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Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.
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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.
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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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King, Bryan J. "The reading of Christian literature in the parish using a variety of Christian authors' works in a Lutheran congregation in Ottawa, Ontario /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Stanke, Maria Helena. "Boktrailern : varför marknadsföra text med ljud och bild?" Thesis, University West, Department of Economics and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2607.
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<p>Syftet med den här uppsatsen är att introducera boktrailern som fenomen och marknadsföringsmetod. Likheter mellan boktrailern, bokomslaget och filmtrailern undersöks för att ge en bild av hur en "typisk" boktrailer ser ut och vilka funktioner den kan tänkas ha. Uppsatsen utforskar även boktrailerns möjligheter att nå ut till olika målgrupper i olika åldrar, samt pekar på svårigheter med att definiera en målgrupp. Ungdomslitteratur och fantasygenren kopplas samman med boktrailern och exempel ges på hur författare och förlag kan skapa relationer till läsare via Internet. Generella riktlinjer ges för vad som bör tänkas på för att tilltala flest potentiella läsare när en boktrailer används eller utformas. Boktrailerns förmåga att nå ut till unga, motvilliga läsare, som slutat läsa till fördel för bildbaserade berättarformer såsom filmer och datorspel, utforskas. Slutsatsen framhåller fördelarna med att marknadsföra böcker med ljud och bild.</p><br><p>The purpose of this paper is to introduce the book trailer as a phenomenon and method of marketing. Similarities between the book trailer, the book cover and the movie trailer are examined to show how a "typical" book trailer looks and what functions it possibly has. The paper also explores the book trailer’s prospects of reaching different audiences in different age groups. It also points to difficulties in defining an audience. Young adult literature and the fantasy genre are linked to the book trailer and examples are given on how authors and publishers can establish relationships with readers through the Internet. General guidelines are given for what should be considered to appeal to as many potential readers as possible when a book trailer is being used or designed. The book trailer's ability to reach young, reluctant readers, who have given up on reading to the benefit of image based storytelling like movies and computer games, are explored. The conclusion highlights the advantages of promoting books with audio and video.</p>
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Stone, Heather Brenda. "Companionable forms : writers, readers, sociability, and the circulation of literature in manuscript and print in the Romantic period." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:63f652fc-c4c2-4c3a-bc5c-893d4b922db1.
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Following recent critical work on writers' representations of sociability in Romantic literature, this thesis examines in detail the textual strategies (such as allusion, acts of address, and the use of 'coterie' symbols or references) which writers used to seek to establish a friendly or sympathetic relationship with a particular reader or readers, or to create and define a sense of community identity between readers. The thesis focuses on specific relationships between pairs and groups of writers (who form one another's first readers), and examines 'sociable' genres like letters, manuscript albums, occasional poetry, and periodical essays in a diverse series of author case-studies (Anna Barbauld, Samuel Taylor Coleridge, Charles Lamb, John Keats and Leigh Hunt). Such genres, the thesis argues, show how manuscript and print culture could frequently overlap and intersect, meaning that writers confronted the demands of two co-existing audiences - one private and familiar, the other public and unknown - in the same work. Rather than arguing that writers used manuscript culture practices and produced 'coterie' works purely to avoid confronting their anxieties about publishing in the commercial sphere of print culture, the thesis suggests that in producing such 'coterie' works writers engaged with and reflected contemporary philosophical and political concerns about the relationship between the individual and wider communities. In these works, writers engaged with the legacy of eighteenth-century philosophical ideas about the role (and limitations) of the sympathetic imagination in maintaining social communities, and with interpretative theories about the best kind of reader. Furthermore, the thesis argues that reading literary texts in the specific, material context in which they are 'published' to particular readers, either in print, manuscript, or letters, is vital to understanding writer/reader relationships in the Romantic period. This approach reveals how within each publication space, individual texts could be placed (either by their writers, by editors, or by other readers) in meaningful relationships with other texts, absorbing or appropriating them into new interpretative contexts.
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Alharthi, Haifa. "Natural Language Processing for Book Recommender Systems." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39134.
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The act of reading has benefits for individuals and societies, yet studies show that reading declines, especially among the young. Recommender systems (RSs) can help stop such decline. There is a lot of research regarding literary books using natural language processing (NLP) methods, but the analysis of textual book content to improve recommendations is relatively rare. We propose content-based recommender systems that extract elements learned from book texts to predict readers’ future interests. One factor that influences reading preferences is writing style; we propose a system that recommends books after learning their authors’ writing style. To our knowledge, this is the first work that transfers the information learned by an author-identification model to a book RS. Another approach that we propose uses over a hundred lexical, syntactic, stylometric, and fiction-based features that might play a role in generating high-quality book recommendations. Previous book RSs include very few stylometric features; hence, our study is the first to include and analyze a wide variety of textual elements for book recommendations. We evaluated both approaches according to a top-k recommendation scenario. They give better accuracy when compared with state-of-the-art content and collaborative filtering methods. We highlight the significant factors that contributed to the accuracy of the recommendations using a forest of randomized regression trees. We also conducted a qualitative analysis by checking if similar books/authors were annotated similarly by experts.
Our content-based systems suffer from the new user problem, well-known in the field of RSs, that hinders their ability to make accurate recommendations. Therefore, we propose a Topic Model-Based book recommendation component (TMB) that addresses the issue by using the topics learned from a user’s shared text on social media, to recognize their interests and map them to related books. To our knowledge, there is no literature regarding book RSs that exploits public social networks other than book-cataloging websites. Using topic modeling techniques, extracting user interests can be automatic and dynamic, without the need to search for predefined concepts. Though TMB is designed to complement other systems, we evaluated it against a traditional book CB. We assessed the top k recommendations made by TMB and CB and found that both retrieved a comparable number of books, even though CB relied on users’ rating history, while TMB only required their social profiles.
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Munīr, T̤ayyab. "Cirāg̲h̲ Ḥasan Ḥasrat aḥvāl o as̲ār /." Karācī : Idārah-yi Yādgār-i G̲h̲ālib : G̲h̲ālib Lāʼibrerī, 2003. http://books.google.com/books?id=zcJjAAAAMAAJ.
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Derrick, Stephanie Lee. "The reception of C.S. Lewis in Britain and America." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19765.
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Since the publication of the book The Screwtape Letters in 1942, ‘C. S. Lewis’ has been a widely recognized name in both Britain and the United States. The significance of the writings of this scholar of medieval literature, Christian apologist and author of the children’s books The Chronicles of Narnia, while widely recognized, has not previously been investigated. Using a wide range of sources, including archival material, book reviews, monographs, articles and interviews, this dissertation examines the reception of Lewis in Britain and America, comparatively, from within his lifetime until the recent past. To do so, the methodology borrows from the history of the book and history of reading fields, and writes the biography of Lewis’s Mere Christianity and The Chronicles of Narnia. By contextualizing the writing of these works in the 1940s and 1950s, the evolution of Lewis’s respective platforms in Britain and America and these works’ reception across the twentieth century, this project contributes to the growing body of work that interrogates the print culture of Christianity. Extensive secondary reading, moreover, permitted the investigation of cultural, intellectual, social and religious factors informing Lewis’s reception, the existence of Lewis devotees in America and the lives of Mere Christianity and The Chronicles of Narnia in particular. By paying close attention to the historical conditions of authorship, publication and reception, while highlighting similarities and contrasts between Britain and America, this dissertation provides a robust account of how and why Lewis became one of the most successful Christian authors of the twentieth century.
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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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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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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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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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<p> 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. </p>
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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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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>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.<br>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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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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Fleckenstein, Kristie S. Fortune Ron. "Connections, the cognitive and affective links between expressive writing and aesthetic reading." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004083.
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Thesis (D.A.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 19, 2005. Dissertation Committee: Ronald J. Fortune (chair), Glenn A. Grever, Gail E. Hawisher, Douglas D. Hesse, Margeret S. Steffensen. Includes bibliographical references (leaves 307-331) and abstract. Also available in print.
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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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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.<br>Department of Elementary Education
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Willis, Arlette Ingram. "Panorama : a narrative history of standardized elementary reading comprehension test development and reading test authors in the United States 1914-1919 /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683756125425.
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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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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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Smith, Andrew Murray. "Migrant fictions : theorising the writing and reading of Nigerian stories by expatriate authors and publics." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/2544/.
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This thesis is about the inter-relationship between migrancy and narrative. It is based on research carried out among expatriate Nigerians, studying the stories that they told of their time abroad and of their relationship with Nigeria. It is also based on research examining the cross-cultural reception of two contrasting novels in various parts of Scotland, and in Plateau State, Nigeria. The thesis argues that western cultural history from the 1980s forwards had tended to celebrate migrancy in general, and the migrant intellectual specifically, in a way that privileges homelessness over residence, and in a fashion which allocates an undue voluntaristic power of achievement to acts of imagination, ignoring the delimiting effects of class position and economics on individual subjects. This aggrandisement of the migrant, it is argued, is part of a long-standing western romantic tradition in which the outsider is seem to hold a unique, vatic perspective on social life. While there is some sociological truth in such a proposition, the research presented here demonstrates how such a dominant intellectual attitude exerts a pressure against the production of fiction written locally in Africa, for African readers. It also demonstrates how the privileging of the distanciated perspective can give the cue for migrancy to become, in itself, a form of symbolic capital held over and against the sedentary local. In both of these cases what appear to be purely cultural effects - changes in perspectives and attitude - are at the same time disguised expressions of an economic privilege. The contribution of this dissertation then, is to examine these cultural questions from a materialist position and to suggest how it has come about that even in its discussion of migrancy, the deterritorialization of identity, and the death of the nation, western cultural theory has managed to re-enforce its own hegemonic and institutional grip.
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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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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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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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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.<br>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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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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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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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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Givens, Cherie Lynn. "An exploration of pre-censorship of children's books : perceptions and experiences of canadian authors and illustrators." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/24152.
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There is little documentation of pre-censorship of children’s literature. The discussion of pre-censorship is often submerged within more general censorship discussions and not specifically identified. It is addressed in snippets of information revealed in interviews and responses to questionnaires concerning censorship.
This study was designed to examine in detail the phenomenon of pre-censorship as experienced by Canadian children’s and young adult authors and illustrators. A qualitative, naturalistic methodology was selected to explore participants’ experiences through in-depth interviews with open-ended questions designed to encourage participants to speak at length and share thoughts, feelings, and insights.
Seventeen Canadian authors and illustrators, who self-identified as having experienced pre-censorship, participated in this study. Face-to-face interviews were conducted with all but one of the participants, whose interview was conducted by telephone and a follow-up in-person meeting. Most participants requested confidentiality, wishing to keep their names and the titles of the books undisclosed.
Participants provided concrete examples of they experienced pre-censorship. Types of pre-censorship were identified. Reasons given for pre-censorship make clear that marketing and sales concerns as well as a fear of censorship after publication are dominant motivating factors.
The incidents of pre-censorship discussed can be distilled down to several common threads that help to identify the essence of the experience. The main criterion that separates participants’ pre-censorship experiences from normal or acceptable editing is the feeling of loss of intellectual freedom or freedom of expression in having to make the changes. Almost all of the participants now self-censor in anticipation of censorship.
When participants’ experiences are compared to documented instances of pre-censorship of children’s and young adult authors in the U.K. and U.S., similarities can be seen in certain types of pre-censorship and self-censorship. Further investigation is needed to determine if there are certain types of pre-censorship that are common to countries such as Canada and the U.S. that share a similar culture and language, and if so where do they originate. Further investigation is also needed to determine whether Canadian children’s and young adult books are being Americanized at the cost of Canadian culture or simply evolving into a more global literature.
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Fulton, Bruce. "Social Gatekeeping, the Serendipitous Tie and Discovery: Authors Connecting Readers to Books through Social Media Outreach." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301549.
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In 2011, over 1.5 million new book titles were published in the United States, a 400% increase in just five years compared to 2006. In the same time period, the market share for eBooks increased dramatically and now comprises 20% or more of sales from many of the biggest publishing companies. This hyper-abundance of titles in an increasingly heterogeneous market place has made it difficult for consumers to connect to books they might want to read. This is the discovery problem. It is compounded by the continuing decline of traditional gatekeepers and sources of discovery such as mass media reviews and advertising, as well as the decline of traditional bookstores where people often find books through browse. Authors and publishers therefore have turned to social media to spread the word about their titles. Social gatekeeping, an extension of traditional gatekeeping theory, is proposed as the framework for understanding how author participation in social networks initiates a flow of the diffusion of information over the web and other computer mediated communication channels, and through individuals and social networks to potential readers. Serendipitous browse and discovery is a key strategy for readers to find titles of interest, and the serendipitous tie is proposed as a social mechanism through which individuals discover new titles and bring it back to their social networks to share. To explore these concepts, a random sample of new eBook titles published during the first week of April, 2012 was generated and analyzed in three phases. The first phase of research classified books and authors according to facets such as traditional or self-published, use of social media and other factors. The second phase used multiple regression to establish an association between the use of social media by authors and a title's sales and presence on the Web. The third phase reviewed selected titles for new approaches to social media use and evidence of the serendipitous tie. The results are consistent with the hypothesis that author web presence predicts discoverability and sales.
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Thomlison, Adam. "Digital Self-publishing as Planned Behaviour: Authors' Views on E-book Adoption." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32512.
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A popular school of thought in the study of publishing, exemplified by the influential Long Tail theory, suggests that the economic advantages of e-books will lead to a boom in self-publishing. However, this position focuses on economic factors at the expense of other potential influences. This thesis applied Azjen's (1991) Theory of Planned Behaviour to explore which factors have the most influence on authors' decision to self-publish e-books, and, conversely, which factors influence others' decision not to. Qualitative interviews were conducted with 11 authors in the Ottawa area who have self-published or who are considering doing so in the near future. We discovered that there is significant resistance to e-books as a format for self-publishing, and that normative factors such as a lack of prestige and different promotional requirements were particularly influential. While e-books were seen to reduce economic risk, they were believed to be a less prestigious format, and so to represent an elevated risk to what Bourdieu called symbolic-capital. Some authors were also resistant because they felt unable to promote e-books in the way they are expected to. However, most said they would be willing to abandon their resistance if they perceived sufficient demand from their audience. These results open up paths for future study, including more focused examinations of the resistance factors that emerged; more longitudinal studies to see how authors' opinions change over time, particularly those of the non-adopters; and a further examination of the digital skills developed by adopters.
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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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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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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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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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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<br>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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Werner-Birkenbach, Sabine. "Hugo Ball und Hermann Hesse, eine Freundschaft, die zu Literatur wird : Kommentare und Analysen zum Briefwechsel, zu autobiographischen Schriften und zu Balls Hesse-Biographie /." Stuttgart : H.-D. Heinz, 1995. http://books.google.com/books?id=oElcAAAAMAAJ.
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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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Pappa, Joseph. "Carnal reading early modern language and bodies /." Diss., Online access via UMI:, 2008.
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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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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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Gilbert, Sarah P. "Reading books in Buenos Aires." Thesis, 2020. http://hdl.handle.net/1959.7/uws:55911.
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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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Griffiths, P. G., L. M. Henderson, R. H. Taylor, and Brendan T. Barrett. "Treating reading difficulties with colour: Authors’ reply to Evans and Allen." 2014. http://hdl.handle.net/10454/10184.
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yes<br>We thank Professors Evans and Allen for their interest in our article.1 2
The charity websites we reviewed refer to colour as though it offers a scientific, evidence based treatment; none referred to feedback from the membership. For example, one charity website makes the claim that “Research in the UK and in Australia shows that people who need coloured filters, who are said to have visual stress, need to have exactly the right colour.” This is incorrect. The research overwhelmingly shows little advantage, or at best conflicting results.3 4 5
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Griffiths, P. G., R. H. Taylor, L. M. Henderson, and Brendan T. Barrett. "Letter to the Editor: Authors' response." 2016. http://hdl.handle.net/10454/11353.
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yes<br>We thank Professors Evans and Wilkins for their interest in
our systematic review.(1)
We have reached the same conclusion as previous systematic
reviews published in 2008(2) and 2014(3) and a review
prepared for the New Zealand Ministry for Health in 2009.(4)
Even the ‘alternative systematic review’ prepared by Professors
Evans and Allen about which we have significant misgivings
concludes that ‘larger and rigorous randomised
controlled trials of interventions for visual stress are
required’.(5)<br>A response to Professors Evans and Wilkins regarding the systematic review: Griffiths PG, Taylor RH, Henderson LM and Barrett BT (2016) The effect of coloured overlays and lenses on reading: a systematic review of the literature. Ophthalmic & Physiological Optics. 36: 519–544.
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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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碩士<br>國立臺東大學<br>兒童文學研究所<br>94<br>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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O'Laughlin, Michael G. "Writing lives the writing processes of children's authors and their characters /." 1997. http://books.google.com/books?id=y_ZZAAAAMAAJ.
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Kosowski, Hania. "Re-reading migrant writing : from multiculturalism to hybridity." Thesis, 1996. https://vuir.vu.edu.au/32970/.
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This thesis attempts to demonstrate the potential of a 'cross-cultural'
perspective in understanding migrant/exilic writing. The differences between the
novels of Antigone Kefala and Yasmine Gooneratne can be used to illustrate
alternative possibilities in a Centre/Margin approach to migrant and exilic writing
inherent in multiculturalism and postmodernism. While Kefala conservatively
wishes to privilege the margin, Gooneratne dissolves its boundary in search of a
cross-cultural imagination.
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Chang, Shu-Ling, and 張淑玲. "A Study of Different readers response on national young authors' picture books." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/28097064643735013345.
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碩士<br>國立嘉義大學<br>幼兒教育學系碩士班<br>93<br>Abstract
Dan Bloom（2003） published a psalmody that put more than 50 paintings by children of the world. Green-Tree Company invited 4 children to dispose fairy tales. The literary awareness for the Dr. Noord Hoff’s Foundation is set for children. And now picture story books that were written by children are published in public. From these signs, the way for children to show their views is opening now. It might take a new tide for publishing picture story books to appear the books written by young authors.
The subjects of the research are 10 teachers and 10 students of bubs grade in Cha-Yi city. The methods of the research are questionnaire and structure less chat. The research is determined different readers’ responses on young authors’ picture story books.
The conclusions of the study：
1. The characteristics for the readers’ responses
（1）There are 5 differences between men and female－the responses for plot, roles, illustrations, argument and words.
（2）There are 9 differences between adults and children－the responses for plot, roles, illustrations, argument, words, reading skills, reading opinions, showing views, and disposing ways. Especially in the responses for plot and illustrations.
2. The characteristics for these picture story books by young authors
（1）the manage of plot－simply and continuity
（2）the skill of roles－simply and clear
（3）the design of illustrations－dramatically and colorful
（4）the value of argument－affirmative
（5）the use of words－simply and understanding
The study aims at understanding multiple reactions of different readers on young authors’ picture story books to provide parents, teachers, publishers, and related staff of the literary awareness with informative materials for reference.
Key Words：Young Author、Picture Story Book、Readers Response
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Ruder, Cynthia Ann. "Master traveller and forgotten survivor the life and works of Boris Matveevich Lapin /." 1987. http://books.google.com/books?id=CSVgAAAAMAAJ.
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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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Lefko, Stefana L. "Female pioneers and social mothers novels by female authors in the Weimar Republic and the construction of the new woman /." 1998. http://books.google.com/books?id=IedbAAAAMAAJ.
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