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Статті в журналах з теми "Books and reading"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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1

M.Graff, Jennifer. "Reading, Readin’, and Skimming: Preadolescent Girls Navigate the Sociocultural Landscapes of Books and Reading." Language Arts 87, no. 3 (January 1, 2010): 177–87. http://dx.doi.org/10.58680/la201029425.

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This article shares the voices of preadolescent girls as they participated in an eight-month book selection study which enabled them to be active agents in their book and reading experiences.; The girls, school-identified as struggling readers and self-identified as resistant readers, complicate current notions of reading, as influenced by education policy, and trouble the potential tendencies of educators to equate books with reading.; For these girls, books and reading converged and diverged within various sociocultural spheres and ultimately served as conduits for academic success and social power as well as literary entryways into particular peer communities.“ The girls” words and actions reveal the social and economic currency of particular books within larger communities and remind educators that the social stories may be more valuable or more worthy of “readingâ” than the literal story within the bounded pages of books.

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2

Bădulescu, Dana, and Dan Cristea. "Reading Books Differently." Knygotyra 70 (July 5, 2018): 41–56. http://dx.doi.org/10.15388/knygotyra.2018.70.11807.

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[full article, abstract in English; abstract in Lithuanian] Starting from the premise that the book is a world in itself, which sometimes invades reality, that the “reality” of the city is “literaturized” in the sense given to it by Bertrand Westphal, and so the city is a book, we present a technology intended to complement electronic reading with contextual information. Automatic language processes working on the original text adorn it with electronic artefacts that highlight mentions of entities and relations between them, thus revealing semantic links within the text and outside it, towards web pages and maps, or helping readers initiate and access communities of people preoccupied with sharing readings. The first instantiation of the “Mapping Books” system allows the reader using a tablet or another mobile device to navigate outside the book, pertaining to the geographical entities that the book contains. “Mapping Books” pushes the interactivity with the book content well beyond the usual hypertext links: a mapped book can contextualise instantaneous positions of the user while reading, as well as her/his personality and cultural preferences. Although rooted in a given, constant text, once associated with a specific reader, the book is personalised to enhance reading satisfaction and maximise guiding. The actual effects of such a technology remain to be studied.

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3

Mirza, Nouman. "The Sciences of the Qur’an Readings According to Al-Dhahabi through His Mention of Issues and Benefits in the Biographies of the Qur’an Reciters A Comparative Applied Study." Journal of Umm Al-Qura University for Sharia'h Sciences and Islamic Studies, no. 95 (December 19, 2023): 1–20. http://dx.doi.org/10.54940/si41780961.

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I meant to highlight examples of issues in the sciences of Qur'anic readings and their benefits found in the biographies of Qur'anic readers in Al-Dhahabi's -(died 748 AH)- biographies books, especially his book: (Quranic Biographies Readers). The most important research objectives are to highlight the aspects of the science of Quranic recitations from Al-Dhahabi's book (Quranic Biographies Readers), refer to his efforts, show the book's importance, and compare it with similar books. Following the descriptive methods, I described the aspects of the science of Quranic recitations from Al-Dhahabi's biographies books of readers and compared them with similar books. The essential results are Al-Dhahabi's position in Quran readings, the position of his books, and highlighting the manifestations of his interest in the science of Quran readings. The most important recommendations: Highlight the essential manifestations of the sciences of Quran reading from various biographies and books and show the efforts of their authors.

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4

Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.

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5

Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (July 29, 2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.

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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.

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6

Blair, Amy L. "Reading Matter." American Literary History 32, no. 2 (2020): 365–73. http://dx.doi.org/10.1093/alh/ajaa011.

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Abstract Three new studies of the history of reading, literacy, and publishing bring together reception studies and book history to offer a nuanced and multifaceted look at the varieties of reading culture in the US during the nineteenth century. This essay offers an overview of the current state of nineteenth-century reception studies and book history, and discusses A Literate South: Reading Before Emancipation (2019) by Beth Barton Schweiger; Colonial Revivals: The Nineteenth-Century Lives of Early American Books (2018) by Lindsay DiCuirci; and Books for Idle Hours: Nineteenth-Century Publishing and the Rise of Summer Reading (2019) by Donna Harrington-Lueker.

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7

Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.

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8

Solonenko, Vladimir K. "Programs about Books and Reading in Central Television." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 4 (November 6, 2020): 387–97. http://dx.doi.org/10.25281/0869-608x-2020-69-4-387-397.

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For a long time, various programs about books and reading appeared on TV and then disappeared. They were lost in the TV broadcasting and programs among other programs, cinema films and TV movies. And when programs were closed, they were quickly forgotten. The purpose of this article is to reveal all such TV programs. The author studied the period of more than 50 years. The article gives the names of TV shows about books and reading, belonging to certain channels, and the time of airing. As possible, the author discloses their intent, concepts, content and the names of TV presenters. The sources for the article were weekly bulletins about TV programs, and in the last 30 years — also articles, notes, interviews in professional and general periodicals.In Soviet times, there were TV programs “In the world of books”, “Bookshop”, “Reading circle”. In 1978—1979, the TV presenter of the “Reading circle” was N.M. Sikorsky, then Director of the V.I. Lenin State Library of the USSR. In post-Soviet Russia, there got more broadcasts of that kind. These were both educational programs (“Book yard”, “Graphoman”, “Exlibris”, “Book storehouse”) and numerous commercial ones (“Bookstore”, “Home library”, “Bibliomania”, “World of books with Leonid Kuravlev”, “Book news”, “Book world”). The author gives more details are tells about the program “Graphoman”, which was invented and presented by A.N. Shatalov, the poet, critic and publisher. The program originated in 1994 and was broadcast on various channels for more than 10 years. Programs of the recent years are “Book for breakfast”, “Various Readings”, “Words order”, “Figure of speech”, “Pro-Reading”, “Book measurement”, “What to read?”. For over half a century, television actively supported the initiators and creators of various programs that promoted books and reading. This activity has slightly declined in recent years. But viewers continue to learn from the TV screen about new books and watch events in the book industry.

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9

Caesar, Terry. "Traveling through Reading." Hawliyat 13 (November 4, 2018): 69–72. http://dx.doi.org/10.31377/haw.v13i0.209.

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What does the presence of books in travel books reveal about both reading as well as traveling? From the evidence of Larry McMurtry 's recent short account of South Sea travel, Paradise, books do not so much accompany travel as threaten to supplant it. We can read a book anytime. We can presumably see the Marquises Islands only one time in our lives. And yet the real paradise may be the utter freedom to read that the trip releases rather than the trip itself.

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10

Lee, Jang Suk, and Dong Kyoo Sung. "An Empirical Study on Reading Behavior of University Students : Focusing on the Socio-Psychological Characteristics of Generation Z." Korean Publishing Science Society 111 (June 30, 2023): 111–34. http://dx.doi.org/10.21732/skps.2023.111.111.

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The purpose of this study is to propose a publication marketing strategy by empirically identifying the difference in reading motivation, reading genre, information medium for book purchase, and reading amount by medium according to MBTI type as a socio-psychological characteristic of Generation Z. To this end, university students representing Generation Z were selected as research subjects, an online survey was conducted, and a total of 183 responses were analyzed. Analysis results, reading motivation(pursuit of information and knowledge, pursuit of fun, emotional cultivation, self-realization and self-development, habit, use of leisure time, SNS reading certification, influencer recommendation), reading genre(education books, liberal arts books, practical books, academic books), information media for book purchase (TV, newspaper, book magazine, Internet, YouTube and SNS contents, reading community or publisher homepage, book review, reading campaign and bookstore visit), MBTI in paper book reading volume by media found a difference. The significance of this study is to provide theoretical and practical implications by presenting the role of MBTI in understanding the reading behavior of Generation Z.

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11

Sree, Sharmikha, and Meera s. "Online Automated Library for Reading Books." Research & Review: Machine Learning and Cloud Computing 1, no. 1 (March 29, 2022): 10–14. http://dx.doi.org/10.46610/rrmlcc.2022.v01i01.002.

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In today's environment, people are treated as equals to machines. So book lovers didn't have time to read their favorite novels, and even if they did, they couldn't read them manually, couldn't keep track of what they'd read, or remember what they'd read. In addition, not all books are available in the market at the time of need. People are unable to convey their thoughts and ideas on the book. So, using our app, we can keep track of the books we've read and also share our opinions on them. Users can provide comments or feedback on the book, making it easier for other users to choose a book based on the feedback and remarks. All the books published will be available so no need to search in markets for hours. A text reader option will be a feature in it.

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12

Tran, Le, Nguyen, Pham, Vu, Nguyen, Vuong, et al. "The Relationship between Birth Order, Sex, Home Scholarly Culture and Youths’ Reading Practices in Promoting Lifelong Learning for Sustainable Development in Vietnam." Sustainability 11, no. 16 (August 13, 2019): 4389. http://dx.doi.org/10.3390/su11164389.

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Book reading is an important factor contributing to children’s cognitive development and education for sustainable development. However, in a developing country like Vietnam, statistics have reported a low figure in book reading: only 1.2 books a year. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ reading behavior and its association with demographic factors, and the family’s reading culture. Data analysis suggests the older the student gets, the less inclined they are to read, and being female and having hobbies of low sensory stimulation are linked to higher preference for reading. Regarding scholarly culture at home, students who read more varied types of books and spend more time on books are correlated with higher reading interest. Reading habits are also positively reinforced by the capacity to access books and parental book reading.

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13

Davis, Mary, and Shirley Lyons. "Improving Reading by … Reading: Ideas from Two Teachers." Voices from the Middle 8, no. 4 (May 1, 2001): 51–57. http://dx.doi.org/10.58680/vm20012354.

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Describes a home reading intervention program for students with real reading difficulties, which has turned many students on to reading, by giving students book bags with three books (at different levels) in each bag for home reading. Discusses developing parent support, outlines contents of 30 book bags, and notes challenges and successes of the program.

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14

Grygas Coogle, Christan, Kimberly K. Floyd, and Naomi L. Rahn. "Dialogic Reading and Adapted Dialogic Reading With Preschoolers With Autism Spectrum Disorder." Journal of Early Intervention 40, no. 4 (September 23, 2018): 363–79. http://dx.doi.org/10.1177/1053815118797887.

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An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly assigned to conditions (i.e., 10 to traditional Dialogic Reading, 10 to Dialogic Reading with technology, 10 to control). Intervention was delivered 1 to 4 times per week across 6 months. Results suggest both methods increased vocabulary compared with baseline. Dialogic Reading delivered via both paperback and technology-enhanced books is promising for increasing vocabulary for preschoolers with autism spectrum disorder.

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15

Mustika, Melissa, Kannan Nataraj, Charles Y. C. Yeh, and Tak-Wai Chan. "Exploring the relationship between extensive graded book reading and writing performance among third-grade students: a correlation analysis." Research and Practice in Technology Enhanced Learning 20 (July 8, 2024): 016. http://dx.doi.org/10.58459/rptel.2025.20016.

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This study examines the impact of long-term extensive book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language long-term reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between extensive book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between extensive book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through extensive reading.

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16

Nishikawa, Kinohi. "Merely Reading." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 697–703. http://dx.doi.org/10.1632/pmla.2015.130.3.697.

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Recent statistics on african american readers outline distinct trends that are difficult to reconcile with each other. On the one hand, standardized tests of high school reading proficiency show that African Americans are falling further behind students in every other racial and ethnic group. The National Assessment of Educational Progress “report card” on reading claims that “Black twelfth-graders scored lower in 2013 than in 1992,” when the assessment began, while “the White-Black score gap widened” over that period (“Top Stories”). On the other hand, the Pew Research Center, in a survey published in 2014, reveals that a notably high percentage of African American adults are book readers. Pew's statistics show that when it comes to having read at least one book in the past year, there are more black readers than white or Hispanic readers (81% versus 76% and 67%, respectively) and that African Americans have read more e-books, audiobooks, and books in print than any other group (“E-Reading”).

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17

Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.

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18

Le Thuy, Tien. "Reading picture book activities in the preschool." Journal of Science Educational Science 67, no. 4A (December 2022): 204–14. http://dx.doi.org/10.18173/2354-1075.2022-0107.

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This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express personal reasoning after interacting with picture books. However, teachers still have difficulty in classifying books suitable for children in each activity. Organizational forms and methods have not exploited optimally the value of picture books in developing necessary skills for preschool children.

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Nakamura, Lisa. "“Words with Friends”: Socially Networked Reading on Goodreads." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 238–43. http://dx.doi.org/10.1632/pmla.2013.128.1.238.

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Reading isn't what it was. As we enter the “late age of print,” E-Books are still less common than “P-Books” (printed books), but the balance is quickly changing, especially in the world of academic publishing (Striphas xii). While many lament the loss of the p-book's materiality, texts have become more lively as a result of digitization: textual-production platforms like blogging let writers and readers interact with each other and create intimate social relationships. As Kathleen Fitzpatrick found while writing her book Planned Obsolescence using CommentPress, an online platform that enables readers' commenting, writing can become a more social and creative process when done in dialogue with readers. This turn to the social in writing parallels a turn to the social in media generally. Thus, it makes sense to evaluate not how far our devices are taking us from paper—the answer is already pretty far—but rather how digital media are creating new social valences of reading.

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Pinto, Maria, Cristina Pouliot, and José Antonio Cordón-García. "E-book reading among Spanish university students." Electronic Library 32, no. 4 (July 29, 2014): 473–92. http://dx.doi.org/10.1108/el-05-2012-0048.

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Purpose – This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, considering their academic context, at the confluence of analog and digital materials and learning. Likewise, REWIL 2.0 detects who are e-book readers (eBR) and who are not and produces a statistics indicator to identify five categories of eBRs by their frequency of e-book reading. This research gathered 745 online surveys between April and July 2010 in 15 degree programs at the University of Granada: Spanish philology, English philology, history, mathematics, chemistry, environmental sciences, education, library and information science, law, medicine, biology, dentistry, computer systems, architecture and civil engineering. Design/methodology/approach – This present study is a transversal applied research, where 745 students were surveyed from 15 different academic disciplines offered at the University of Granada (Spain), representing the five main discipline areas. The survey was carried out by means of a structured online survey, with REWIL 2.0 research tool. To ensure internal consistency of correlation between two different survey items designed to measure e-book reading frequency, Pearson’s r reliability test was applied. Likewise, Persons’ chi-squared statistics were applied to test the hypotheses and to detect if significant correlation existed between academic disciplines and e-book reading frequency measured through a Likert scale. Findings – The present research is motivated by our interest in discovering what effect the current technological maelstrom and the rapid growth of new portable digital reading devices in the Spanish university environment are having on students’ lives, and the extent to which students have adopted new reading technologies. Their first aim is to establish who is reading e-books in the University? A second aim is to answer the following question: is the academic discipline a determinant factor in e-book reading habits and students’ attitudes about it? The authors began by considering the following hypotheses: University students’ attitudes to e-book reading and the way they use them will be determined by the scientific discipline they study. Students of humanities, social sciences and law will prefer to read traditional format books (printed paper), while students of experimental sciences, health and technical courses will prefer reading e-books. Students’ preferences will be determined by their previous reading experiences. Originality/value – The main objective of the present study is to learn whether there are any notable differences among university students from distinct disciplines with regard to their attitude and behavior toward e-books. The authors, therefore, set out to identify the segment of the student population that does not read e-books yet (non-eBRs) from those who have already read at least one (eBRs), and within this segment, the readers that have read e-books recently (recent eBRs); find out how frequently university students are reading in different formats (paper and digital), document types (book, written press, etc.) and languages (textual, multimodal, etc.) identify what channels are used to access e-books; find out university students’ opinions on the advantages and disadvantages of reading e-books as compared to traditional print books; and identify the types of improvements or changes to the design–production–distribution–reception chain that students consider might help extend e-book reading.

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Kotelevskaya, Vera V. "READING “LOGOS REVIEW OF BOOKS”." Practices & Interpretations: A Journal of Philology, Teaching and Cultural Studies 5, no. 2 (June 1, 2020): 143–51. http://dx.doi.org/10.18522/2415-8852-2020-2-143-151.

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The essay covers focal topics, genres, and structure of the first issue of the Russian newspaper “Logos Review of Books”. The periodical is conceived as a review supplement to “Logos”, the leading post-Soviet academic journal on philosophy, culture studies and human research methodology. In terms of format it is an analytical monthly periodical covering not only Russian and translated books (fiction, nonfiction on humanities), but also products of new media, cultural events, and ongoing debates on problems of education, technologies, etc. The genre structure is represented mainly by critique and reviews, while burning issues are discussed in few essays, interviews, and comments. In comparison with academic style of “Logos” (however, in recent years it has been somewhat diluted with “essayism” and provocation), this format is closer to the popular scholarly criticism, and the publication obviously claims to be an intellectual trendsetter, while orienting itself on the foreign samples of book reviews (“London Review of Books”, etc.).

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Retoliah, Retoliah, Kasmiati Kasmiati, and Heru Kurniawan. "Management of Book Reading Curriculum in the Family to Develop an Interest in Reading in Early Children." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 1 (March 24, 2023): 181–88. http://dx.doi.org/10.37680/qalamuna.v15i1.2374.

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Reading books by parents to children in the family is essential to manage properly. This study aimed to find and explain the management of parents' book reading curriculum in early childhood in family life. This study uses qualitative field research, which focuses on examining texts in references and research articles that discuss the introduction of literacy and reading activities in the family. The data collection technique used is documentation in the form of data sources from various reference sources, both journal articles, research results, and reference books. Data analysis techniques are carried out by reviewing data based on the scientific point of view, analyzing and criticizing the data studied comprehensively, and presenting the results in its findings. The results of his research are that the management of the curriculum for reading books for parents to children is carried out through (1) management in building family literacy goals which are carried out by getting used to reading books; (2) managing the provision of reading materials in the family which is carried out by organizing and managing a place for books in a strategic family room and managing reading interesting books, according to interests, and by the stages of child development; (3) management of routine reading activities so that it becomes a habit in the family; (4) award-based assessment management of book reading activities that have been carried out.

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23

Li, Chen. "A Study on the Impact of Digital Picture Book Reading on Children's Reading Literacy." Communications in Humanities Research 34, no. 1 (May 21, 2024): 5–9. http://dx.doi.org/10.54254/2753-7064/34/20240078.

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Анотація:

With the advent of the Internet era, digital picture books, as a booming reading resource for children, have gradually become the starting point for most children to read. However, digital reading also faces issues such as information overload and distraction, and further attention should be paid to children's reading literacy in the digital reading environment. Therefore, this article selects 26 students from a kindergarten in Shangqiu City, Henan Province, China as the research subjects. The subjects are divided into an experimental group and a control group for a one-month comparative study. The experimental group uses the "Companion Fish Picture Book" iPad App to achieve digital picture book reading, while the control group uses traditional paper picture books for reading. Two groups of students were evaluated by the teacher and their grades were analyzed. The results showed that children who read digital picture books had a good research impact on vocabulary, reading comprehension, and reading interest. The conclusion was drawn that digital picture book reading can significantly improve children's reading literacy.

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24

Wang, X. Christine, Tanya Christ, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books." AERA Open 5, no. 3 (July 2019): 233285841986934. http://dx.doi.org/10.1177/2332858419869343.

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Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 38, no. 5 (September 2006): 48–51. http://dx.doi.org/10.3200/chng.38.5.48-51.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 1 (January 2007): 52–55. http://dx.doi.org/10.3200/chng.39.1.52-55.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 3 (January 2007): 54–56. http://dx.doi.org/10.3200/chng.39.3.54.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 5 (January 2007): 54–57. http://dx.doi.org/10.3200/chng.39.5.54-56.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 1 (January 2008): 51–54. http://dx.doi.org/10.3200/chng.40.1.51-54.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 3 (May 2008): 53–56. http://dx.doi.org/10.3200/chng.40.3.53-56.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 5 (September 2008): 63–68. http://dx.doi.org/10.3200/chng.40.5.63-c4.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 41, no. 1 (January 2009): 44–47. http://dx.doi.org/10.3200/chng.41.1.44-47.

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Huber, Mary Taylor. "Books Worth: Reading." Change: The Magazine of Higher Learning 41, no. 3 (May 2009): 59–63. http://dx.doi.org/10.3200/chng.41.3.59-62.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 42, no. 1 (January 2010): 57–60. http://dx.doi.org/10.1080/00091380903449144.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 42, no. 3 (April 30, 2010): 47–50. http://dx.doi.org/10.1080/00091381003704495.

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BRIGGS, JULIA. "Reading Children's Books." Essays in Criticism XXXIX, no. 1 (1989): 1–17. http://dx.doi.org/10.1093/eic/xxxix.1.1.

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William Irwin. "Reading Audio Books." Philosophy and Literature 33, no. 2 (2009): 358–68. http://dx.doi.org/10.1353/phl.0.0057.

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Howard, Nicole. "Books and Reading." Technology and Culture 56, no. 4 (2015): 957–64. http://dx.doi.org/10.1353/tech.2015.0141.

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van der Vlies, Andrew. "Reading Banned Books." Wasafiri 22, no. 3 (November 2007): 55–61. http://dx.doi.org/10.1080/02690050701565810.

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Huber, Mary Taylor. "Books Worth: Reading." Change: The Magazine of Higher Learning 42, no. 5 (August 30, 2010): 47–49. http://dx.doi.org/10.1080/00091383.2010.505155.

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41

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 1 (December 27, 2010): 50–53. http://dx.doi.org/10.1080/00091383.2011.533097.

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42

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 3 (April 29, 2011): 60–64. http://dx.doi.org/10.1080/00091383.2011.569267.

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43

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 5 (August 31, 2011): 53–57. http://dx.doi.org/10.1080/00091383.2011.599284.

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44

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 1 (January 4, 2012): 39–42. http://dx.doi.org/10.1080/00091383.2012.636003.

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45

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 3 (May 15, 2012): 69–72. http://dx.doi.org/10.1080/00091383.2012.672920.

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46

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 5 (September 2012): 53–57. http://dx.doi.org/10.1080/00091383.2012.706509.

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47

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 45, no. 1 (January 2013): 67–72. http://dx.doi.org/10.1080/00091383.2013.749163.

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48

Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 45, no. 3 (May 2013): 34–39. http://dx.doi.org/10.1080/00091383.2013.787268.

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49

Wu, Zhaoqi, and Fadzilah Amzah. "A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers." Forum for Linguistic Studies 5, no. 3 (November 8, 2023): 1954. http://dx.doi.org/10.59400/fls.v5i3.1954.

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With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.

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50

Kurniadi, Seto. "STUDENT EFL PERSPECTIVE TOWARDS EFFECTIVENESS EBOOKS AND PRINTED BOOKS IN A PANDEMIC SITUATION FOR INCREASING READING COMPREHENSION AT UNIVERSITY SINGAPERBANGSA KARAWANG." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 2 (December 29, 2021): 158. http://dx.doi.org/10.17977/um006v5i22021p158-163.

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The present study reports students’ responses on the usage of e-books as well as its effectiveness following their experience. This study also examines the students’ preference and experience for printed books and e-books. The method of this research is qualitative method. The data was collected through observation, interview, and documentation. Qualitative findings show that: (1) All of the students had an interest in using e-book in pandemic situation; (2) the use of e-book in in pandemic situation made students independent and active in reading comprehension; (3) e-book engaged them in reading comprehension rather than printed book; (4) e-book motivated students in reading comprehension. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective reading teaching method.

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