Relevant bibliographies by topics / Interactive reading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interactive reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Interactive reading"

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Gaies, Stephen J., and Suzanne Salimbene. "Interactive Reading." Modern Language Journal 71, no. 1 (1987): 90. http://dx.doi.org/10.2307/326775.

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Makdissi, Hélène, and Andrée Boisclair. "Interactive reading." Written Language and Literacy 9, no. 2 (2006): 177–211. http://dx.doi.org/10.1075/wll.9.2.02mak.

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This qualitative and descriptive study partly explores a crucial aspect of child development, that is, story comprehension seen from the perspective of children’s elaboration of causal relations among story elements. The researcher met with 12 francophone preschool-aged girls (3;6 to 6;0 years old) from Québec City. At key points in the causal chain of story events, the researcher stopped reading to listen to what the children had to say about the construction of the relations they had elaborated until then. After reading, the same children answered four inference questions. Based on analyses which showed that children make causal relations more explicit during reading rather than after reading, it is reasonable to believe that dialogue during reading fosters the complexification of the expression of causal relations by preschoolers.
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Sowell, Jimalee. "Interactive Reading Activities." Crossings: A Journal of English Studies 8 (August 1, 2017): 260–66. http://dx.doi.org/10.59817/cjes.v8i.151.

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Instructors of English courses and students alike tend to view reading as a mostly solitary activity with interaction limited to reader and text. Classroom interaction with reading texts is often limited to the teacher eliciting answers to comprehension and vocabulary questions, and students calling out responses. Teachers sometimes fail to see how reading texts can be used in interactive activities that require spoken communication beyond questions and responses and incorporate a variety of skills. This article explores how reading and interaction influence language development and introduces a number of interactive reading activities teachers can take into their classrooms.
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Hangartner, Mark. "Interactive reading lists." ANZTLA EJournal, no. 17 (January 1, 2016): 46–51. http://dx.doi.org/10.31046/anztla.v0i17.540.

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Gaspar, Rui Manuel Agostinho, José Pedro Fernandes da Silva Coelho, and Glória Maria Lourenço Bastos. "Prazerosa – Interactive Reading Chair." International Journal of Creative Interfaces and Computer Graphics 8, no. 2 (2017): 1–12. http://dx.doi.org/10.4018/ijcicg.2017070101.

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This article describes how to promote reading amongst children, changing the focus on the languages traditionally involved in the print, to the reading environment and adding other interactive languages, has led to the invention of: “Prazeroza – Interactive Reading Chair”. The intention is to generate a peculiar reading environment, an immersive one, created through interactivity. The reader already constructs in his imagination, when reading a book, to real sensations felt through his body, vary accordingly with the narrative's characteristics. This article is started by describing a possible interaction between reader and Prazerosa. After which, it will lay all the paths taken regarding aesthetics, literature, mechanics, electronics and computation, to arrive to the desired immersive reading environment. This approach combines the interactive and virtual between the reader, the visual languages present in the book, and the machinery and luminosity of languages introduced by Prazeroza.
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Arellano, Angelo, Honey Mist Salvador, Mitchie Mae Barrios, et al. "Readify: Interactive e-story book to improve English reading comprehension skills." International Student Research Review 2, no. 1 (2025): 91–107. https://doi.org/10.53378/isrr.167.

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English reading comprehension is a core competency that underpins significant contribution to the advancement of academic skills in all subjects. This study determined the impact of interactive e-storybooks conceptualized as readily accessible digital stories to improve, foster, and yields reader’s comprehension (READIFY) enhancing Grade 5 learners’ English reading comprehension skills in a public elementary school in the Philippines during S.Y. 2024-2025. The study utilized a quantitative approach, collecting data from survey questionnaires and pre-test and post-test assessments. Statistical tools such as mean and standard deviation were used to determine the material’s efficiency in improving the learners’ English reading comprehension skills. A T-test was employed to determine if there is a significant difference between the students’ level of English reading comprehension skills before and after the intervention. The findings showed that READIFY intervention led to significantly enhanced reading comprehension skills among Grade 5 pupils. Pre-test scores (81.2%) indicated an instructional level while post-test scores (64.7%) demonstrated an independent level, signifying a marked improvement in their ability to read and understand the material. The statistical evidence supports the program's efficacy and highlights its potential as a valuable tool for educators seeking to enhance language learning outcomes.
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Schraw, Gregory. "Interactive, Compensatory Reading Strategies." Journal of Literacy Research 28, no. 1 (1996): 55–70. http://dx.doi.org/10.1080/10862969609547910.

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Three experiments examined the trade-off between the text-based and task-based importance. Text-based importance was defined as information in a text that is important due to its structural relation to other text segments. Task-based importance was defined as text information that is important due to external constraints such as instructions. Undergraduates in this study spontaneously adopted an interactive, compensatory strategy in which task-based importance superseded the role of text-based importance. Implications for reading instruction and practice were discussed.
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Demirbas, Banu Özge. "Typographyin interactive spaces and the process of reading." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 5 (2017): 56–61. http://dx.doi.org/10.18844/prosoc.v3i5.1961.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN." Jurnal Utilitas 8, no. 1 (2022): 12–16. http://dx.doi.org/10.22236/utilitas.v8i1.8586.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively.
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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School." Pedagogia : Jurnal Pendidikan 11, no. 1 (2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively
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Dissertations / Theses on the topic "Interactive reading"

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Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.

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Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.<br>Master of Arts
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Lewis, Denise. "Reading Intervention Using Interactive Metronome Treatment." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1541.

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The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.
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Fox, Meghan Kathleen. "Interactive Whiteboard Technology and Reading Instruction." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030967.

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Choi, Hyeran. "Interactive use of reading strategies, seven cases in second language reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq36862.pdf.

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Choi, Hyeran Carleton University Dissertation Linguistics and Applied Language Studies. "Interactive use of reading strategies; seven cases in second language reading." Ottawa, 1999.

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Hunnell, Amanda Leigh. "Impact of Interactive Homework on Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3249.

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Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment-home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.
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Farenga, Andrea Rhodes Dent. "Design and development of interactive multimedia for preservice reading education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.
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Gallego, Margaret Anne. "Verbal interaction among teachers and elementary learning-disabled students engaged in directive and interactive prereading strategies." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184838.

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Interactive teaching approaches have been documented as viable and effective methods of comprehension instruction. This study identified the components characteristic of interactive and directive teaching. The language employed by teachers and learning disabled (LD) students engaged in one of three interactive strategies or a directive strategy are described and compared with student performance. A written summary and a multiple choice comprehension test served as dependent measures. Subjects were upper elementary bilingual, LD students and their teachers in eight self contained or resource classrooms. Classes were randomly assigned to one of four instructional conditions: (a) semantic mapping, (b) semantic feature analysis, (c) semantic syntactic feature analysis, or (d) direct instruction. Teacher utterances were coded according to general, directive, and interactive teaching functions. Student utterances were coded according to prior knowledge categories including elaborate, specific, restrictive, and response, and other. Results reported indicate findings regarding classroom interaction, condition effects, and theoretical tenets. Teacher and student interaction patterns revealed (a) no difference in the amount of teacher talk across assigned conditions, (b) "no response" as the most frequent student response to teacher utterances, and (c) the most student to student conversation occurred in the semantic feature analysis and the semantic syntactic feature analysis condition. Condition effect findings reported significant difference on prior knowledge and cohesiveness of written summaries. Student performance on the multiple choice test exhibited no significant difference on vocabulary items. Theoretical divergence was represented by interactive and directive teaching functions that were most differently used. These differences characterize interactive and directive instruction. Findings indicate that learning disabled students are capable of benefiting from interactive instruction; and, teachers engaged in interactive instruction employ teaching functions that encouraged student participation in classroom discussion.
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Walter, Eileen Louise. "THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184191.

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The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used to describe instructional discourse during reading lessons where comprehension was the major goal. Recently, reading instructional research has been conducted to investigate what occurs during reading lessons. These researchers observed lessons using instruments consisting of categories of behaviors that were expected to occur. The present study contributed to this line of investigation by describing what actually occurred during reading lessons through the language of instruction. Eight reading lessons were audio-taped in two second grades and two sixth grades over a three-month period. During one lesson, a story from a basal textbook was read and/or discussed. During the other lesson, a book from the district literature program was read and/or discussed. During the basal lesson, a group of students, neither highest nor lowest in reading ability, was selected in each class. During the literature lesson, a group of students of mixed reading ability was audio-taped in three classes. In one second grade class, the same group was audio-taped for both lessons. From transcriptions of the audio-tapes, a system of analysis was developed, consisting of a pragmatic subsystem for identifying interactional functions of language and a semantic subsystem for identifying interactional functions of language and a semantic subsystem for identifying transactional functions of language. Interactional functions were described as different types of speech acts, termed instructional acts. Transactional functions were described as different types of topical relationships between utterances, termed topical moves and topical sequences. Data were analyzed quantitatively, comparatively, and qualitatively. From quantitative analyses, organization of instructional discourse across reading lessons was described. From comparative analyses, variations in organization of instructional discourse between reading lessons were described according to grade level, lesson type, and teacher. From qualitative analyses, topical development during reading lessons was described. Results indicate that reading lessons can be described by analyzing functions of language using methods of discourse analysis. Application of these methods revealed similarities and differences in the organization of discourse among lessons and discourse strategies used by teachers and students to interactively accomplish reading lessons.
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Sloane, Sarah Jane. "Interactive fiction, virtual realities, and the reading-writing relationship." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287425155.

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Books on the topic "Interactive reading"

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Salimbene, Suzanne. Interactive reading. Newbury House Publishers, 1986.

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Zinn, Ava. Strategies for interactive reading. Harcourt Brace College Publishers, 1996.

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Nadia, Henein, ed. Reading matters 4: An interactive approach to reading. 2nd ed. Houghton Mifflin Co., 2007.

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Lee, Wholey Mary, ed. Reading matters 3: An interactive approach to reading. Houghton Mifflin Co., 2001.

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L, Carrell Patricia, Devine Joanne, and Eskey David E, eds. Interactive approaches to second language reading. Cambridge Unversity Press, 1988.

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May, Frank B. Reading as communication: An interactive approach. 3rd ed. Merrill, 1990.

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Susan, Stempleski, ed. Explorations: An interactive approach to reading. Collier Macmillan, 1988.

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author, Perrin Teresa, Goonen Bonnie consultant, and Pittman-Shetler Susan consultant, eds. Essential Reading Skills: Interactive Practice Workbook. Essential Education, 2013.

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Helen, Beebee, and Dodd Julian, eds. Reading metaphysics: Selected texts with interactive commentary. Blackwell Pub., 2007.

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Sven, Bernecker, ed. Reading epistemology: Selected texts with interactive commentary. Blackwell Pub., 2006.

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Book chapters on the topic "Interactive reading"

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Buehl, Doug. "Interactive Reading Guides." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-26.

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Brum, Christopher. "Implementing Interactive Reading." In Interactive Reading for Learners with Extensive Support Needs. Routledge, 2025. https://doi.org/10.4324/9781003520030-5.

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Buehl, Doug. "Hands-On Reading." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-23.

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Buehl, Doug. "Math Reading Keys." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-30.

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Buehl, Doug. "First-Person Reading." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-20.

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Landis, Theodor, and Marianne Regard. "Relative Interactive Hemispheric Dominance in Reading." In Brain and Reading. Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10732-2_7.

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Tanenbaum, Joshua, and Karen Tanenbaum. "The Reading Glove: A Non-linear Adaptive Tangible Narrative." In Interactive Storytelling. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25289-1_45.

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Buehl, Doug. "Different Perspectives for Reading." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-17.

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Buehl, Doug. "Three-Level Reading Guides." In Classroom Strategies for Interactive Learning, 4th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-47.

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Single, Peg Boyle. "Interactive Reading and Note Taking." In Demystifying Dissertation Writing. Routledge, 2023. http://dx.doi.org/10.4324/9781003444053-3.

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Conference papers on the topic "Interactive reading"

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Yibo, Wang, Mao Yuanyuan, Ni Shi-Ting, Wang Zeyu, and Hui Pan. "Metabook: A System to Automatically Generate Interactive AR Storybooks to Improve Children’s Reading Interest." In 2025 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2025. https://doi.org/10.1109/vrw66409.2025.00285.

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Maria, Pauline Yosephine, and Yi-Ting Huang. "Does Scrolling through or Clicking Interactive Infographics Reduce Anxiety? Exploring International Students' Reactions When Reading Disaster News." In 2024 IEEE 13th Global Conference on Consumer Electronics (GCCE). IEEE, 2024. https://doi.org/10.1109/gcce62371.2024.10760311.

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Mori, Koichi, Rafael Ballagas, Glenda Revelle, Hayes Raffle, Hiroshi Horii, and Mirjana Spasojevic. "Interactive rich reading." In the 19th ACM international conference. ACM Press, 2011. http://dx.doi.org/10.1145/2072298.2072478.

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Fu, Bo. "Interactive Reading Model and College English Reading." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.143.

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Phichiensathien, Phirunkhana. "Interactive Reading to Second Language Reading Ability." In 6th UPI International Conference on TVET 2020 (TVET 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.138.

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Liang, Jie, Xiaobo Xu, Qian Lin, Yakun He, Jing Sun, and Heng Chen. "Interactive Reading System Based on AI." In 2020 IEEE 3rd International Conference of Safe Production and Informatization (IICSPI). IEEE, 2020. http://dx.doi.org/10.1109/iicspi51290.2020.9332380.

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Wu, Jiaju, Hongfu Zuo, Zheng Cheng, and Yonghui Yang. "Research on IETM Data Interactive Reading Technology." In 2020 Chinese Automation Congress (CAC). IEEE, 2020. http://dx.doi.org/10.1109/cac51589.2020.9326930.

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Onisawa, Takehisa, and Kiriko Ogino. "Interactive Voice Generation System for Story Reading." In 2016 Joint 8th International Conference on Soft Computing and Intelligent Systems (SCIS) and 17th International Symposium on Advanced Intelligent Systems (ISIS). IEEE, 2016. http://dx.doi.org/10.1109/scis-isis.2016.0138.

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Vanderschantz, Nicholas, Claire Timpany, and Ana Hill. "Children's reading of text on interactive whiteboards." In the 24th Australian Computer-Human Interaction Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2414536.2414631.

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van Rhyn, Alet, and Annalene van Staden. "INTERACTIVE STORYBOOK READING AS AN INTERVENTION STRATEGY TO SUPPORT ESL LEARNERS’ READING COMPREHENSION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2475.

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Reports on the topic "Interactive reading"

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Park, Yena, Geoffrey LaFlair, Yigal Attali, Andrew Runge, and Sarah Goodwin. Interactive Reading - The Duolingo English Test. Duolingo, 2022. http://dx.doi.org/10.46999/rcxb1889.

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This paper introduces a new item type on the Duolingo English Test called Interactive Reading and grounds the item within the Duolingo English Test’s theoretical language assessment design framework and its assessment ecosystem. The innovative response format and automated item generation methods contribute to the specification of the construct of L2 reading, thereby strengthening the validity claims of the Duolingo English Test.
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LaFlair, Geoffrey, Andrew Runge, Yigal Attali, Yena Park, Jacqueline Church, and Sarah Goodwin. Interactive Listening - The Duolingo English Test. Duolingo, 2023. http://dx.doi.org/10.46999/egei3342.

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This paper introduces a new integrated task type on the Duolingo English Test called Interactive Listening and grounds the task within the Duolingo English Test’s theoretical language assessment design framework and its assessment ecosystem. The task and automated item generation methods contribute to measurement of the constructs of L2 listening, reading, and writing, thereby strengthening the validity claims of the Duolingo English Test.
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Sun, He. Animated electronic storybook and children's Mother Tongue development: Tracing the process and the outcome with eye-tracking. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22664.

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Storybook reading to children is considered an efficient way to provide a meaningful context for exposure to unfamiliar words and grammar (Weizman &amp; Snow, 2001). Nonetheless, children with limited language knowledge (e.g., child MTL learners in Singapore) may benefit less from the reading activities, due to the gap between their skills and those required for processing the narration. They often fail to derive the meaning of unknown words/grammar from the verbal context and consequently have trouble figuring out the story plots (Verhallen &amp; Bus, 2010). Children’s electronic storybook (e-storybook) seems to hold great promise to assist in developing children’s emerging literacy as such reading formats are favored by children due to its entertaining elements (e.g., sound and interactive games) (Hio, 2015). Compared to traditional print books, well-designed animated e-storybooks can stimulate readers' visual, auditory and even kinaesthetic senses to comprehend a story and unfamiliar language via the match between nonverbal sources (motion pictures, images, sound and music) and the narration (de Jong &amp; Bus, 2002; 2004; Neuman, 1997; Verhallen, Bus, &amp; de Jong, 2006). It is especially promising for second language learners/bilingual child learners, because these children with less language knowledge at hand may need extra information sources to digest the story plots and grasp the new words and grammar.
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Hordiienko, Valentyna V., Galyna V. Marchuk, Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Development of a model of the solar system in AR and 3D. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4410.

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In this paper, the possibilities of using augmented reality technology are analyzed and the software model of the solar system model is created. The analysis of the available software products modeling the solar system is carried out. The developed software application demonstrates the behavior of solar system objects in detail with augmented reality technology. In addition to the interactive 3D model, you can explore each planet visually as well as informatively – by reading the description of each object, its main characteristics, and interesting facts. The model has two main views: Augmented Reality and 3D. Real-world object parameters were used to create the 3D models, using the basic ones – the correct proportions in the size and velocity of the objects and the shapes and distances between the orbits of the celestial bodies.
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McKoon, Gail. Reading: Interaction With Memory. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada277547.

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Silver, Rita, Jessie Lay Hoon Png, Raslinda Ahmad Rasidir, Poh Yi Foong, Thi Canh Dien Huynh, and Kogut Galyna. The impact of negotiation for meaning on reading comprehension among Singapore primary students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22656.

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The study follows up on prior research on the key role of negotiation for meaning (NFM) in increasing second language learning and oral comprehension (e.g., Ellis &amp; Heimbach, 1997) and on reading comprehension (Van den Branden, 2000). The investigation described in this report considers whether and in what ways classroom discussions can encourage the types of interactions that are beneficial to language and literacy learning, especially reading comprehension. The intervention encourages a more thoughtful, questioning approach to reading comprehension, integrated with oral interaction that encourages NFM.
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7

Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Antignus, Yehezkiel, Ernest Hiebert, Shlomo Cohen, and Susan Webb. Approaches for Studying the Interaction of Geminiviruses with Their Whitefly Vector Bemisia tabaci. United States Department of Agriculture, 1995. http://dx.doi.org/10.32747/1995.7604928.bard.

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The DNA of tomato yellow leaf curl virus (TYLCB) was detected in its whitefly vector, Bemisia tabaci, by dot spot hybridization as early as 1 h after acquisition access. The retention of the virus nucleic acid in the vector was at least 23 days after a 48 h acquisition access. However, the retention of TYLCV coat protein did not exceed 10 days. No replicative forms of TYLCV could be detected in B. tabaci, indicating a non-propagative relationship with the vector. Whiteflies were not able to accumulate naked virion ssDNA, virus cloned dsDNA, or virions with impaired coat protein. Deletion, frameshift, and single amino acid mutations were inserted into open reading frames (ORFs) V1 and V2 (Coat protein) of TYLCV. The ability of these mutants to replicate, to spread and to induce symptoms was tested both in leaf disks and in intact plants. No replication was found in tissues that were infected with a deletion mutant that lacked the carboxy half of the coat protein gene. Residual amounts of ssDNA and dsDNA were detected i tissues infected with a frameshift mutant in which an early termination at the extreme part of the protein. Two other mutants in which a single amino acid was changed in the overlapping part of V1 and V2 were able to spread systemically but infections remained symptomless and the production of ssDNA and dsDNA were significantly lower. These mutants were acquired and transmitted by Bemisia tabaci. Procedures for the the dissection, fixation and embedding of whiteflies were developed. The anatomy and ultrastructure of the salivary gland and the midgut of Bemisia tabaci and Trialeurodes vaporariorum (a vector and non-vector of geminiviruses respectively) was studied and described. Monoclonal antibodies against bean golden mosaic virus (BGMV) with narrow and broad spectrum were prepared. Transmission studies of tomato mottle geminivirus (TMoV) by B. tabaci were carried out. These studies were essential for a further work aimed to understand the interaction of geminiviruses with the insect and their localization in its tissues. To enable the production of transgenic plants procedures were developed for tomato transformation with both Agrobacterium and microparticle bombardment.
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