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Journal articles on the topic 'History of reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Edelsky, Carole. "Reading History." Review of Education 14, no. 1 (1991): 31–40. http://dx.doi.org/10.1080/0098559910140106.

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2

Brotherston, Gordon, and Catherine Julien. "Reading Inca History." American Historical Review 106, no. 5 (2001): 1746. http://dx.doi.org/10.2307/2692748.

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3

Vannieuwenhuyze, Bram. "Reading History Maps." Quaerendo 45, no. 3-4 (2015): 292–321. http://dx.doi.org/10.1163/15700690-12341335.

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4

Zubaida, Sami, Edmund Burke, Ira Lapidus, Shireen T. Hunter, and Henry Munson. "Reading History Backwards." Middle East Report, no. 160 (September 1989): 39. http://dx.doi.org/10.2307/3013454.

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5

Ramirez, S. E. "Reading Inca History." Ethnohistory 50, no. 4 (2003): 765–67. http://dx.doi.org/10.1215/00141801-50-4-765.

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6

Abbott, Carl. "Reading Urban History." Journal of Urban History 21, no. 1 (1994): 31–43. http://dx.doi.org/10.1177/009614429402100103.

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7

Gagliano, Joseph A. "Reading Inca History." History: Reviews of New Books 29, no. 2 (2001): 62. http://dx.doi.org/10.1080/03612759.2001.10525743.

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8

Wherry, Sally-Anne. "Reading My History." Journal of Autoethnography 5, no. 3 (2024): 295–307. http://dx.doi.org/10.1525/joae.2024.5.3.295.

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I am a child of a person with haemophilia, I am a nurse, I am a researcher. I am a lucky one. The Contaminated (or Tainted) Blood Scandal was a worldwide event that infected many people, including People with Haemophilia (PwH), with blood-borne diseases. With the recent inquiry, more is revealed about decision making and events, allowing families like mine to see the truth for the first time. This essay explores the published literature, both by academics and by people from the haemophilia community, alongside exo-autoethnographic and autoethnographic elements. It will include my journey as I

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9

Nelson, Sioban. "Reading nursing history." Nursing Inquiry 4, no. 4 (1997): 229–36. http://dx.doi.org/10.1111/j.1440-1800.1997.tb00108.x.

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10

Vincent, Susan, and Catherine Julien. "Reading Inca History." Anthropologica 44, no. 2 (2002): 328. http://dx.doi.org/10.2307/25606100.

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11

Orozco, Cynthia E. "Reading Tejano History." American Book Review 37, no. 2 (2016): 17–21. http://dx.doi.org/10.1353/abr.2016.0003.

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12

Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, h

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13

Wiegand, Wayne A., and Alberto Manguel. "A History of Reading." Journal of Education for Library and Information Science 39, no. 1 (1998): 81. http://dx.doi.org/10.2307/40324183.

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14

Oh, Seiwoong, and Steven Roger Fischer. "A History of Reading." Sixteenth Century Journal 35, no. 4 (2004): 1220. http://dx.doi.org/10.2307/20477214.

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15

Davis, Tracy C. "Reading for Economic History." Theatre Journal 45, no. 4 (1993): 487. http://dx.doi.org/10.2307/3209017.

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16

Boyarin, Jonathan. "Reading Exodus into History." New Literary History 23, no. 3 (1992): 523. http://dx.doi.org/10.2307/469219.

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17

Shannon, Patrick, and Carole Edelsky. "Reading History: An Exchange." Review of Education 14, no. 2 (1992): 185–91. http://dx.doi.org/10.1080/0098559920140211.

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18

Steele, Colin. "A History of Reading." Journal of the Australian Library and Information Association 68, no. 3 (2019): 304–17. http://dx.doi.org/10.1080/24750158.2019.1649614.

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19

Fioretos, Aris. "Contraction: (Benjamin, Reading, History)." MLN 110, no. 3 (1995): 540–64. http://dx.doi.org/10.1353/mln.1995.0044.

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20

Happé, Francesca. "Mind reading from history." Trends in Cognitive Sciences 5, no. 4 (2001): 179. http://dx.doi.org/10.1016/s1364-6613(00)01605-3.

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21

Smith, H. J. "OCEANS: Reading Planktonic History." Science 289, no. 5479 (2000): 509c—509. http://dx.doi.org/10.1126/science.289.5479.509c.

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22

Curran, William J. "Reading “History, Rhetoric, Law”." Antitrust Bulletin 42, no. 2 (1997): 439–56. http://dx.doi.org/10.1177/0003603x9704200205.

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23

FUKAYA, Yuko. "A Relation of Reading History to Reading Style." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 1EV142. http://dx.doi.org/10.4992/pacjpa.74.0_1ev142.

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24

Turnovsky, Geoffrey. "Literary History Meets the History of Reading." French Historical Studies 41, no. 3 (2018): 427–47. http://dx.doi.org/10.1215/00161071-6682083.

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25

Dyreson, Mark. "Reading American Readings of Beijing 2008." International Journal of the History of Sport 27, no. 14-15 (2010): 2510–29. http://dx.doi.org/10.1080/09523367.2010.504588.

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26

Green, Bill, Phillip Cormack, and Annette Patterson. "Re-reading the reading lesson: episodes in the history of reading pedagogy." Oxford Review of Education 39, no. 3 (2013): 329–44. http://dx.doi.org/10.1080/03054985.2013.808617.

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27

Miller, Carol L., and Karin Herrmann. "Reading German History: A German Reading Course for Beginners." Modern Language Journal 74, no. 1 (1990): 116. http://dx.doi.org/10.2307/327977.

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28

Matthews, Sara. "Hitler's Car as Curriculum Text: Reading Adolescents Reading History." Journal of the Canadian Association for Curriculum Studies 7, no. 2 (2010): 49–85. http://dx.doi.org/10.25071/1916-4467.22342.

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In this paper I explore how adolescents and beginning teachers encounter and respond to Hitler’s private limousine, a prominent and controversial exhibit at the Canadian War Museum. I first consider the conflicts of learning at stake when the curriculum contains representations of social trauma and war. I then draw from psychoanalytic perspectives on human development to think about what happens when conflict as it is represented in the world outside meets conflict in the individual’s inner world or psychology. Several research questions are raised: How do adults ‘read’ adolescents reading his

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29

Rathbone, Dominic, and Roger S. Bagnall. "Reading Papyri, Writing Ancient History." American Journal of Archaeology 101, no. 2 (1997): 429. http://dx.doi.org/10.2307/506542.

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30

Shohet, Lauren. "READING HISTORY WITH “SAMSON AGONISTES”." Milton Studies 41 (January 1, 2002): 94–116. http://dx.doi.org/10.2307/26395811.

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31

Tonry. "Reading History in Caxton's Polychronicon." Journal of English and Germanic Philology 111, no. 2 (2012): 169. http://dx.doi.org/10.5406/jenglgermphil.111.2.0169.

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32

Warminski, Andrzej. "Monstrous History: Heidegger Reading Holderlin." Yale French Studies, no. 77 (1990): 193. http://dx.doi.org/10.2307/2930154.

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33

Marcus, Robert D. "Nonreaders Anonymous: Reading History Collaboratively." History Teacher 33, no. 4 (2000): 453. http://dx.doi.org/10.2307/494942.

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34

Reus-Smit, Christian. "Reading History through Constructivist Eyes." Millennium: Journal of International Studies 37, no. 2 (2008): 395–414. http://dx.doi.org/10.1177/0305829808097647.

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35

Jacobs, Howy. "Reading the history of humanity." Nature 413, no. 6853 (2001): 254. http://dx.doi.org/10.1038/35095105.

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36

Cast, David. "Reading Vasari again: History philosophy." Word & Image 9, no. 1 (1993): 29–38. http://dx.doi.org/10.1080/02666286.1993.10435856.

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37

Robin Hemley. "Reading History to My Mother." Fourth Genre: Explorations in Nonfiction 1, no. 1 (1999): 36–47. http://dx.doi.org/10.1353/fge.2013.0440.

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38

Graves, Michael F., and Patricia G. Avery. "Scaffolding Students' Reading of History." Social Studies 88, no. 3 (1997): 134–38. http://dx.doi.org/10.1080/00377999709603760.

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39

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

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

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40

Altman, Heidi M., and Thomas N. Belt. "Reading History: Cherokee History through a Cherokee Lens." Native South 1, no. 1 (2008): 90–98. http://dx.doi.org/10.1353/nso.0.0003.

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41

JAJDELSKA, ELSPETH. "PEPYS IN THE HISTORY OF READING." Historical Journal 50, no. 3 (2007): 549–69. http://dx.doi.org/10.1017/s0018246x07006255.

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ABSTRACTThe history of reading is a comparatively recent field. Work to date has been diverse both in period and methodology, ranging from case studies of individuals to statistical analyses of populations. This diversity means that it can be hard to discern either a broadly agreed narrative of reading practices or a clear set of debates. However, a range of scholars have emphasized contrasts between intensive and extensive reading, oral and silent reading, utilitarian and recreational reading, and public and private reading. These contrasts have been aligned with historical periods, with oral

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42

Lesjak, Carolyn. "All or Nothing: Reading Franco Moretti Reading." Historical Materialism 24, no. 3 (2016): 185–205. http://dx.doi.org/10.1163/1569206x-12341479.

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Published in tandem in 2013, Franco Moretti’s two most recent books continue his on-going project to develop radical new methods of literary history and to propose new formulations and frameworks for understanding the relationship between form and history and form and ideology. Bringing together the series of essays through which he developed his concept of distant reading, his collection of the same name argues for a ‘falsifiable criticism’ grounded in the data now available through digital technologies and for the concept of a ‘world literature’ that it is the task of comparatists to theoris

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43

Jackson, Ned. "Reading Kemple Reading Marx Writing." History and Theory 37, no. 1 (1998): 124–38. http://dx.doi.org/10.1111/1468-2303.00043.

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44

McGill, Meredith L. "Reading Poe, Reading Capitalism." American Quarterly 53, no. 1 (2001): 139–47. http://dx.doi.org/10.1353/aq.2001.0008.

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45

Ann, F. Howey. "The Mystery of History: To Say Nothing of the Dog as Neo-Victorian Fiction." Neo-Victorian Studies 14, no. 1 (2023): 113–34. https://doi.org/10.5281/zenodo.7429988.

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This article analyses Connie Willis’s 1998 time-travel novel <em>To Say Nothing of the Dog</em> through the lens of neo-Victorian studies. It argues that the novel’s humour and its characteristically neo-Victorian concern with the relationship of past and present develop in tandem through its representation of reading and quotation practices. Reading and quoting emphasise the textual nature of the past and draw attention to the problems of interpretation, as characters’ (mis)readings and (mis)quotations exaggerate and thus make visible the difficulties of definitively reading

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46

Angier, Kate. "‘Reading’ Textbooks." Annals of Social Studies Education Research for Teachers 3, no. 2 (2022): 37–47. http://dx.doi.org/10.29173/assert44.

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This paper demonstrates how history textbooks can be used in high school classrooms as ‘primary’ as well as ‘secondary’ sources, to develop learners as critical and curious readers of history. History textbooks, like any other historical account, are a form of discourse which present a selected and ideologically constructed interpretation of the past; however, school learners tend to view them uncritically as 'the truth'. Simple strategies of ‘annotation and tabulation’ provide scaffolding which enable learners to deconstruct the textbook extracts (literally and figuratively) and identify the

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47

Corson, Jordan. "Reading Derrida close reading Lemov close reading close reading." Educational Philosophy and Theory 52, no. 3 (2019): 240–50. http://dx.doi.org/10.1080/00131857.2019.1631156.

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48

Clark-Huckstep, Andrew E. "The History of Sexuality and Historical Methodology." Cultural History 5, no. 2 (2016): 179–99. http://dx.doi.org/10.3366/cult.2016.0125.

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Michel Foucault's The History of Sexuality has been the subject of debate among historians for decades. More specifically, his assertion, ‘the sodomite was a temporary aberration, the homosexual was now a species,’ has been used to support an ‘acts-to-identity’ theory that locates in the late-nineteenth century a shift in thinking about sexuality. The author argues that a re-reading of Foucault shifts the focus of historical inquiry from identities towards the process of knowledge creation, allowing for ambiguity that the concept ‘identity’ might foreclose. This essay examines the debate and o

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49

Kara, Taushif. "Pray to the Archive: Abstracting History in Zanzibar." International Journal of Islamic Architecture 9, no. 2 (2020): 265–85. http://dx.doi.org/10.1386/ijia_00014_1.

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Abstract This article explores the problem of reading architecture as archive, with specific reference to the built environment on the island of Zanzibar. The architecture of Stone Town ‐ Zanzibar's urban centre ‐ is often marshalled by scholars as clear evidence of the island's complex and layered histories. This reading, however, tends to lament an erstwhile Indian Ocean cosmopolitanism at odds with both the Zanzibari past and present. In this article, I trace the contours of the island's divergent political and architectural histories and demonstrate how an archival view of architecture can

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50

전병철. "Book Review: Korean Contemporary History Reading through History Education." Studies on History Education ll, no. 21 (2015): 249–62. http://dx.doi.org/10.16976/kahe.2015..21.249.

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