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Journal articles on the topic 'Didactic reading'

Author: Grafiati

Published: 29 June 2021

Last updated: 29 July 2025

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1

Martinez Abarca, Sonnia Carlota, Gioconda Monserrate Aviles Villon, and Ana María Maruri Orellana. "Using Content-Based Reading Materials for Academic Reading." RECIMUNDO 1, no. 4 (2017): 730–43. http://dx.doi.org/10.26820/recimundo/1.4.2017.730-743.

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This text explores the conceptual developments useful as theoretical support to the Project “Metacognitive Strategies in the Teaching and Learning of Reading”, which are related to the notion that reading underlies the work, the strategies (cognitive and metacognitive) and its role in the reading didactics; moreover, some aspects showed are related to the didactic design proposal, the unit didactic, the didactic planning, and the elements that constitute it.

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SÉNÉCHAL, MONIQUE. "The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary." Journal of Child Language 24, no. 1 (1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.

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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items

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Kravtsova, I. A., and L. R. Shpachuk. "DIDACTIC CONDITIONS FOR READING READING INDEPENDENCES OF JUNIOR SCHOOLCHILDREN." Educational Dimension 7 (May 26, 2022): 149–55. http://dx.doi.org/10.31812/educdim.5646.

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The article deals with the guestion of didactic conditions of the formation of junior pupils reading independence. The content of elementary literary educations consists in developing valuable habits of reading, pupils acguaintance with children's literature in combination o f genres, author’s and thematic variety, in artistic — acsthetic perception o f the text and the book.

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Löfgren, Maria, and Per-Olof Erixon. "Literature Manuals in Times of New Mediacy in Sweden." L1-Educational Studies in Language and Literature 24, no. 2 (2024): 1–26. http://dx.doi.org/10.21248/l1esll.2024.24.2.614.

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The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strat

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Risco, Edelita. "Development of critical reading and its contribution to reading comprehension." Journal of Advances in Education, Sciences and Humanities 1, no. 1 (2023): 1–5. https://doi.org/10.5281/zenodo.14601883.

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The current reality of Ecuadorian educational institutions demands urgent changes in the development of the subject of Language and Literature that favor special attention to the act of reading and, therefore, reading comprehension. Therefore, this research aimed to develop a didactic strategy for developing reading comprehension in students in the eighth year of Higher Basic Education at the Elías Cedeño Jerves Educational Unit in Canoa, San Vicente, Manabí. So, it is framed in the qualitative methodology under the case study method. The key informants were thirty eighth-

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Ainun Najib, Muhammad Rifqi. "SEGITIGA DIDAKTIS CERPEN MERAWAT PETI INGATAN KARYA PUTU OKA SUKANTA." Jurnal Pendidikan Bahasa Indonesia 5, no. 1 (2017): 14. http://dx.doi.org/10.30659/j.5.1.14-24.

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This research used short story entitled �Merawat Peti Ingatan�by Putu Oka Sukanta as the object. The short story directed the reader�s thinking to alwayshave critical thinking on everything and not easy to believe in a thing without any good reason underlying it. The approach used in this study is didactic approach or often called the value of education, while the type of research used is qualitative research. The purpose of this study to describe the projection of didactical sentence in the short story. This research began by reading and looking carefully the didactic elements contained in th

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Kerneža, Maja, and Katja Košir. "Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education." Center for Educational Policy Studies Journal 6, no. 2 (2016): 125–49. http://dx.doi.org/10.26529/cepsj.91.

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The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducingthe aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for

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Перишић, Снежана. "АНАЛИЗА СТАНДАРДА ДИДАКТИЧКОГ ОБЛИКОВАЊА САДРЖАЈА НА ПРИМЕРУ БАСНИ У ЧИТАНЦИ ЗА ПРВИ РАЗРЕД ОСНОВНЕ ШКОЛЕ ИЗДАВАЧКЕ КУЋЕ ЕДУКА". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 7, № 2 (2022): 85–101. http://dx.doi.org/10.46630/gped.2.2022.6.

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In this paper, we deal with the analysis of the quality standards of the didactic design of textbooks on the example of a reading book for the first grade published by Eduka (Jović and Jović, 2019). The analysis was performed according to general textbook quality standards (Ivić et al., 2009) and legal frameworks for regulating the quality of textbooks and textbook sets, using the example of fables that are part of the content of the analyzed source. The analysis of the achievement of standards in the field of didactic design in the paper will point out the possibilities of improving the exist

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Alcivar-Cabrea, Gema Leonela, and Nilo Walker Andrade-Acosta. "Didactic strategies for teaching literacy in basic elementary." International journal of linguistics, literature and culture 10, no. 1 (2024): 8–16. http://dx.doi.org/10.21744/ijllc.v10n1.2410.

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Literacy is considered the ability to read and write, or rather it is the teaching and learning of reading along with writing. These basic skills allow them to understand and communicate adequately both in writing and orally. The main objective of the research is to identify the didactic strategies for teaching reading and writing in the "8 de Noviembre" school in Canton Junín. This shows that its main problem is the lack of application of teaching strategies in the development of reading and writing in The Elementary Sublevel, for the application of theoretical systematization, allowed this r

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Butusova, A. S. "Special aspects of formation of sight translation skills." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 1 (2023): 19–30. http://dx.doi.org/10.18323/2221-5662-2023-1-19-30.

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Teaching sight translation is an integral part of translators' professional training, and it requires applying didactic measurements that increase students' motivation. The topic of didactic measurements in teaching sight translation is insufficiently developed in the contemporary international and domestic translation didactics and needs to be clarified. This paper aims to describe the didactic quantitative and qualitative measurements obtained and substantiated through applied theoretical and empirical research methods. The translation speed and evaluation of translation quality according to

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Borisova, Tanya. "DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL." CBU International Conference Proceedings 5 (September 23, 2017): 558–61. http://dx.doi.org/10.12955/cbup.v5.984.

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This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the res

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PAHOME, Daniela. "HOW CAN REPRESENTATIONS BE CHANGED USING DIDACTIC METHODS AND TECHNIQUES?" Pro Edu. International Journal of Educational Sciences 4, no. 7 (2022): 63–75. http://dx.doi.org/10.26520/peijes.2022.7.4.63-75.

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This study analyses how teachers’ representations can be changed based on reading and repeatedly retelling the text of the tale “The Bear Tricked by the Fox” by Ion Creangă, under the impact of some illustrations of the tale and some relating tasks used to propose creative generation of some interpretations and some scenarios placed in the current scenes. Analysis has been made of the effect of applying the Pre-reading – Reading / Re-reading - Post-reading model starting from the illustrations of a tale and the impact of some didactic methods and techniques on changing representations generate

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Vargas Gonzales, Gregoria Virginia, Mercedes Elizabet Garcia Barrientos, Manuela Manuela Cunya, and Guadalupe Cunya Llacsahuanga. "Didactic strategies to improve reading comprehension in secondary school students." Universidad Ciencia y Tecnología 29, Special (2025): 273–82. https://doi.org/10.47460/uct.v29ispecial.932.

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This study assessed secondary school students' reading comprehension skills through a pedagogical strategy designed to enhance their text comprehension and analysis abilities. A sample of 60 participants was selected and subjected to pre- and post-intervention assessments to evaluate the strategy's effectiveness. Descriptive and inferential statistical analysis was conducted using the Mann-Whitney U Test. The key findings demonstrated that appropriate didactic strategies that foster motivation and interest in reading significantly improve reading comprehension, leading to more effective and me

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Shirlina, Elena Nikolaevna, Natalya Ivanovna Kostina, and Darya Mikhailovna Kostina. "Didactic potential of intellectual games in teaching scanning." Litera, no. 6 (June 2023): 79–88. http://dx.doi.org/10.25136/2409-8698.2023.6.41037.

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The authors consider the role of scanning in the formation of linguistic and general academic competences, the skills needed to find the necessary information in the text, the stages of work on the text, as well as the difficulties associated with the teaching of scanning. The focus is on the role of active reading and gamification elements in overcoming these difficulties. The aim of the paper is to establish the extent to which active pre-reading and teamwork in a competitive environment will affect students' motivation to learn scanning and the quality of the acquisition of information. The

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Carmo, Fernanda Maria Almeida do, José Airton de Oliveira Faustino, Maria Vanísia Mendonça de Lima, Milínia Stephanie Nogueira Barbosa Felício, Hermínio Borges Neto, and Gilberto Santos Cerqueira. "Didactic Contract from the Perspective of the Theory of Didactical Situations." International Journal for Innovation Education and Research 8, no. 7 (2020): 123–34. http://dx.doi.org/10.31686/ijier.vol8.iss7.2460.

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The phenomena related to the mathematical teaching and learning process have a significant and direct influence on the construction of knowledge and studying these issues is of interest to the theory developed by Guy Brousseau, called Theory of Didactical Situations. When dealing with the relations established between student, knowledge and teacher, Brousseau presents those that are specific, explicitly and implicitly, of the relationship between teacher and students, as well as their influences on the teaching and learning process, defining, for this, the Didactic Contract, which consists of

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Cardona-Morales, Ramiro José, and Julia Edith Cataño-Bagett. "Artes Visuales como Estrategia Didáctica para el Mejoramiento de la Lectura, la Escritura y la Oralidad en el Ámbito Educativo." Multidisciplinary Latin American Journal (MLAJ) 2, no. 3 (2024): 222–41. https://doi.org/10.62131/mlaj-v2-n3-014.

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This article shows the results of the educational research entitled “visual arts as a didactic strategy to motivate reading, writing and orality in the school environment in Colombia”; research presented in the “Master in Education” of the Corporación Universitaria Minuto de Dios, linked to the research line “Education, social transformation and innovation”, sub-line “Educational processes for diversity and cultural transformation”. This research, as described in its title, was based on visual arts as a strategy for the potentiation of pedagogical practices aimed at teaching and learning readi

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Shugaeva, А. S., and I. V. Korovina. "Didactic functionality of discourse markers in teaching reading in English." Vestnik of Samara University. History, pedagogics, philology 28, no. 2 (2022): 135–43. http://dx.doi.org/10.18287/2542-0445-2022-28-2-135-143.

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This article is aimed at considering the potential of such a mechanism of text coherence as discourse markers, which can be used in teaching reading in English. The authors raise the problem of the necessity in finding effective methods for teaching reading in a foreign language to improve students reading literacy. The article is aimed at identifying and describing the linguodidactic technique promoting the development of reading skills in English with the help of discourse units. By applying typologization method supported by the contextual analysis the authors consider discourse markers in

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Oliva-Rodriguez, Yudiel, Rogelio Pérez-Parrado, and Adolfo Miguel Alfaro-Llanes. "Methodological remarks for the achievement of reading comprehension in the university context." Educación y sociedad 22, no. 3 (2024): 148–67. https://doi.org/10.5281/zenodo.13854856.

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The development of the reading comprehension skill is one of the most important purposes in the Cuban National Education System. Reading favors the acquisition of linguistic habits and skills, and improves the linguistic communication process as a way of having command of the language. Therefore, the purpose of this article is to methodologically sustain the reading comprehension skill from a linguo-didactic approach in the English language program. Different theoretical methods such as analytical-synthetic and historical-logical were used, as well as document analysis during literature review

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Hoffman, Jeannette. "Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University." Journal of Literary Education, no. 4 (July 31, 2021): 260. http://dx.doi.org/10.7203/jle.4.21024.

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Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, vis

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Lepisto, Scott. "Reading as Training: Seneca's Didactic Technique in De Beneficiis." American Journal of Philology 141, no. 1 (2020): 27–53. http://dx.doi.org/10.1353/ajp.2020.0002.

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Gerard, Claire, and Delphine Dahan. "Durational variations in speech and didactic accent during reading." Speech Communication 16, no. 3 (1995): 293–311. http://dx.doi.org/10.1016/0167-6393(94)00060-n.

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Bationo, Jean-Claude. "Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 117–31. http://dx.doi.org/10.47963/asemka.vi10.279.

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The teaching of foreign and second languages such as English, French and German in Burkina Faso has always used literature. However, its exploitation has always been limited to the handling and knowledge of the language. The potentialities of literary texts go beyond linguistic aspects. The didactic of literature helps to discover the potentialities of literature. They transmit cultural, socio-cultural, intercultural, empathic and educational skills. The purpose of this paper is to show not only how to teach literature in language class but also how to use didactic literature to develop social

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Agustina, Susanti, Linda Setiawati, Riche Cynthia Johan, and Angga Hadiapurwa. "Didactic bibliotherapy for character and moral development." Record and Library Journal 11, no. 1 (2025): 187–200. https://doi.org/10.20473/rlj.v11-i1.2025.187-200.

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Background of the study: Awareness of the importance of psychological well-being and personal growth progressively leads to the use of bibliotherapy in education, libraries, and psychology in all age groups. However, the lack of understanding of how to select and determine the right reading materials for each different age group in the context of bibliotherapy remains a challenge that needs to be addressed. Purpose: This study aims to explore the method of analyzing the content of certain books or literature in personal growth and motivation through didactic bibliotherapy. Methods: A systemati

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Tajibayeva, Ma'mura Tojidinovna. "DIDACTIC POSSIBILITIES OF USING MULTIPLATFORM WHEN TEACHING ELEMENTARY STUDENTS TO REPRODUCTIVE READING." Innovative Development in Educational Activities 4, no. 1 (2025): 276–81. https://doi.org/10.5281/zenodo.14913844.

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<em>This article is devoted to the study of the didactic possibilities of using multiplatform when teaching elementary students to reproductive reading.</em><em> The article analyzes the concept of multiplatform, its importance in the educational process and its role in the development of reproductive reading skills. Also, with multiplatform, the possibilities of engaging students in an interactive and interesting reading process, their concentration and better assimilation of materials are highlighted. The article also shows the impact of multiplatform on educational methodologies and the nee

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Rahmani, Mokhtaria. "Critical reading as an impediment for effective synthesis: Case of master 2 students." Global Journal of Foreign Language Teaching 11, no. 3 (2021): 204–15. http://dx.doi.org/10.18844/gjflt.v11i3.5777.

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Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus an

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Božič, Zoran. "Sto dvajset let slovenske didaktike književnosti (1867–1987)." Jezik in slovstvo 59, no. 4 (2024): 15–25. http://dx.doi.org/10.4312/jis.59.4.15-25.

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The review article treats the development of Slovenian didactics of literature from Janežič’s Cvetniki to the conclusion of its pre-academic phase in the time of career-oriented education. In the process, changes are observed in the didactic design of reading books and in determining goals, content and methods as conveyed by individual professional articles or the few monographs. Among the important milestones are the beginning of the 20th century within the Austro-Hungarian Empire, the 1930s period of the Kingdom of Yugoslavia, and the 1970s period of the Socialist Federal Republic of Yugosla

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Oktavia, Oktavia, Sugiatno Sugiatno, and Agung Hartoyo. "PENGEMBANGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK MENGGUNAKAN DESAIN DIDAKTIS PENDEKATAN TRANSACTIONAL READING." Al-'Adad : Jurnal Tadris Matematika 1, no. 1 (2022): 18–32. http://dx.doi.org/10.24260/add.v1i1.805.

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This study aims to reveal the development of mathematical problem solving skills of vocational high school students using a didactic design with a transactional reading approach. The research method used is action research in the form of pedagogical action research. The data sources of this study were 30 subjects of class XII AKL students and the data were answer sheets from the pretest and posttest results of the mean material. The results showed the development of mathematical problem solving skills with a didactic design with a transactional reading approach in the material mean class XII.

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Teuma, Jonathan. "Proyecto Slam : The Didactic Side of Slams." International Journal of Higher Education 13, no. 3 (2024): 18. http://dx.doi.org/10.5430/ijhe.v13n3p18.

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This article aims to describe Proyecto Slam’s notable trajectory as well as its motivations and underlying rationale, thus serving as a starting point for the forthcoming investigation into the effectiveness of the program itself. Working principally in the city of Jaen, Andalucia, with students undergoing their first four years of obligatory secondary education (known as ESO in Spanish), Proyecto Slam is unique in the world in that it has managed to integrate itself into the curricula of the schools in which it operates, whereas all other similar projects seem to work within the parameters of

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Mamutova, Yulduz. "PECULARITIES OF TEACHING READING (SKIMMING) IN ENGLISH LANGUAGE LESSONS IN SECONDARY SCHOOL." International Journal of Pedagogics 4, no. 2 (2024): 29–34. http://dx.doi.org/10.37547/ijp/volume04issue02-06.

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This article emphasizes the importance of a differentiated approach to teaching reading, specifically focusing on skimming reading in middle and senior classes. It addresses psycholinguistic, didactic, and methodological aspects and offers a set of exercises for pre-text, text, and post-text stages. The content is valuable for English language teachers in senior classes.

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Scheepers, Caroline. "Enseigner la lecture de l’écrit scientifique : revue de la littérature." Studia Romanica Posnaniensia 52, no. 1 (2025): 7–21. https://doi.org/10.14746/strop.2025.52.1.1.

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The contribution aims to draw up an inventory of the didactic recommendations made by French-speaking researchers on the teaching-learning of university reading, more specifically with regard to the reading of scientific writings with the aim of developing a dissertation.

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Orchowska, Izabela. "Wdrażanie różnojęzycznych studentów filologii regionów do czytania literatury francuskojęzycznej. Refleksja glottodydaktyczna nad wstępną koncepcją kursu." Neofilolog, no. 62/1 (April 12, 2024): 230–48. http://dx.doi.org/10.14746/n.2024.62.1.14.

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The current paper is a reflection on introducing plurilingual students of Regional Language Studies to the reading of francophone literature. The paper first discusses the didactic background for the reflection and emphasizes the plurilingualism of students. Next, the author presents how the autonomization approach to learning and teaching could be applied in an optional course of French focused on developing plurilingual learners’ reading comprehension of francophone literary texts, even before they reach the advanced proficiency level in French. The initial course concept will be illustrated

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Méndez Cabrera, Jerónimo, and Francesc Rodrigo Segura. "La geografía de los clásicos: rutas literarias para el fomento lector y la promoción del patrimonio / The geography of classics: literary routes for reading development and heritage promotion." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 29 (January 10, 2019): 217–44. http://dx.doi.org/10.17398/1988-8430.29.217.

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Starting from the premises of geocritics, the poetics of space and literary geographies, this work is a journey which begins from a conception of traditional symbolic space to reach the literary space from an educational conception that prioritizes the meaningful learning of literature, the reading and literary training and is also adjacent to the didactics of social sciences. From an interdisciplinary perspective, special emphasis is placed on the socializing function of literature for reading promotion and the importance of reading literary classics in contexts of updating that, in this case

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Eggersen, Dorte. "Place-based reading." L1-Educational Studies in Language and Literature 24, no. 1 (2024): 1–19. http://dx.doi.org/10.21248/l1esll.2024.24.1.384.

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This article presents a theoretically based model for place-based reading as a specific method for teaching literature outside the classroom. The model is designed for lower secondary school students (ages 13–16). With its four didactic stages, place-based reading is supposed to prompt and scaffold the students’ exploratory, bidirectional text–place attention. The place-based reading model’s theoretical foundations are presented by merging three broad academic fields: philosophies of place, literary topographies, and education outside the classroom (Danish: udeskole). The article is intended t

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Sizova, Kseniia, and Svitlana Soshenko. "Didactic Potential of Bookstagram as a Kind of Creolized Text." Bulletin of Luhansk Taras Shevchenko National University 1, no. 6 (344) (2021): 197–206. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-1-197-206.

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The article investigates the method of working with a bookstagram in lessons of Ukrainian literature. bookstagram is considered as an element of modern educational discourse. The peculiarities of the bookstagram as a kind of creolized text that promotes creative comprehension of a work of art are analyzed. Creolized texts are now considered as an effective didactic tool, because they are easier to accept by modern pupils. The role of bookstagram in the development of creative thinking of pupils is traced, in particular, bookstagram is considered as a form of co-creation of the reader with the

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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.

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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the

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Ruiz Bañuls, Mónica, José Rovira-Collado, and Eduard Baile López. "Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading." Mitologías hoy 21 (June 22, 2020): 319. http://dx.doi.org/10.5565/rev/mitologias.641.

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Shugaeva, A. "DIDACTIC POTENTIAL OF DISCOURSE MARKERS IN TEACHING READING IN ENGLISH." Focus on Language Education and Research 2, no. 2 (2022): 48. http://dx.doi.org/10.35213/2686-7516-2021-3-3-48.

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Smith, N. D. "AGAINST A DIDACTIC READING OF THE PARABASIS IN ARISTOPHANES’ FROGS." Concept: philosophy, religion, culture, no. 4 (January 10, 2020): 37–42. http://dx.doi.org/10.24833/2541-8831-2019-4-12-37-42.

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Szekely, Eva Monica. "Values in the Curricula of Romanian Language and Literature for Primary and Secondary School." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 24 (December 31, 2024): 148–65. https://doi.org/10.37193/bs-ppm.24.15.

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I will start from the values proposed by the new Romanian Language and Literature curricula for the secondary school (2017) – development of emotional life/ emotional intelligence/ comprehension and from the two important moments of hermeneutical reading (comprehension / interpretation). We will corroborate them with the personal development model as a dominant in didactic current literature from Europe (v. Alina PAMFIL, Didactica lietraturii, Reorientări, 2016). Our goal is to support that dialogue with values is an important co-ordination of emotions accuracy, including in the same time the

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Yusupbayevna, Turumbetova Aygul. "FORMATION OF LEARNING MOTIVATION OF STUDENTS IN PRIMARY SCHOOL READING CLASSES AS A SCIENTIFIC-METHODICAL PROBLEM." European International Journal of Pedagogics 4, no. 12 (2024): 153–58. https://doi.org/10.55640/eijp-04-12-35.

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In this article, the specific features of forming and improving the reading literacy of elementary school students. The contents of the mother tongue and reading literacy lessons provide information about the didactic possibilities of developing reading literacy in primary school students. In addition, there are recommendations on methods of studying foreign experiences in teaching primary school students to be creative.

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Jožef Beg, Jožica. "Vzgoja kultiviranega bralca kot najpomembnejši cilj pouka književnosti v gimnaziji." Jezik in slovstvo 60, no. 3-4 (2024): 55–63. http://dx.doi.org/10.4312/jis.60.3-4.55-63.

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The most important goal of literature classes in grammar schools is the education of cultivated readers. This goal justifies the implementation of a systemic literary didactic paradigm, while also overlapping with European trends in literature didactics. The thesis in the present article is illustrated first with an example from the Curriculum for Slovenian Language (2008), followed by an example from the document The Literary Framework for Teachers in Secondary Education (2012), and finally with findings from research conducted to determine how students’ own experience with reading literature

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Mayer, I. A., and I. P. Selezneva. "DEVELOPMENT OF THE MEDIATION COMPETENCE IN MASTER’S DEGREE STUDENTS OF PEDAGOGICAL SPECIALIZATION: LINGUO-DIDACTIC APPROACH." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 61, no. 3 (2022): 5–14. http://dx.doi.org/10.25146/1995-0861-2022-61-3-346.

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Statement of the problem. The process of developing the mediative competence in a master’s degree student is necessary for reading linguocultural codes when working with a foreign language text containing linguistic and sociocultural realities that cause discomfort in the process of intercultural communication. The use of a linguo-didactic approach in the process of interpreting a text prepares for activities in the context of the interaction of different linguistic cultures. The purpose of the article is to present authorsэ recommendations on the use of linguistic and extra-linguistic mediati

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Henderson, John. "Persius' Didactic Satire: The Pupil as Teacher." Ramus 20, no. 2 (1991): 123–48. http://dx.doi.org/10.1017/s0048671x00002733.

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The heart does hurt.And that's no metaphor.The feeling isthat ‘throbbing muscle’ you can't say—since that's ‘steel comic sex meat’.But it does hurttop-mid-leftunder my shirt with its atrocious beat.‘Didactic Poetryis poetry which is primrily intended to instruct. Most commonly, the label is used for poetry which teaches a moral. It can also refer to poetry which conveys factual information.’ Classicists will take issue with such a definition: that ‘also’ is provocative, and so are the priorities it signals; the wedge that is being driven between poetics as ‘moral’ as against poetics as ‘factua

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Rivera, Lisbeth, Gilberto Carrión, and Luis Carbajal. "Modelo de estrategias didácticas para mejorar la comprensión lectora en niños (as) de 05 años, de PRONOEI-Perú." Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico 17, Universidad Nacional Experimental Rafael María Baralt (2023): 171–81. https://doi.org/10.5281/zenodo.7527614.

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El objetivo de la investigación fue proponer un modelo de estrategias didácticas “abuelitos”, que mejore la comprension lectora de niños de 05 años en PRONOEI. La metodogia empleada fue de tipo  basico, diseño  descriptivo, propositivo. Para  el diagnóstico  se utilizó  un cuestionario validado  con KR-20>0,7.  Para el análisis e identificación de modelos se utilizó la revisión de literatura sobre estrategias didácticas y comprensión lectora, con buscador

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Kazuša, Irina. "DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 350. http://dx.doi.org/10.17770/sie2020vol1.4943.

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In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundame

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Martos García, Alberto E. "Los itinerarios de lectura y las constelaciones literarias como artefactos didácticos / Reading itineraries and literary constellations as didactic artifacts." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 41 (January 28, 2025): 171–98. https://doi.org/10.17398/1988-8430.41.171.

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This paper deals with the role of literary constellations as didactic artifacts aimed at tracing intertextual and multimodal itineraries, as well as the most widespread methodologies. A multidisciplinary theoretical review and example and case studies significant to literary education are applied, establishing criteria for possible didactic interventions within educational practices. In conclusion, the didactic significance of the artifactual approach to literary constellations and its relationship with multimodality is highlighted, describing possible strengths and weaknesses of the method.

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Guayasamin, Mateo. "Fanzine in classroom: a didactic proposal to read and write stories." Analysis. Claves de Pensamiento Contemporáneo 22 (June 30, 2019): 71–75. https://doi.org/10.5281/zenodo.3282702.

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This work consists in telling and showing the Fanzine as a learning resource in the classroom that aims to generate a greater approach to the reading and writing of informative and literary texts. The proposal is to know the main concept of the Fanzine and show as a pedagogical experience carried out in the subject of Writing and Reading in the Universidad Técnica Particular de Loja. With this strategy, the students put into practice the essential content of the subject added with personal and creative elements from their own experience.

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Stokes, Jordan. "In Search of Machaut’s Poietics." Journal of Musicology 31, no. 4 (2014): 395–430. http://dx.doi.org/10.1525/jm.2014.31.4.395.

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Guillaume de Machaut’s Le Remede de Fortune has often been described as a didactic work addressed to would-be poets. This essay argues that the Remede also should be read as an implicit work of rhetorical and musical instruction. To this end, the Remede is placed in dialogue with Machaut’s more explicit account of the creative process in the Prologue, with other romans à chansons, such as Nicole de Margival’s Dit de la panthère d'amours, and with medieval theories of rhetoric and music, eventually arriving at a rhetorical reading of the Remede's large-scale structure, a didactic reading of the

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Turakulova, Okila. "THE DEVELOPMENT OF READING COMPREHENSION AMONG STUDENTS BASED ON ANALYTICAL ANALYSIS IN LITERATURE LESSONS." Uzbekistan:language and culture 5, no. 1 (2023): 147–55. http://dx.doi.org/10.52773/tsuull.uzlc.aphil.2023.1.5/nmra7590.

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This article highlights specific methods of developing book reading among students in literature lessons and shows that the effectiveness of literature lessons in the development of reading, an analytical approach to the educational and didactic analysis of a work of art is one of the important factors in the modernization of literary education.

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Ana, Podlisnic. "Reading Lyrical Texts from a Hermeneutic Perspective." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 1 (107) (2018): 23–27. https://doi.org/10.5281/zenodo.3462733.

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In the integrated study of Romanian Language and Literature literary hermeneutics is an essential coordinate of the didactic approach. The choice of an appropriate methodology will condition the personal development of the student as a reader. The hermeneutical interpretation of an unfamiliar lyrical text circumscribes a critical thinking approach based on fundamental hermeneutical processes: understanding, reception, and interpretation (reconstruction of leanings, creative act).  

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