Academic literature on the topic 'Easy-to-read literature'

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Journal articles on the topic "Easy-to-read literature"

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Poarch, Renae, and Elizabeth Monk-Turner. "Gender Roles in Children's Literature: A Review of Non-Award-Winning “Easy-to-Read” Books." Journal of Research in Childhood Education 16, no. 1 (2001): 70–76. http://dx.doi.org/10.1080/02568540109594975.

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Harding, K., and A. Johansen. "Patient Information Leaflets for the Elderly: Is Locally Produced Literature Easy to Read and Understand?" Age and Ageing 27, suppl 1 (1998): P38. http://dx.doi.org/10.1093/ageing/27.suppl_1.p38-b.

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Horowitz, Rosalind, and S. Jay Samuels. "Reading and Listening to Expository Text." Journal of Reading Behavior 17, no. 3 (1985): 185–98. http://dx.doi.org/10.1080/10862968509547539.

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Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good r
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Radünzel, Claudia. "Zur Syntax der russischen Leichten Sprache." Zeitschrift für Slawistik 66, no. 3 (2021): 446–90. http://dx.doi.org/10.1515/slaw-2021-0019.

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Summary The present article deals with Easy-to-read Russian. It focuses on the level of syntax which is mainly characterized by the avoidance of complex sentence structures. The necessity to write sentences that are as short and simple as possible is intuitively comprehensible, but often difficult to implement in practice since Easy-to-read texts also have to express causal, final or many other relations. Suggestions for avoiding complex syntactic structures in Russian are submitted and put up for discussion by consulting results and important proposals of studies about German “Leichte Sprache
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Whitton, Christopher. "Latin Literature." Greece and Rome 65, no. 2 (2018): 247–53. http://dx.doi.org/10.1017/s0017383518000177.

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‘Statius’Thebaid’, someone donnishly quipped, ‘has no sufficient reason to exist.’ Kyle Gervais might beg to differ. Like theThebaiditself, his commentary on Book 2 has grown over many years, and deserves to be taken very seriously. The crisp introduction sets the tone and clearly signals priorities in its four sections, a rising tetracolon for author, problems of editing, intratexts, and intertexts; not a word on style and prosody, and reception is excluded on the ground that Statius’ ownimitatiois quite enough to be getting on with. The text is newly constituted, with ample apparatus and tex
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Larios, Daisy, Thomas M. Brooks, Nicholas B. W. Macfarlane, and Sugoto Roy. "Access to scientific literature by the conservation community." PeerJ 8 (July 9, 2020): e9404. http://dx.doi.org/10.7717/peerj.9404.

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Access to the scientific literature is perceived to be a challenge to the biodiversity conservation community, but actual level of literature access relative to needs has never been assessed globally. We examined this question by surveying the constituency of the International Union for Conservation of Nature (IUCN) as a proxy for the conservation community, generating 2,285 responses. Of these respondents, ∼97% need to use the scientific literature in order to support their IUCN-related conservation work, with ∼50% needing to do so at least once per week. The crux of the survey revolved aroun
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Zunshine, Lisa. "The Secret Life of Fiction." PMLA/Publications of the Modern Language Association of America 130, no. 3 (2015): 724–31. http://dx.doi.org/10.1632/pmla.2015.130.3.724.

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A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.
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Drucker, Johanna. "Why Distant Reading Isn't." PMLA/Publications of the Modern Language Association of America 132, no. 3 (2017): 628–35. http://dx.doi.org/10.1632/pmla.2017.132.3.628.

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Language is easy to capture, but hard to read.—John Cayley, “Terms of Reference and Vectoralist Transgressions,”Amodern 2: Network ArchaeologyIf Reading were used exclusively to designate human engagement with symbolic codes, then it would be relatively easy to dismiss distant reading as an oxymoron—unless it were referring to mystical scrying from dizzying heights or deciphering printed matter from across a room. Debates about what constitutes human reading are as varied as the many hermeneutic traditions and pedagogical or cognitive approaches on which they draw (Bruns). But reading has been
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Oncins, Estella, and Pilar Orero. "Let's put standardisation in practice: accessibility services and interaction." Hikma 20, no. 1 (2021): 71–90. http://dx.doi.org/10.21071/hikma.v20i1.12886.

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There are many international standardisation agencies working actively on producing technical requirements towards accessibility, both for physical environments and for media. Technology is developing at a fast pace to produce new interactions, which turn into new communication barriers: some avoidable. Taking into consideration accessibility standards from the design and requirement definition --the concept of “born accessible”-- would help towards native accessible technology. This article looks at existing standards related to accessibility and media communication. The first part of the art
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Wulandari, Dwi, and Bagus Shandy Narmaditya. "Readers Theater as a Tool to Understand Difficult Concept in Economics." International Education Studies 10, no. 5 (2017): 144. http://dx.doi.org/10.5539/ies.v10n5p144.

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Readers Theater is one of the innovative learning in an effort to increase the understanding and value students’ learning processes that involve the activity of reading, writing, listening and speaking. In this type of learning, students read a manuscript of a certain literature and other students grasp the meaning of what was read and is shown by the reader. Readers Theaters are different from playing drama. In the drama needed costumes, setting room etc., but in this learning not required. Is the key to effective learning is clearly read the script readers, and listeners can clearly visualiz
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Dissertations / Theses on the topic "Easy-to-read literature"

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Buell, Susan. "Health-based information for people with intellectual disabilities : an investigation into the linguistic properties of 'easy read' literature and its contribution to the construction of meaning : the Easy Read Project." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/65618/.

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Health information is often conveyed in printed or digital form. This can present challenges to people with intellectual disabilities, many of whom experience literacy difficulties and are therefore disadvantaged in reading and understanding such information. ‘Easy read’ versions of health-related documents purport to circumvent these difficulties, but there is little evidence to demonstrate their effectiveness in doing so. The aim of the current research was to address how effective adapted health-based ‘easy read’ literature was in contributing to the construction of meaning for people with
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Wahlström, Fredrik. "Brott och straff i lättläst adaption : En komparativ analys av Fjodor Dostojevskijs Brott och straff och romanen i lättläst bearbetning." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82538.

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In the current landscape of Sweden, easy-to-read literature demand is surging. But the opinions of its shape and form are being questioned: is this type of literature in reality easier to understand, or is the removed content in fact making it less comprehensive? The study’s purpose is to analyze easy-to-read literature’s ability to manage complex motives, and if it changes the reading experience from the original. To attempt that, the study uses a comparative analysis of Fyodor Dostoevsky’s Crime and punishment and its easy-to-read adaptation, written by Johan Werkmäster. To understand how We
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Ramberg, Sörensen Lena. "Vilka typer av texter möter elever på gymnasiesärskolan : Ett samspel mellan text och läsförståelse." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118047.

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Fagerström, Emelie, and Lizette Karlsson. "Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?" Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40586.

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The aim of this study is to analyse how children’s literature for ages 6 – 8 is adapted to pupils with reading difficulties. The material used for analysis in this study is six children’s books, examining some of the criteria by which a text is classified as easy-to-read. The result of the analysis shows that there is a possibility for pupils with reading difficulties to read something other than easy-to-read literature if it is carefully selected. The result also shows that the different criteria for an easy-to-read text cannot alone indicate whether a book as a whole is easy-to-read or not.
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Lindberg, Victor. "Lättlästa Lagerlöf -En komparativ analys av Gösta Berlings saga i två versioner." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-71928.

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The purpose of this thesis is to examine the differences and similarities between the original version and an easy-to-read version of Selma Lagerlöfs novel Gösta Berlings saga. The method used is close reading of the two versions and thereby analysing descriptions of the environment, descriptions and psychological depth of the protagonist, missing chapters and changes of the plot. The results show that 21 chapters along with large parts from some of the remaining chapters are missing in the easy-to-read version due to not being necessary to the main story line. An alteration has been made in o
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Books on the topic "Easy-to-read literature"

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Fisher, Kathleen S. Health: Easy to read. Fisher Hill, 1996.

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Maccarone, Grace. Six super easy-to-read stories. Scholastic, 2009.

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Goldish, Meish. Does the moon change shape? Raintree Publishers, 1989.

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Adler, David A. Honest Abe Lincoln: Easy-to-read stories about Abraham Lincoln. Holiday House, 2009.

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Adler, David A. Honest Abe Lincoln: Easy-to-read stories about Abraham Lincoln. Holiday House, 2009.

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Adler, David A. Honest Abe Lincoln: Easy-to-read stories about Abraham Lincoln. Holiday House, 2008.

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ill, Wallner John C., ed. Honest Abe Lincoln: Easy-to-read stories about Abraham Lincoln. Holiday House, 2008.

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Farley, Walter. The black stallion: An easy-to-read adaptation. Beginner Books, 1986.

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Anne Frank: Her life : an authorised, easy-to-read biography. Trafalgar Square Publishing, 2013.

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Charles, Veronika Martenova. Don't Enter The House!: Easy to Read Spooky Tales. Tundra Books, Canada, 2008.

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Book chapters on the topic "Easy-to-read literature"

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Bose, Mohua, and Sal DeAngelo. "Infrastructure For Videoconferncing." In Videoconferencing Technology in K-12 Instruction. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch011.

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Due to the increases in connectivity capacities prevalent in our nation’s schools, educational administrators are utilizing a variety of resources in their classrooms including the interactive videoconferencing. For videoconferencing to be successful, however, planning for technological infrastructure must occur prior to program implementation. It is important for both schools and providers to be aware of the infrastructure requirements needed in order to provide students with knowledge and learning via videoconference experiences. The purpose of this chapter is to identify the key components of the technological infrastructure needed to support videoconferencing within K-12 the schools such as connectivity needs and essential hardware requirements including computers, cameras, audio essentials, and operating controls, in addition, the chapter provides in easy to read language, an overview of many of the key technical terms used in the videoconferencing literature and provides teachers with a graphical display of use.
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Rose, Jonathan. "Shakespeare in Prison." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0008.

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There are any number of inspirational accounts of prison reading (such as Malcolm X), so let’s begin with what doesn’t work. Larry E. Sullivan, the leading scholar of this small but enthralling literary subfield, has concluded that probably the favorite author behind bars is Friedrich Nietzsche, and most frequently quoted sentence, “What does not kill me makes me stronger.” Convicts also devour crime and escapist literature, but few read Plato, Boethius, Bunyan, or Dostoevsky. And the reason should be obvious. Typically, prison systems work relentlessly to crush the individuality of their inmates. Physical resistance only brings ever-more brutal punishment, so prisoners resort to the one form of rebellion they can get away with, which is to read the most extreme forms of antisocial philosophy: Schopenhauer, Herbert Spencer, Nietzsche. If you are caged like an animal, these ideologies offer some psychological compensation: you can imagine yourself radically free, infinitely superior to your jailers in terms of intelligence, courage, and authenticity. It all sounds romantically transgressive, but that’s a very costly illusion, because it locks the prisoner into a battle with authority that he cannot win, and amplifies the behavior that got him incarcerated in the first place. Among black female inmates, the counterpart to Nietzsche is “urban fiction,” a new genre where the ubermenschen are inner-city crime lords, as wealthy as they are sadistic. Their women are consistently beautiful, expensively dressed, and obscenely abused. The demand for these novels knows no limit, and they are smuggled in faster than wardens can confiscate them. Their fans want to know why these black-authored books are banned while the equally gruesome thrillers of James Patterson are allowed in, and they have a point. But whereas Patterson is clearly on the side of law and order, urban fiction glamorizes drugs and thugs—and all too many readers admit that they fall for it: . . . “It excites me to read them. I look at all this money they’re making. I can’t wait to see the dollar signs . . . I like how they’re hustlers. How they con someone. It gives me a feeling of oh man, is it that easy? I coulda tried that!” . . .
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CHEBABHI, Ali. "Foreword." In Improved Indirect Power Control (IDPC) of Wind Energy Conversion Systems (WECS). BENTHAM SCIENCE PUBLISHERS, 2019. http://dx.doi.org/10.2174/9789811412677119010001.

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During the past decade, the installed wind power capacity in the world has been increasing more than 30%. Wind energy conversion system (WECSs) based on the doubly-fed induction generator (DFIG) dominated the wind power generations due to the outstanding advantages, including small converters rating around 30% of the generator rating, lower converter cost. Due to the non-linearity of wind system, the DFIG power control presents a big challenge especially under wind-speed variation and parameter’s sensibility. To overcome these major problems; an improved IDPC (Indirect Power Control); based on PID “Proportional-Integral-Derivative” controller, was proposed instead the conventional one (based on PI), in order to enhance the wind-system performances in terms; power error, tracking power and overshoot. Unfortunately using robustness tests (based on severe DFIG’s parameters changement); the wind-system offers non-satisfactory simulation results which were illustrated by the very bad power tracking and very big overshoot (> 50%). In this context; adaptive, robust & intelligent controllers were proposed to control direct & quadrature currents (Ird & Irq) under MPPT (Maximum Power Point Tracking) strategy to main the unity power factor (PF≈1) by keeping the reactive power at zero level. In this case, the new IDPC based on intelligent controllers offered an excellent wind-system performance especially using robustness tests, which offered a big improvement especially using Type-1 Fuzzy Logic Controller (T1-FLC), Type-2 Fuzzy Logic Control (T2-FLC; is the New class of fuzzy logic) & Neuro-Fuzzy Logic (NFC). In this sense, I think that this edited book is an important contribution to help students already in mastery of the basis of power electronic circuits and control systems theory to achieve these pedagogical goals. The proposed book describes with easy manner the modeling & control of Wind-turbine DFIG in order to control the stator powers using different topologies of robust, adaptive and intelligent controllers. The book present numerous intelligent control techniques that help in the control design of the DFIG wind-system (WT). The textbook “Improved Indirect Power Control (IDPC) of Wind Energy Conversion Systems (WECS)” proposes a collection of concepts, organized in a synergic manner such that to ease comprehension of the WT control design. The book’s contribution goes towards completing the already existing literature by offering a useful integration of control techniques, worthy to be read, understood and employed in the various WT applications. Please enjoy reading this book.
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