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Статті в журналах з теми "Involvement in reading"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano, and Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review." International Multidisciplinary Research Journal 3, no. 4 (December 23, 2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

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2

MACLEOD, FLORA. "Parental involvement in reading." Early Child Development and Care 27, no. 1 (January 1987): 59–71. http://dx.doi.org/10.1080/03004430.1987.10721181.

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3

Macleod, Flora. "Parental involvement in reading." Early Child Development and Care 27, no. 1 (1987): 59–71. http://dx.doi.org/10.1080/0300443870270105.

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4

Share, David L., Anthony F. Jorm, Russell Matthews, and Rod Maclean. "Parental involvement in reading progress." Australian Psychologist 22, no. 1 (March 1987): 43–51. http://dx.doi.org/10.1080/00050068708256196.

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5

Jeffres, Leo W., Jae-Won Lee, Kimberly Neuendorf, and David Atkin. "Newspaper Reading Supports Community Involvement." Newspaper Research Journal 28, no. 1 (January 2007): 6–23. http://dx.doi.org/10.1177/073953290702800102.

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6

Drummond, Andrew, Lynne Godfrey, and Richard Sattin. "Promoting parental involvement in reading." Support for Learning 5, no. 3 (August 1990): 141–45. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00403.x.

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7

Elish-Piper, Laurie. "Parent Involvement in Reading: Summer Reading Ideas for Families." Illinois Reading Council Journal 47, no. 3 (June 10, 2019): 34–37. http://dx.doi.org/10.33600/ircj.47.3.2019.34.

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8

van der Bolt, Ulian, and Saskia Tellegen. "Involvement While Reading: An Empirical Exploration." Imagination, Cognition and Personality 12, no. 3 (March 1993): 273–85. http://dx.doi.org/10.2190/jjhq-vtlp-pf41-tbpc.

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Анотація:

Emotional and imaginative involvement while reading are often associated with immature reading processes. To explore the validity of this viewpoint we investigated over a thousand reader responses among pupils aged nine to fifteen and among adults who, due to their professional occupation, regularly read themselves. In preliminary inquiries we first investigated main categories of reading involvement such as absorption while reading, imaginative involvement and emotional involvement. In a second phase of our research we looked for subdivisions of these main categories, resulting in descriptions of many different phenomena within the categories as mentioned above. These descriptions enabled us to construct questionnaires on the many aspects of reading involvement for the main part of our project. Our preliminary results indicate that there are differences in several areas of reading involvement between children and adult readers. The general trend of those differences is that the probability of personal experience of reader-responses in the areas of imagination and emotion is greater among adult readers than among pupils. In this article we consider the implications of this general trend, using results from the area of emotional reading involvement as an example. Questionnaires on emotional involvement were completed by 198 pupils, 106 teachers and 135 librarians.

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9

Yoshida, Hiroko. "An approach to extensive reading: Active involvement during sustained silent reading." Language Teacher 38, no. 6 (November 1, 2014): 19. http://dx.doi.org/10.37546/jalttlt38.6-3.

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A number of studies have demonstrated that extensive reading (ER) can result in a variety of language learning gains; however, how ER programs should best be implemented in the EFL classroom has not been fully explored. This article provides practical advice to instructors in this regard and asserts the effectiveness of active involvement in sustained silent reading (SSR) to foster ER learning. 多読の有用性については多くの研究で報告されているが、授業で実際に多読を実施する最良の指導法については十分に議論されていない。本論では、この観点において教師に実践的な助言を施し、教師が授業内多読に積極的にかかわり持続的黙読(SSR)を行うことの有効性について述べる。

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10

Turunen, Tiina, Elisa Poskiparta, and Christina Salmivalli. "Are reading difficulties associated with bullying involvement?" Learning and Instruction 52 (December 2017): 130–38. http://dx.doi.org/10.1016/j.learninstruc.2017.05.007.

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11

Boland, Nicola, and Katy Simmons. "Attitudes to reading: A parental involvement project." Education 3-13 15, no. 2 (June 1987): 28–32. http://dx.doi.org/10.1080/03004278785200181.

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12

Goddard, S. J. "Parental Involvement in Precision Teaching of Reading." Educational Psychology in Practice 4, no. 1 (April 1988): 36–41. http://dx.doi.org/10.1080/0266736880040108.

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13

de Montfort, Sister Marie. "Book reviews : Parental involvement in children's reading." Child Language Teaching and Therapy 3, no. 1 (February 1987): 118–19. http://dx.doi.org/10.1177/026565908700300114.

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14

Cattley, Georgina, and Jonathan Anderson. "Book Review: Parental Involvement in Children's Reading." Australian Journal of Education 33, no. 1 (April 1989): 89. http://dx.doi.org/10.1177/000494418903300111.

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15

Bonanati, Sabrina, and Charlott Rubach. "Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School." Societies 12, no. 2 (April 1, 2022): 63. http://dx.doi.org/10.3390/soc12020063.

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Анотація:

Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- and home-based involvement with children’s reading competence. We also tested whether school- and home-based involvement mediated the relationship between structural context variables (e.g., migration background) and reading competence. A total of 254 parent–child dyads answered a questionnaire at two measurement points, i.e., at the beginning and the end of the first grade in elementary school. Home-based involvement and reading competence were negatively, reciprocally related to each other. Furthermore, we found a negative association between reading competence at the beginning of grade 1 and the relative change in school-based involvement at the end of grade 1. No mediation effects of school- and home-based involvement in the relation between structural context variables and reading competence were found. This paper provides a deeper understanding of the complex interrelations of the family–school partnership during the first school year.

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16

Jahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (April 28, 2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.

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Анотація:

The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plus translation with different involvement loads were compared against each other in terms of the immediate and delayed retention of new words. The study partially supported the involvement load hypothesis in that the task with the highest involvement loads resulted in better immediate and delayed retention of new words. The results of the experiment also showed that tasks with similar involvement loads might not result in similar amounts of vocabulary learning. Keywords: Task-induced involvement, load hypothesis, vocabulary learning, word retention, task.

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17

Sugio, Takeshi. "The involvement of inhibitory control in table reading." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 1D—052–1D—052. http://dx.doi.org/10.4992/pacjpa.81.0_1d-052.

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18

Fitton, Lori, and Gilbert Gredler. "Parental involvement in reading remediation with young children." Psychology in the Schools 33, no. 4 (October 1996): 325–32. http://dx.doi.org/10.1002/(sici)1520-6807(199610)33:4<325::aid-pits7>3.0.co;2-l.

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19

Mulders, Maria D. G. H., O. Corneille, and O. Klein. "Label reading, numeracy and food & nutrition involvement." Appetite 128 (September 2018): 214–22. http://dx.doi.org/10.1016/j.appet.2018.06.003.

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20

Casby, Michael W. "Speech-Language Pathologists' Attitudes and Involvement regarding Language and Reading." Language, Speech, and Hearing Services in Schools 19, no. 4 (October 1988): 352–61. http://dx.doi.org/10.1044/0161-1461.1904.352.

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Анотація:

A survey was conducted to explore public school speech-language pathologists' attitudes and perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Data indicated that public school speech-language pathologists believe they ought to be involved with children with reading disorders, yet they report that they are not involved to a great extent. Those surveyed also reported a present lack of competencies and available training to assist them in assuming a more integral role in the management of children who possess a reading disorder. ...the speech pathologist's role in reading instruction is something more than the identification and remediation of coexisting defects of articulation or auditory perception.... The speech pathologist has an essential contribution to make to the process of reading acquisition, in normal and language disordered children ?. The speech pathologist has the responsibility to assess and develop the linguistic prerequisites for reading, as well as to assist the child in developing the specific linguistic awareness required for reading (Rees, 1974, pp. 257-258). ...we believe that there is a significant amount of evidence to indicate that speech pathologists can make a very important contribution to the prevention and treatment of reading problems (Stark, 1975, p. 834). Because the speech-language pathologist is a specialist in the area of language, he/she is, in many cases, the best qualified to identify, assess and remediate the language-based reading problems exhibited by many reading-disordered children (Catts & Kamhi, 1986, p. 335).

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21

Cao, Fan, and Charles A. Perfetti. "Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading." PLOS ONE 11, no. 12 (December 16, 2016): e0168414. http://dx.doi.org/10.1371/journal.pone.0168414.

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22

Namaziandost, Ehsan, Murad Hassan Mohammed Sawalmeh, Shouket Ahmad Tilwani, Meisam Ziafar, Arin Arianti, Ronald M. Hernández, Oleg Anatolevich Razzhivin, Yolvi Ocaña-Fernández, Doris Fuster-Guillén, and Jessica Palacios Garay. "Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development." SAGE Open 11, no. 4 (October 2021): 215824402110517. http://dx.doi.org/10.1177/21582440211051723.

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Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.

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23

Ardiansyah, Welly. "URBAN STUDENTS’ READING COMPREHENSION ACHIEVEMENT: IMPLICATIONS OF ATTITUDE, MOTIVATION, AND PARENTAL INVOLVEMENT." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 1 (June 30, 2020): 58. http://dx.doi.org/10.33373/as.v11i1.2420.

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The reason why the writers conducted the research is to know the correlations among reading attitude, and motivation of urban students, and parental involvement towards their reading comprehension achievement of four private polytechnics in Palembang 2018/2019. In conducting the research, the writers used the method of quantitative-correlation. The sample was 99 students and the random sampling method was used. All the data were analyzed with Multiple Regression. The instrument to collect data in this research is the reading comprehension test comprising 40 questions in terms of multiple choices. The results show that (1) reading attitude has a positive influence towards reading comprehension achievement in which t1= 2.596, p-value = 0.011/2 = 0.0055 < 0.05, (2) reading motivation has a positive influence towards reading comprehension achievement in which t2= 4.658, p-value = 0.000/2 = 0 < 0.05, (3) parental involvement significantly influences students’ reading comprehension achievement in which t3= 6.21, p-value = 0.000/2 = 0 < 0.05, and (4) FCal is 31.189, p-value = 0.000 < 0.05 which imply that students’ reading attitude, students’ reading motivation, and parental involvement positively affect students’ reading comprehension achievement.

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24

Kang, Min-Hwi. "Vocabulary Exercises With Different Involvement Load After Reading in a University EFL Reading Class." Korean Journal of Applied Linguistics 31, no. 4 (December 31, 2015): 31. http://dx.doi.org/10.17154/kjal.2015.12.31.4.31.

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25

Khodaparast, Seyedeh Mitra, and Mohammad Hossein Keshmirshekan. "Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners." International Journal of Linguistics, Literature and Translation 4, no. 11 (November 29, 2021): 210–18. http://dx.doi.org/10.32996/ijllt.2021.4.11.23.

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Анотація:

The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed varying loads on participants. The two reading texts were controlled for their difficulty level: one with the high level of involvement load and the other with lack of involvement load, thus two experimental groups. There was a reading comprehension exam for those who participated in the first experimental group (with a high involvement load). Reading comprehension was assessed using the first Vocabulary Knowledge Scale (VKS1), which measures vocabulary knowledge. The second reading comprehension assignment was simultaneously presented to the second experimental group (the one with a low involvement load). After two weeks, they were administered VKS2, and their results were recorded. Analyzing the data was done by using independent t-tests. Exposure to high levels of involvement load has been shown to impact vocabulary development in English learners. This is despite respondents being able to recall more words from high-involvement vocabulary acquisitions than from low-involvement vocabulary acquisitions. Findings from this study may be used to construct practical tasks of reading with suitable degrees of difficulty for English language learners (EFL/ESL) teachers and vocabulary instructors.

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26

Elish-Piper, Laurie. "Parent Involvement in Reading: What Do Kids’ Sports and Family Involvement Have in Common." Illinois Reading Council Journal 47, no. 4 (September 1, 2019): 42–45. http://dx.doi.org/10.33600/ircj.47.4.2019.42.

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27

Dong, Yang, Sammy Xiao-Ying Wu, Wei-Yang Dong, and Yi Tang. "The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis." Educational Sciences: Theory & Practice 20, no. 2 (April 23, 2020): 63–82. http://dx.doi.org/10.12738/jestp.2020.2.005.

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A rich home literacy environment (HLE) fosters students’ academic achievement. However, the link between HLE and children’s reading comprehension is unclear. This study examined the effects of HLE factors on children’s reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children’s reading comprehension was moderate (z = .32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children’s reading comprehension. Third, parents’ involvement and literacy expectations of children had a significantly higher correlation with children’s reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement.

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28

Ibrahim, Raphiq, Naftally Israeli, and Zohar Eviatar. "Hemispheric involvement in reading: The effects of language experience." Journal of Neurolinguistics 23, no. 4 (July 2010): 427–42. http://dx.doi.org/10.1016/j.jneuroling.2010.04.002.

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29

Jeffrey, I. W. M. "Time involvement in journal reading and a suggested facilitation." Medical Teacher 14, no. 4 (January 1992): 333–41. http://dx.doi.org/10.3109/01421599209018852.

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30

Topping, Keith. "A Whole School Policy on Parental Involvement in Reading." Reading 23, no. 2 (July 1989): 85–97. http://dx.doi.org/10.1111/j.1467-9345.1989.tb00354.x.

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31

Saito, Yu, and Nobuko Uchida. "Involvement of adults during picture book reading in childhood." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): L—003—L—003. http://dx.doi.org/10.4992/pacjpa.78.0_l-003.

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32

Harji, Madhubala Bava, Kavitha Balakrishnan, and Krishnanveni Letchumanan. "SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development." English Language Teaching 9, no. 12 (November 6, 2016): 1. http://dx.doi.org/10.5539/elt.v9n12p1.

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<p>Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system.<strong><em> </em></strong>However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental involvement. The six month Smart Partnership in Reading in English (SPIRE) formalised programme, which created a platform for non-native parents to play a more active role in developing early literacy skills in young children, particularly, reading skills in English language, was explored as an option. 25 non-native five year old children, 25 parents and the class teacher were involved in the programme. A rich ESL literacy environment was created both at school and homes by making a wide range of English storybooks and multimedia materials available for the children to be taken home. The parent-teacher partnership scaffold the children’s reading development. The teacher reads storybooks in school and the parents at home. Qualitative data gathered via interviews, home visits, meetings and informal conference provided evidence for parents’ positive attitudes towards reading English storybooks and towards being involved in their child’s reading development, a positive link between levels of parental involvement and reading development, and the plausibility of involving non-native parents through a formalised reading programme. The SPIRE programme explored in the Malaysian context can also be adopted in non English speaking countries for similar purposes.</p>

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33

Koek, Martijn, Tanja Janssen, Frank Hakemulder, and Gert Rijlaarsdam. "Literary reading and critical thinking." Scientific Study of Literature 6, no. 2 (December 31, 2016): 243–77. http://dx.doi.org/10.1075/ssol.6.2.04koe.

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Abstract Previous research suggests that literary reading may involve critical thinking. This involvement may facilitate critical literary understanding (CLU), i.e. understanding the literary text in a reconstructive, de-automatized manner. However, little is known about the cognitive processes this involvement entails. This study aims: (1) to conceptualize CLU, by relating dual process theory to concepts from the domain of literary studies (foregrounding, defamiliarization); (2) to test CLU in an educational context. An instrument to measure CLU was designed. A prospective cohort study was conducted (N = 271, grades 10–12, pre-university education, ages 14–19) at a Dutch secondary school. CLU, critical thinking skills (CTS) and dispositions (CTD) were measured one month after the start of the academic year, CLU was measured again four months later. Results show that students improve in CLU. This improvement is mediated by CTD and moderated by CTS. These results suggest that critical thinking can be engaged in the literature classroom.

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34

Alowais, Aisha. "The Effects of Leveled Reading on Second Language Learners." International Journal of Research in Education and Science 7, no. 4 (October 10, 2021): 1281–99. http://dx.doi.org/10.46328/ijres.2447.

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Анотація:

This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development. The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

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35

Ntim, Stephen Kwabena. "Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana." International Journal of Education 7, no. 3 (August 20, 2015): 31. http://dx.doi.org/10.5296/ije.v7i3.7040.

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<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is<br />found to be the number one critical factor contributing positively to language and emergent<br />literacy. Home reading activities in which parents are involved significantly influence<br />achievements in reading as well as in language comprehension and expressive language skills.<br />This report also points to possible link between educational background of parents and<br />children’s reading achievement at the pre-school: the higher the parental education background,<br />the higher the level of home involvement predicting children’s early achievement in literacy<br />skills.</p>

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36

RASINSKI, TIMOTHY, and BRUCE STEVENSON. "The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program, On the Reading Achievement of Beginning Readers." Reading Psychology 26, no. 2 (April 2005): 109–25. http://dx.doi.org/10.1080/02702710590930483.

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37

Rossi, Laura Lucia. "Reading the World, Reading the Self." Comparative Critical Studies 17, no. 3 (October 2020): 479–96. http://dx.doi.org/10.3366/ccs.2020.0375.

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This article is a reflection on the wordy and worldly characters of literary texts that invites us to focus on how their referentiality unfolds in the act of reading. The article focuses in particular on the necessity for world literature to factor in the subjective involvement of the reader entailed by literary communication. It does so by firstly revisiting the old debate about referentiality and contextualization of literary texts in literary studies, and specifically within world literature, which is particularly concerned with understanding the boundaries of literary communication. It then analyses how the worldly and wordy components of literature can be brought together by considering the act of reading as the core of meaning production and as a process of generative construction, which, when based on the interaction between readers and distant texts, like in the specific case of world literature, has the possibility to maximize its potential. Engaging with Iser's and Poulet's phenomenological approaches to the act of reading, the article argues against the vision of literary texts as transparent objects and encourages scholars working on world literature to embrace the translucency and generative potential that literature offers, inviting them to embrace aesthetic and anthropological perspectives so as to understand works of world literature as tools for interpretation both of the world and of ourselves.

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38

Fiala, Cathy L., and Susan M. Sheridan. "Parent involvement and reading: Using curriculum-based measurement to assess the effects of paired reading." Psychology in the Schools 40, no. 6 (October 15, 2003): 613–26. http://dx.doi.org/10.1002/pits.10128.

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39

Wang, Qi, Xiaoli Zhou, and Xiaohang Zhang. "Study of How Experience Involvement Affects Users’ Continuance Intention to Use Mobile Reading." Journal of Systems Science and Information 2, no. 6 (December 25, 2014): 532–42. http://dx.doi.org/10.1515/jssi-2014-0532.

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AbstractWith the rapid development of mobile internet and the continuous replacement of new smart phones, the advancement of we-media age, and advent of the era of 4G, reading revolution has opened. This paper is to study which factors affect users’ continuance intention. We discussed the relationship between experience involvement, subjective norms, and the dimensions of perceived value as well as users’ continuance intention. The results show that the model which this paper put forward could effectively explain the hypothesizes, and this paper mainly draws the following conclusions: subjective norm significantly affect experience involvement; on one hand, experience involvement significantly and directly affect users’ continuance intention, and on the other hand, indirectly affect users’ continuance intention by significantly affect the users’ perceived usefulness, perceived pleasure and perceived cost; experience involvement can’t significantly affect users’ perceived image enhancement. We suggest the mobile reading providers pay more attention to the free experience process, increasing its convenience, enriching its content and rationalizing its cost. And they should also optimize the mobile reading to improve users’ perceived image enhancement. Mobile reading providers should let users more involved to achieve value co-creation.

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40

Evans, Mary Ann. "Parental Involvement in Beginning Reading : A Three Year Longitudinal Study." Canadian Journal of School Psychology 13, no. 2 (June 1998): 77–78. http://dx.doi.org/10.1177/082957359801300207.

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41

Topping, Keith. "W.H.I.C.H. Parental Involvement in Reading Scheme? A guide for practitioners." Literacy 20, no. 3 (November 1986): 148–56. http://dx.doi.org/10.1111/j.1467-9345.1986.tb00338.x.

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42

Socorro, Mendoza. "Cultural and Parental Involvement Affect on English Learners Reading Development." i-manager’s Journal on English Language Teaching 7, no. 2 (2017): 1. http://dx.doi.org/10.26634/jelt.7.2.13492.

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43

Paasche, Erlend, and Katrine Fangen. "Transnational Involvement: Reading Quantitative Studies in Light of Qualitative Data." International Journal of Population Research 2012 (October 31, 2012): 1–12. http://dx.doi.org/10.1155/2012/580819.

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Studies of migrant transnationalism are dominated by qualitative case studies. To take the field further, there is a need for more quantitative studies and for connecting quantitative and qualitative studies through a reiterative feedback loop. In order to contribute to this, we take two refined and original quantitative studies, one by Snel et al. and one by Portes et al., as a vantage point, commenting on the authors’ organization of analytical categories and their operationalization of key concepts, in light of our own, qualitative data. These data come from a research project, EUMARGINS, where we analyze processes of inclusion and exclusion of young adult immigrants and descendants in seven European countries, using participant observation and life-story interviews in combination with statistical data. We conclude that the process whereby young migrants identify themselves in terms of ethnicity and belonging is context-specific, multidimensional, and hard to study quantitatively.

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44

Frost, Ram. "Phonological computation and missing vowels: Mapping lexical involvement in reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 21, no. 2 (1995): 398–408. http://dx.doi.org/10.1037/0278-7393.21.2.398.

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45

Loera, Gustavo, Robert Rueda, and Jonathan Nakamoto. "The Association Between Parental Involvement in Reading and Schooling and Children's Reading Engagement in Latino Families." Literacy Research and Instruction 50, no. 2 (March 3, 2011): 133–55. http://dx.doi.org/10.1080/19388071003731554.

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46

Shelleby, Elizabeth C., and Julia Ogg. "Longitudinal Relationships Between Parent Involvement, Parental Warmth, ADHD Symptoms, and Reading Achievement." Journal of Attention Disorders 24, no. 5 (July 7, 2019): 737–49. http://dx.doi.org/10.1177/1087054719859075.

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Objective: This study examined potential bidirectional relationships between parental warmth, parent involvement in education, child symptoms of ADHD, and achievement between ages five and nine. Method: Using data from the Fragile Families and Child Wellbeing Study, a nationally representative, longitudinal study, associations between ADHD symptoms, parental warmth, parental involvement, and reading achievement in a cross-lagged panel model were analyzed with a sample of 3,386 children. Results: Parental warmth at the age of 5 years was a negative predictor of ADHD symptoms at the age of 9 years; ADHD symptoms at the age of 5 years negatively predicted parental warmth at the age of 9 years. ADHD symptoms at the age of 5 years negatively predicted later parental involvement, but involvement did not predict later ADHD symptoms. Conclusion: Findings provide support for bidirectional associations between parental warmth and ADHD symptoms across time but unidirectional effects from ADHD to parental involvement. These findings have implications for informing intervention efforts to consider both parenting and child-evocative effects.

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47

Kolaiti, Patricia, and Panagiota Raikou. "Does Deeper Involvement in Lexical Input Processing during Reading Tasks Lead to Enhanced Incidental Vocabulary Gain?" Studies in English Language Teaching 5, no. 3 (June 13, 2017): 406. http://dx.doi.org/10.22158/selt.v5n3p406.

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<p><em>This paper investigates whether increased learner involvement in search tasks during reading activities results in differential vocabulary acquisition in an incidental setting in line with Hulstijn and Laufer’s (2001) Involvement Load Hypothesis. We designed and conducted an experiment with two groups of advanced</em> <em>Greek learners of English, an online dictionary-search group (Group 1) and a non-search group (Group 2) with the aim to test whether increased learner involvement in search tasks results in differential vocabulary retention. During a reading activity, participants of Group 1 were asked to find the meanings of 10 target words involved in the reading activity by using the online Google-dictionary and also find and write down a sentence relevant to the meaning of each target word. These two tasks were designed with the aim to activate the involvement factor “search” in line with Hulstijn and Laufer’s (2001) three-factor Involvement Load construct. During the same reading activity, participants in Group 2 were simply given the meanings of the 10 target items on a separate sheet of paper (glossary). The experiment was conducted in two stages with one week’s distance between them involving an immediate and a delayed vocabulary test aimed to assess short-term and long-term vocabulary retention respectively. The results of our study support the increased learner involvement hypothesis, as the dictionary-search group outperformed the non-search group in both tests.</em></p>

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LEACH, DAVID J., and SUSAN W. SIDDALL. "PARENTAL INVOLVEMENT IN THE TEACHING OF READING: A COMPARISON OF HEARING READING, PAIRED READING, PAUSE, PROMPT, PRAISE, AND DIRECT INSTRUCTION METHODS." British Journal of Educational Psychology 60, no. 3 (November 1990): 349–55. http://dx.doi.org/10.1111/j.2044-8279.1990.tb00951.x.

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49

Ostrow, James M. "Spontaneous Involvement and Social Life." Sociological Perspectives 39, no. 3 (September 1996): 341–51. http://dx.doi.org/10.2307/1389250.

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Throughout his writings, Erving Goffman develops the principle that successful impression management requires an appearance of “spontaneous involvement” as evidence of individuals' sincerity. Goffman never articulates this principle in terms of how persons are actually—indeed, as he sometimes recognizes, necessarily involved spontaneously in the social environment. This paper asks: What does it mean for our reading of Goffman and of social situations generally if we move the proposition of the experiential necessity of spontaneous involvement to the center of sociological analysis? I discuss why it never moved to the center of Goffman's inquiries, and then argue that a theory of habit facilitates an elaborate of its sociological significance.

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50

Rinawati, Herrukni Septa. "Index on Students’ Reading Interest." Research, Society and Development 8, no. 8 (May 30, 2019): e11881218. http://dx.doi.org/10.33448/rsd-v8i8.1218.

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Reading habit is an important thing for people’s life. Through reading, people are getting information and knowledge that could change their attitude, behavior, or other new things. This study aimed to know the index on students’ reading interest and the factors that influenced the reading interest. Using questionnaire based on Motivation for Reading Questionnaire, the researcher collected the data. The participants were students of 6th, 9th, and 12th grade in Probolinggo. The result showed that students’ reading interest was based on the amount of book they have read. Moreover, the factor was influenced by activity, involvement, and motivation on reading.

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