910424.

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This thesis sets out to identify the books used by John Grandisson, by establishing the principal characteristics of his handwriting and the marks he used when annotating texts. Grandisson annotated not only his own books, but also the Cathedral's, and those he borrowed. He used books to educate himself and to prepare himself for his role as bishop (Chapter II). From his early books, two salient features of his personality appear: his penchant for turning to sources to find truth, which caused him to learn Hebrew; and his predilection to acquire originalia of the Church Fathers, out of which he developed an enduring admiration for Augustine. Chapter III describes Grandisson's activity in Exeter Cathedral books to make them easier to read. He added apparatus for quick-reference: indexes, tables of contents, running titles, chapter and subject headings. His paraph and paragraphus marks indicate beginnings, and his Nota signs, brackets, and excerpt marks identify sententiae. Chapter IV discusses briefly the content of Grandisson's glosses and other annotations, which reveals a wide range of interests, not only in theology and canon law, but also in history and natural science. He assembled the largest extant collection of Anselm's letters. Other interests include Virgil's poetry, Seneca's tragedies, romances of the Grail, and miracles of the Virgin. The Ordinal with Kalendar attributed to Grandisson survives only in s.xv copies which incorporate feasts introduced after Grandisson's time. Chapter V discusses the contemporary evidence (including books he used) for assessing Grandisson's activity in the production of the Ordinal for his Cathedral Church. Grandisson had a lifelong interest in the relative roles of Church and State; thus, he wrote a 'Life of Becket' (Chapter VI), drawing from many contemporary sources. No doubt his study enabled him to take a confident stand in maintaining the liberties of the Church from c. 1340 to the end of his life. Grandisson's ideal was to be a pastoral bishop. Books helped him in decision-making, in learning his vocation, in educating his clergy. They also sustained him, as man and bishop, through a fruitful career.

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34

Coates, Alan. "English medieval books : the Reading Abbey collections from foundation to dispersal /." Oxford (GB) : Clarendon press, 1999. http://catalogue.bnf.fr/ark:/12148/cb37632749r.

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35

Heywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.

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36

Kitao, S. Kathleen. "Reading, schema theory, and second language learners." Tokyo : Eichosha Shinsha, 1989. http://books.google.com/books?id=Kj5iAAAAMAAJ.

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37

Crescenzo, Erika Lynn. "Reading comprehension evaluated through electronic storybooks and traditional print storybooks /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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38

Sollars, Valerie. "The influence of conditions of reading on early literacy development /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.

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This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.

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39

Fuller, Judith Ann. "A comparative analysis of two television reading programs /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695620589.

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40

Lee, Penelope School of Design UNSW. "Codex : code X : a palimpsest reading of the book as a material object in a new media age." Awarded by:University of New South Wales. School of Design, 2005. http://handle.unsw.edu.au/1959.4/22402.

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This research investigates the effects of new media technologies on the architecture of the book in the context of a New Media Age. The aim of the project was to develop a Conceptual Framework for the design and production of the contemporary book as a material object. The materiality of the contemporary book is examined by revisiting its historical origins in the Middle Ages, to discover the extent in which the ???new??? media technology of mechanical printing determined the design and production of the fifteenth century book. Parallels were then drawn between these effects and those of digital technology on the book in this current New Media Age. The results revealed the book as a palimpsest, where remnants of ???older??? media remain embedded in the design and form of the ???new.??? While fundamentally situated in the field of graphic design, the study also ventures into the disciplines of architecture and the semiotic theories of Umberto Eco and Gunther Kress. The design of the research includes historical and theoretical analysis, case studies of selected contemporary book objects and a series of studio investigations into the space, form, techniques, processes and materials of traditional and contemporary book construction. The theories and design practices of William Morris, implemented in the studio investigations, included researching the origins of book production in the fifteenth century and the traditional hand technologies of papermaking, printmaking and bookbinding. New media investigations included experimental work with laser etching and the embedding of printed, paper pages in porcelain. A synthesis of the theoretical and practical research findings, was then interpreted as semiotic conceptual matrices, from which a Conceptual Framework was constructed. Conclusions drawn from the study reveal the design of the book as a palimpsest of past technologies that remain embedded in the design of the contemporary book. As a material demonstration of the thesis, a series of threedimensional conceptual models were developed as reading sites informing the design of contemporary books as palimpsest readings of the book as a material object for the New Media Age.

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41

Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

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Анотація:

The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

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42

Glasson, Russell. "The impact of digital technologies on reading, readers and the book." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61470/.

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Анотація:

This thesis investigates the developments in contemporary reading that accompany the adoption of new reading technologies, principally the eReader and eBook. Using methods of interview and participant observation, the opinions and values of communities of readers have been collected and analysed to explore how those communities describe the experiences of reading and of books. This research focuses on four case studies: people who are members of reading groups, who have a reading habit which includes at least one book per week, and who describe reading as their main medium for leisure purposes. These are people who express a love of reading, and are comfortable with discussing their own reading experiences. The second case is people who have adopted an eReader for leisure reading. This group share a reading pattern that matches that of the first case in frequency. The third case study investigates Bookcrossing.com, a social network site which promotes a practice of sharing books as gifts, by leaving them in public spaces to form the token for a treasure hunt game, organised through the website. A community has formed around the website Bookcrossing.com, which serves as a record of both the treasure hunt game and the reading experiences for it users. Finally, using the work of Jane Fox and Irene Mensah, the thesis explores the use of Portable Document Format copies of books, where access to an original physical book is limited or unavailable. Material in each case is reviewed and interpreted with respect to the experiential, socio-cultural, and material nature of the data collected. Having established an understanding of the experiences of the reader, based on the interview material collected from the reading group participants, the subsequent case studies offer the opportunity to understand the experiences of reading with, and the use of, the replacement transitional objects, that are in the process of inculcation in literary society. This thesis uses the concept of the assemblage, adopted from the work of Gilles Deleuze and Felix Guattari, as a model for the book as an object, which simultaneously denotes significance for the experience of reading, of the text it contains as well as wide significance for knowledge, wisdom and the transcendent sign. The contemporary situation is one of transition, from the singular book as an object of reading, that holds a single text or aggregation of texts towards the ‘book' as an electronic device. This new device for reading has the potential to deliver any text, where format, digital rights and storage conditions are met, and where the text itself holds the potential to connect out to any and all other texts, provided in a digital material form. The research method adopts the concepts of Ludic approach to understanding reading developed by Wolfgang Iser, deconstruction of the nature of language and discourse as developed by Jacques Derrida, and utilising the concepts of Theory of Mind and Metarepresentation elaborated by Lisa Zunshine. The experiences of reading captured in each case study are compared and exposed to the impact of technological developments changing both readers and books.

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43

Konecny, Renata. "Oral reading improvement therapy in deep dyslexia." View full text, 2005.

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44

Picha, Katharine Agnes. "Leisure reading habits and preferences of anglophone grade 6 early French immersion students related to book promotional activities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28265.

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This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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45

Chera, Pawan D. K. "Multimedia CAL and early reading : iterative design, development and evaluation." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324244.

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46

Abel, Susan S. "Reading to children: Core literature units for kindergarten and first grade." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.

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47

Yu-Chia-Hui and 游嘉惠. "From Reading Anno Mitsumasa’s Picture Books to Reconsider Picture Book Reading." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/98564909935992372791.

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Анотація:

碩士
國立臺東大學
兒童文學研究所
94
The picture book has developed for many years in Taiwan. How should the reader to choose from so many picture books? How does the reader find out the subtle part of the picture books? Moreover, how does the reader nourish from reading the picture books? These questions enable the researcher to know more and decide to do a further study. The picture book which seems to be short, simple, light, actually is a performance by the illustrator, the writer, and the reader. The writer and the illustrator build a world with pictures and text, and the reader is invited to create a “reading” feast. Through reading Anno Mitsumasa’s picture books, the researcher hopes to understand who Anno Mitsumasa is, how he creates picture books, and what his picture books present. Furthermore, confronted with the predicaments and the confusions from the process of reading picture books, the researcher attempts to reconsider the real features of the picture books. There are five chapters in this thesis. Chapter one is the introduction. Chapter two focuses on knowing Anno Mitsumasa and his style and viewpoints of the picture books. Chapter Three is to do a further analysis on Anno Mitsumasa’s picture books. On one hand, through the process from generally reading to attentively reading, the researcher carries on the reading analysis of each page and tries to understand the subtle parts and the connections between the pictures and the text. On the other hand, recording the questions resulting from the reading process, the researcher experiences the distance between the text and the reader. In Chapter four, the researcher probes into the real features of the picture books from the process of receiving the picture books. Chapter five is the conclusion. The researcher resets the reader as the major subject while reading the picture books and sums up the elements of a successful “picture- book reading” to provide a good starting point of reconsidering “picture- book reading” for future creators, workers, readers and researchers.

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48

Wu, Huang-Ming, and 吳煌銘. "Picture Book Reading Instruction—Picture Books about Interpersonal Relationships." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/mxf29s.

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Анотація:

碩士
國立臺東大學
兒童文學研究所
100
This study investigated an application of picture books to reading instruction. Picture books with a theme of interpersonal relationships and various story reading models were used for picture book reading instruction. The experimental instruction, which spanned 12 weeks, consisted of three main units, including “make friends and build relationships”, “control emotions and resolve arguments”, “offer care and maintain friendship”. This reading instruction was expected to help increase students’ ability to develop and maintain interpersonal relationships. Based on the action research approach, fifth-grade students studying in the school where the researcher worked for were provided a series of courses and activities related to development of friendships. Research data were collected from observation, interview, discussion, learning sheets, and teacher reflections. The effects of the instruction were assessed through students’ self-evaluation, classroom observation, inter-evaluation, interpersonal relationship evaluation, and questionnaire. The results of this study were divided into two aspects: 1.In the aspect of interpersonal relationships: (1)Picture book reading instruction could improve students’ interpersonal relationships. (2)Interpersonal relationships had to be formed through practices and interactions. (3)A good interpersonal relationship could prevent relational bullying. 2.In the aspect of instruction: (1)A variety of models of story reading could be applied. (2)Story-telling instruction could be offered in diverse ways. (3)Picture books were helpful during promotion of reading instruction.

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Gilbert, Sarah P. "Reading books in Buenos Aires." Thesis, 2020. http://hdl.handle.net/1959.7/uws:55911.

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Анотація:

This thesis began with my discovery of Argentine literature during a two-and-a-half-year sojourn in that country from 2006–2008. My creative work arose from my wish to reflect upon and account for the experience of learning Spanish in Buenos Aires, and reading about the city’s history and culture in the work of its writers, as well as the work of foreign writers who travelled there during the 20th century. There are two parts to this thesis – an exegesis and a creative work of narrative non-fiction, both of which seek to introduce a selection of Argentine writers to Anglophone readers. In the creative work, my audience is what Virginia Woolf, via Alexander Pope, called ‘the common reader’. The work is a bibliomemoir, where the terrain covered is both literary and geographical, as well as personal. Reading has always provided an extra dimension to travel, allowing the outsider additional points of access to the foreign culture she seeks to know. Books can inform the reader of a city’s history, culture and stories, its place in the world, while also offering the city as an imagined space that she can inhabit and share as she wanders its streets. My creative work focuses on what Argentina’s 20th-century writers had to say about argentinidad, or Argentine national identity. I mostly read those works that were, at the time of my sojourn, available in English translation – as such my selection is somewhat arbitrary and haphazard (this dubious criterion also serves my potential Anglophone reader, who will be unable to access untranslated work). I was also guided by my own interest, particularly in women writers, some of whom are only now being rediscovered for what might be called the Argentine canon. Reading lists that are guided by the writer’s idiosyncratic tastes, as well as the random limitations of circumstance, are characteristic of the bibliomemoir form. Victoria Ocampo is one such writer, and while I dedicate a chapter of my creative work to her biography, the exegesis focuses on her literary output, which, until recent years, has been somewhat neglected by scholars. Ocampo, who is virtually unheard of in Australia, wrote across the genres of autobiography, memoir, travel writing and literary criticism (genres also frequently crossed by bibliomemoirs), and I have studied her work as a way of examining questions that are of deep interest to me: the relationship between reading and identity, writing and identity, and the ways in which both reading and writing work to generate national identities. Ocampo’s writings challenge overwhelmingly masculine notions of argentinidad, and her ideas about nationhood have something to offer to any national community seeking to understand itself beyond traditional tropes of military glory and settler-colonial frontier heroism. The resonance with Australia’s situation is clear, and is made explicit by Ocampo’s elaboration of a South-South connection between her country and mine via her highly idiosyncratic analysis of D.H. Lawrence’s Kangaroo. I hope my discussion of these untranslated essays represents a useful addition to the scholarship in this field.

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Oyebode, Jan R. "Reading about self help books on bereavement." 2009. http://hdl.handle.net/10454/6945.

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