Log in

Relevant bibliographies by topics / Interactive reading / Journal articles

To see the other types of publications on this topic, follow the link: Interactive reading.

Journal articles on the topic 'Interactive reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Interactive reading.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

4

Hangartner, Mark. "Interactive reading lists." ANZTLA EJournal, no. 17 (January 1, 2016): 46–51. http://dx.doi.org/10.31046/anztla.v0i17.540.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

Schraw, Gregory. "Interactive, Compensatory Reading Strategies." Journal of Literacy Research 28, no. 1 (1996): 55–70. http://dx.doi.org/10.1080/10862969609547910.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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 int

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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 int

APA, Harvard, Vancouver, ISO, and other styles

11

Requilme, Catherine. "Interactive Reading-Aloud Strategy (IRAS) in Enhancing Reading Literacy: An Intervention Plan." Psychology and Education: A Multidisciplinary Journal 24, no. 7 (2024): 797–805. https://doi.org/10.5281/zenodo.13634186.

Full text

Abstract:

This research employed a pretest-posttest control group research design to evaluate the efficacy of the Interactive Reading-Aloud Strategy (IRAS) as a reading intervention in enhancing reading literacy skills among Junior High School students. The study focused on comparing pretest and posttest results of the Philippine Informal Reading Inventory (Phil-IRI) administered to students whose reading/english teacher implemented the IRAS.The research involved 150 Junior High School students from a public high school, and the primary findings indicated a significant positive impact of the IRAS on stu

APA, Harvard, Vancouver, ISO, and other styles

12

Sari, Indah Novita. "Interactive Multimedia in Teaching Reading." ELLITE: Journal of English Language, Literature, and Teaching 3, no. 1 (2018): 36. http://dx.doi.org/10.32528/ellite.v3i1.1776.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Shao, Yun-Long, and Yi-Huang Shih. "The effects of interactive electronic picture books on young children’s oral expression skills." International Journal of Education and Practice 12, no. 2 (2024): 312–23. http://dx.doi.org/10.18488/61.v12i2.3680.

Full text

Abstract:

The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. D

APA, Harvard, Vancouver, ISO, and other styles

14

Dong, Lu. "The Practice of Interactive Digital Picture Book Design in the Context of Media Convergence." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 7–10. http://dx.doi.org/10.54097/ehss.v23i.12724.

Full text

Abstract:

The rapid development of media technology has enabled new media and traditional media to realize a good integration, and people's entertainment is richer in the era of media convergence. Reading is the main way for people to learn independently and enrich their daily life. Under the influence of media convergence, there has been a shift from traditional paper books to e-books and cell phones and other in people's reading carriers. At the same time, people's reading methods have also changed, and interactive reading has gradually broken the limitations of traditional reading way. Nowadays, inte

APA, Harvard, Vancouver, ISO, and other styles

15

Firmansyah, Arif, Silma Nur Rifa Auliya, Siti Lutfiah Azzahra, et al. "Optimizing Interactive Reading Techniques to Improve Student Literacy at MI Al Hidayah." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 4, no. 1 (2024): 787–92. https://doi.org/10.57235/aurelia.v4i1.4266.

Full text

Abstract:

The research aims to increase students' literacy interest at MI Al Hidayah by implementing interactive reading techniques. By using a qualitative descriptive approach and direct observation, this research identifies factors that influence low interest in literacy. The research results show that interactive reading techniques are effective in increasing students' interest and literacy skills. Oral interactions, parental involvement, and innovative learning technologies also contribute to increased literacy. Research concludes that interactive reading techniques can improve students' literacy ab

APA, Harvard, Vancouver, ISO, and other styles

16

Lea, Ann Christenson. "Class interactive reading aloud (CIRA): A holistic lens on interactive reading aloud sessions in kindergarten." Educational Research and Reviews 11, no. 23 (2016): 2138–45. http://dx.doi.org/10.5897/err2016.2874.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Sanchez, Domenic T. "Interactive and Conventional Teaching Approaches to Optimizing Reading Comprehension Performance." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 1848–58. http://dx.doi.org/10.47059/revistageintec.v11i3.2055.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ceyhan, Sumeyra, and Mustafa Yıldız. "The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency." lnternational Electronic Journal of Elementary Education 13, no. 4 (2021): 421–31. http://dx.doi.org/10.26822/iejee.2021.201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Apandi, Apandi. "The Effect of Interactive-Read Aloud Strategy on the Extroverted and Introverted Students' Reading Comprehension." Academic Journal Perspective : Education, Language, and Literature 2, no. 1 (2018): 194. http://dx.doi.org/10.33603/perspective.v2i1.1658.

Full text

Abstract:

This research investigated the most effective strategy of interactive reading aloud on the students' personality types in reading comprehension. In this research, the researcher employed quantitative research by using factorial design. Population in this research were the forth semester students of English intensive program in middle level and the sample were 40 students from experimental and control classes. Try out was conducted to measure validity and reliability of instrument. Two ways ANOVA was conducted to test the hypotheses, two-way analysis of variance with F-test at the 5% (0.05) lev

APA, Harvard, Vancouver, ISO, and other styles

20

Sari, Fransiska Faberta Kencana. "Implementation of an Interactive Reading Corner to Enhance Elementary School Students' Reading Literacy." JIIP - Jurnal Ilmiah Ilmu Pendidikan 8, no. 4 (2025): 4411–16. https://doi.org/10.54371/jiip.v8i4.7748.

Full text

Abstract:

This study intends to analyze the implementation of the Interactive Reading Angle as?a strategy to improve reading literacy in elementary school. With reading books and digital technology, the Interactive Reading Corner can also?be accessibile by visual media. This qualitative study has?a case study design. Data collection methods consisted of observation, interviews, and documentation in classrooms where the Interactive Reading Corner had been?applied. It was found that Interactive Reading Corner helps to enhance students' interest in reading through a variety of reading materials displays, t

APA, Harvard, Vancouver, ISO, and other styles

21

Asipi, Lili Sururi, Utami Rosalina, and Dwi Nopiyadi. "The Analysis of Reading Habits Using Miles and Huberman Interactive Model to Empower Students’ Literacy at IPB Cirebon." International Journal of Education and Humanities 2, no. 3 (2022): 117–25. http://dx.doi.org/10.58557/ijeh.v2i3.98.

Full text

Abstract:

The purpose of this study is to describe the reading habits of students of the English Education Study Program of IPB Cirebon and to find out several factors that influence the habits of students of IPB Cirebon. This study uses a qualitative method using an ethnographic approach. The Source of data is taken by purposive sampling or sample purpose. Data were collected using in-depth interviews, active participant observation, and questionnaires. Data accuracy was validated by data triangulation, method triangulation, and member check. Furthermore, the data were analyzed using the Miles and Hube

APA, Harvard, Vancouver, ISO, and other styles

22

Kush, Joseph C., Marley W. Watkins, and Susan M. Brookhart. "The Temporal-Interactive Influence of Reading Achievement and Reading Attitude." Educational Research and Evaluation 11, no. 1 (2005): 29–44. http://dx.doi.org/10.1080/13803610500110141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Gherman, Oxana. "Strategii interactive de predare a textului liric." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, no. 1 (2020): 31–46. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p31-46.

Full text

Abstract:

This article contains a series of methodological recommendations for teaching lyrical texts at Romanian language and literature lessons. There are presented in a systematic way different didactic strategies and landmarks for organizing lessons, taking into account the process of learning/ understanding the lyric text in several fundamental stages: pre-reading activities (which ensure the emotional and intellectual preparation of the students for the process of decoding the studying text), various methods of reading poetry at the lesson and postreading activities (analysis, interpretation, eval

APA, Harvard, Vancouver, ISO, and other styles

24

Lee, James F., Patricia Carrell, Joanne Devine, and David Eskey. "Interactive Approaches to Second Language Reading." Modern Language Journal 73, no. 2 (1989): 201. http://dx.doi.org/10.2307/326575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Lutjeharms, Madeline. "Interactive approaches to second language reading." System 20, no. 2 (1992): 235. http://dx.doi.org/10.1016/0346-251x(92)90028-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Esgrina, Francisco Jr Olermo, and Richie Jake Gentapa Generale. "CLICK: INTERACTIVE APP FOR READING COMPREHENSION." LLT Journal: A Journal on Language and Language Teaching 26, no. 1 (2023): 18–30. http://dx.doi.org/10.24071/llt.v26i1.5626.

Full text

Abstract:

For the past decades, technology has been used as a revolutionary aid for education. With recent innovations, it served as a new platform for learning. Since the stirring of the COVID-19 pandemic and the series of global lockdowns, an increase in mobile use has been observed. It solidifies technological innovations grounding as a mode of learning. This study was conducted using the close-group tutorial employing the Accomplish Reading Application as an intervention for remediation among slow learners of primary-grade English. It employed the experimental design where it compared the pre- and p

APA, Harvard, Vancouver, ISO, and other styles

27

Wixson, Karen K. "An Interactive View of Reading Comprehension: Implications for Assessment." Language, Speech, and Hearing Services in Schools 48, no. 2 (2017): 77–83. http://dx.doi.org/10.1044/2017_lshss-16-0030.

Full text

Abstract:

Purpose This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. Method It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Result Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability th

APA, Harvard, Vancouver, ISO, and other styles

28

Sun, Chia-Ho. "Using Interactive Picture-Book Read-Alouds with Middle School EFL Students." English Language Teaching 13, no. 7 (2020): 130. http://dx.doi.org/10.5539/elt.v13n7p130.

Full text

Abstract:

The current study investigated the effects of interactive picture-book read-alouds on middle school EFL students&rsquo; word inference ability and attitudes toward reading in English. To this end, two classes of seventh-grade students from a public middle school in Taiwan participated and were randomly divided into two groups: an interactive picture-book read-aloud (IPBRA) group and a control group. The intervention took place in a 40-minute morning study hall per week over a period of 10 weeks. The two groups were tested using Reading Attitude Survey (RAS) and Word Inference Assessment (W

APA, Harvard, Vancouver, ISO, and other styles

29

Sun, Yuling, Jiaju Chen, Bingsheng Yao, et al. "Exploring Parent's Needs for Children-Centered AI to Support Preschoolers' Interactive Storytelling and Reading Activities." Proceedings of the ACM on Human-Computer Interaction 8, CSCW2 (2024): 1–25. http://dx.doi.org/10.1145/3687035.

Full text

Abstract:

Interactive storytelling is vital for preschooler development. While children's interactive partners have traditionally been their parents and teachers, recent advances in artificial intelligence (AI) have sparked a surge of AI-based storytelling and reading technologies. As these technologies become increasingly ubiquitous in preschoolers' lives, questions arise regarding how they function in practical storytelling and reading scenarios and, how parents, the most critical stakeholders, experience and perceive these technologies. This paper investigates these questions through a qualitative st

APA, Harvard, Vancouver, ISO, and other styles

30

Lestari, Gyan Puspa, Syihabuddin Syihabuddin, Aceng Kosasih, and Momod Abdul Somad. "The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills." International Journal of Learning, Teaching and Educational Research 22, no. 9 (2023): 280–95. http://dx.doi.org/10.26803/ijlter.22.9.15.

Full text

Abstract:

This study aims to examine the effectiveness of interactive reading models in improving early childhood receptive and productive language skills. The interactive reading model used in this study consists of the traditional, the attention-focused, and the mind-map interactive reading models. This study used an experimental research method with a pre-posttest design. The sample in this study was 500 participants, with a composition of 150 people each in the traditional, focused attention, mind-map methods, with an age range of 4-6 years from 5 early childhood education schools. The results showe

APA, Harvard, Vancouver, ISO, and other styles

31

Leslie, Jing C. Paculdar. "The Effectiveness of Interactive Reading Resources in Developing Word Recognition Reading Skills." International Journal of Social Science and Human Research 08, no. 03 (2025): 1579–98. https://doi.org/10.5281/zenodo.15067218.

Full text

Abstract:

Interactive Reading Resources play a vital role in developing word recognition skills especially to young learners. Developing the reading skills of learners makes them comfortable in class participation since most of the learning areas requires mostly good if not better reading ability. In testing their performance in word recognition, the kindergarten pupils were given 10-item test at the beginning of the school year, which revealed their low performance. Providing them interactive reading materials is one strategy that may actively engage the learners to reinforce their word recognition ski

APA, Harvard, Vancouver, ISO, and other styles

32

Nugraheny, Yuli, Zainal Abidin Arief, Sigit Wibowo, and Heldy Ramadhan Putra Pembangunan. "Improvement of Reading and Learning Skills through Interactive CD Learning Media." International Journal on Engineering, Science and Technology 1, no. 2 (2022): 49–60. http://dx.doi.org/10.46328/ijonest.111.

Full text

Abstract:

This research is a Classroom Action Research with the aim of knowing the improvement of children's reading and learning abilities after being implemented with Interactive CD media. The problem in this study is formulated as follows: 1. Can learning using Interactive CDs in students improve children's early reading skills? 2. Can learning using Interactive CDs improve children's learning? 3. How is the process of improving reading and learning skills through learning using interactive CDs? The method used is a qualitative research method. The sample was 13 students in group B. Data analysis in

APA, Harvard, Vancouver, ISO, and other styles

33

Eilertsen, Lill-Johanne, Oddvar Hjulstad, Romy Regina Prochnow, and Sigrun Slettner. "Collaborative, responsive behavior in peer interaction." Journal of Interactional Research in Communication Disorders 15, no. 2 (2024): 1–27. http://dx.doi.org/10.1558/jircd.24422.

Full text

Abstract:

Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Resul

APA, Harvard, Vancouver, ISO, and other styles

34

Susanto, Herri. "Reading Theories and Reading Comprehension; Review and Discussed." E-Structural 2, no. 2 (2020): 153–59. http://dx.doi.org/10.33633/es.v2i2.3231.

Full text

Abstract:

Abstract. In this article, several reading theories need to be reviewed in their relationships to read understanding educators and English lecturers. Three other Reading Models, Bottom-Up, Top-Down, and Interactive, are discussed in the Schema Theory at the theoretical stage. The history of reading training, kinds and purposes of reading, and cognitive reading abilities will be discussed in checking the reading understanding. Finally, it reviews six variables that are engaged in understanding English texts.Keywords: comprehension, models of reading, schema theoryAbstrak. Dalam artikel ini, beb

APA, Harvard, Vancouver, ISO, and other styles

35

Sadeghi, Elahe, Akbar Afghari, and Gholam-Reza Zarei. "Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)." English Language Teaching 9, no. 3 (2016): 130. http://dx.doi.org/10.5539/elt.v9n3p130.

Full text

Abstract:

<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to

APA, Harvard, Vancouver, ISO, and other styles

36

Fitrawati, Fitrawati, Hermawati Syarif, Muhammad Zaim, and David D. Perrodin. "The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia." Indonesian Journal of Applied Linguistics 12, no. 3 (2023): 612–25. http://dx.doi.org/10.17509/ijal.v12i3.36838.

Full text

Abstract:

Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with inter

APA, Harvard, Vancouver, ISO, and other styles

37

Calam, Paul John E., Kareen Mae M. Salinas, and Mirla May D. Laput. "Interactive Instructional Reading Materials: A Responsive and Comprehensive Intervention for the Struggling Readers." Journal of Learning and Educational Policy, no. 23 (April 23, 2022): 1–7. http://dx.doi.org/10.55529/jlep.23.1.7.

Full text

Abstract:

The study was a quasi-experimental research conducted to investigate the effect of Interactive Instructional Reading Materials: A Responsive and Comprehensive Intervention to Struggling Readers. The participants of the study were the identified 74 struggling readers from Grades 2 to 10 enrolled during the 2nd quarter SY 2021-2022 at Tawantawan Integrated School. One group was assigned as control group who was exposed to plainly printed reading materials while the other one was experimental group who was exposed to interactive reading materials. This study utilized interactive instructional rea

APA, Harvard, Vancouver, ISO, and other styles

38

Gabejan, Alona Medalia, Eñego B. Tejas, Jr., and Kristine Harion G. Lacanaria. "Mobile-based Interactive Media in Remedial Reading Instruction." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 99–106. http://dx.doi.org/10.32996/ijllt.2021.4.5.9.

Full text

Abstract:

This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension. It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the

APA, Harvard, Vancouver, ISO, and other styles

39

Kim, Soojung, and Yungil Lee. "iStoryBook: An Interactive Media Supporting Dialogic Reading for Children's Reading Comprehension." International Journal of Multimedia and Ubiquitous Engineering 11, no. 11 (2016): 383–92. http://dx.doi.org/10.14257/ijmue.2016.11.11.35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Cakiroglu, Unal, and Serkan Aslan. "Unlocking Reading Success for First Graders: The Power of Interactive Learning Software." International Journal of Technology in Education and Science 9, no. 2 (2025): 197–215. https://doi.org/10.46328/ijtes.607.

Full text

Abstract:

This study examines the impact of interactive reading instructional software (IRIS) on the reading speed of first-grade elementary students. Using a single-group pre-test post-test quasi-experimental design, the research involved 21 days of interactive reading lessons. Observations during the implementation phase helped evaluate the influence of the learning environment, while post-activity interviews provided insights into how the interactive reading setup boosted students’ reading speeds. The results showed a significant increase in reading speed for students using the software. Key factors

APA, Harvard, Vancouver, ISO, and other styles

41

Luu, Thi Kim Que M.A. "Improving Classroom Interaction in Reading Classes for Students at Hanoi University of Home Affairs: An Action Research." International Journal of Social Science and Human Research 04, no. 06 (2021): 1441–48. https://doi.org/10.47191/ijsshr/v4-i6-31.

Full text

Abstract:

Classroom interaction is obviously of crucial significance to English language teaching and learning. Many language teachers and researchers have made great efforts to find out ways to create interactive classroom environment that involve both teachers and learners’ contributions during the whole process of teaching and learning. The study was conducted to explore classroom interaction in an English foreign language class. Questionnaire and classroom observation were used for data collecting. The results showed that the students participated more actively in reading lessons. Moreover, th

APA, Harvard, Vancouver, ISO, and other styles

42

Gallagher, Kay, Anna Marie Dillon, Claudine Habak, Sumaya Saqr, and Yahia AlRamamneh. "The Affordances and Constraints of Supporting Father-Child Shared Reading in the Multilingual Emirates." Languages 10, no. 3 (2025): 39. https://doi.org/10.3390/languages10030039.

Full text

Abstract:

This paper reports on the affordances and constraints encountered in the case of an innovative project designed to support early literacy development in Arabic and English while enhancing father-child wellbeing in Abu Dhabi. The project sought to encourage Emirati fathers to engage in interactive shared book reading at home with their young children. In a context where adult–child home reading is not a traditional practice and where children’s reading proficiency in public schools is often below international standards, the project sought to support families with their children’s early literac

APA, Harvard, Vancouver, ISO, and other styles

43

Nurmahanani, Indah. "Social Cognitive Approach through Interactive Multimedia for Early Reading Learning." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (2021): 32. http://dx.doi.org/10.30595/dinamika.v13i1.9301.

Full text

Abstract:

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ aver

APA, Harvard, Vancouver, ISO, and other styles

44

Rosenblatt, Louise M. "Viewpoints: Transaction Versusb Interaction—A Terminological Rescue Operation." Research in the Teaching of English 19, no. 1 (1985): 96–107. http://dx.doi.org/10.58680/rte198515656.

Full text

Abstract:

This article differentiates the usages of transaction and interaction as reflections of differing paradigms. The transactional theory of reading is dissociated from information-processing and interactive processing. The implications for research of various concepts basic to the total transactional theory of reading are discussed.

APA, Harvard, Vancouver, ISO, and other styles

45

Misnar, M., Burhanuddin Yasin, Izarul Machdar, Iskandar Samad, Silvi Listia Dewi, and M. Misnawati. "Enhancing reading skills through innovative pedagogical approaches: A lesson study research investigation." Research and Development in Education (RaDEn) 5, no. 1 (2025): 76–87. https://doi.org/10.22219/raden.v5i1.37435.

Full text

Abstract:

The research demonstrates that the implementation of an innovative approach using the lesson study model and interactive digital reading books effectively enhances students' reading skills. The study shows a significant improvement in students' reading skills after the implementation of the innovative pedagogical approach. This research utilizes experimental research with a pre-test post-test design approach. The samples consists of 35 students. By utilizing the lesson study approach and interactive digital reading books, students exhibited an increase in the average reading test scores from 6

APA, Harvard, Vancouver, ISO, and other styles

46

Yan, Ma. "The Impact of Social Media on Reading Promotion: An Explanatory Framework." Philosophy and Social Science 1, no. 7 (2024): 92–96. https://doi.org/10.62381/p243716.

Full text

Abstract:

This paper explores the impact of social media on reading promotion, aiming to establish an explanatory framework for understanding the role and influence of this contemporary medium in modern reading initiatives. The research employs literature review, theoretical analysis, and framework construction. Firstly, a systematic review of existing literature on social media's role in reading promotion identifies key features in information dissemination, user interaction, and content generation. Subsequently, using communication theory and information ecology theory, the study deeply analyzes the m

APA, Harvard, Vancouver, ISO, and other styles

47

Stanovich, Keith E., and Emerald Dechant. "Understanding and Teaching Reading: An Interactive Model." American Journal of Psychology 106, no. 3 (1993): 456. http://dx.doi.org/10.2307/1423187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Fujiki, Daisuke, and Rune Tanak. "Do interactive texts promote better reading comprehension?" Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): PL—007—PL—007. http://dx.doi.org/10.4992/pacjpa.84.0_pl-007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Bahari, Akbar, Xue Zhang, and Yuliya Ardasheva. "Establishing a computer-assisted interactive reading model." Computers & Education 172 (October 2021): 104261. http://dx.doi.org/10.1016/j.compedu.2021.104261.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Cui, Yiming, Wanxiang Che, Ziqing Yang, et al. "Interactive Gated Decoder for Machine Reading Comprehension." ACM Transactions on Asian and Low-Resource Language Information Processing 21, no. 4 (2022): 1–19. http://dx.doi.org/10.1145/3501399.

Full text

Abstract:

Owing to the availability of various large-scale Machine Reading Comprehension ( MRC ) datasets, building an effective model to extract passage spans for question answering has been well studied in previous works. However, in reality, there are some questions that cannot be answered through the passage information, which brings more challenges to this task. In this article, we propose an Interactive Gated Decoder ( IG Decoder ), which focuses on modeling the interactions between the answer span prediction and no-answer prediction with a gating mechanism. We also propose a simple but effective

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!