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Journal articles on the topic 'Non-school readers'
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Adapon, Maricel Tandoc, and Benjamin Baguio Mangila. "HELPING STRUGGLING READERS TO READ: THE IMPACT OF THE CARE FOR THE NON-READERS (CRN) PROGRAM ON FILIPINO PUPILS’ READING PROFICIENCY." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 195. http://dx.doi.org/10.24252/eternal.v62.2020.a2.
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This study was conducted to determine the impact of the Care for the Non-Readers Program on the reading performance of struggling readers in all elementary schools of Dumingag II District, Dumingag, Zamboanga del Sur, Mindanao, Philippines during the School Year 2016-2017. Fifty teachers and 465 parents were selected as respondents of the study. It made use of the descriptive comparative method of research with the questionnaire-checklist as data-gathering instrument. Both the descriptive and inferential statistics were used in the analysis and interpretation of data. The findings of the study revealed that both teachers and parents considered the Care for the Non-Readers Program as “Very Effective” in improving the reading performance of pupils. “Fuller Technique,” “Independent Reading,” “Directed Reading Thinking Activity,” and “Say Something” were the leading strategies applied by teachers in the implementation of the program. The majority of the pupils still belonged to the "Frustration" level. However, there was a significant improvement in pupils’ reading performance for three school years. Teachers encountered "Serious" problems in the implementation of the program, while the suggested solutions were considered as "Very Effective." Furthermore, there was no significant difference between the assessments of the two groups of respondents on the effectiveness of the CNR program.
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Duffy, Ann M., and Terry S. Atkinson. "Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges." Reading Research and Instruction 41, no. 1 (September 2001): 83–102. http://dx.doi.org/10.1080/19388070109558359.
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Kacheva, E. V. "Network projects as a tool to develop pupils’ reading activity." Bibliosphere, no. 3 (September 30, 2016): 46–51. http://dx.doi.org/10.20913/1815-3186-2016-3-46-51.
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The problem of school libraries inclusion into the educational process, activities on implementation of the Federal state educational standards, full disclosure of its pedagogical potential is becoming more important. The project technologies can contribute in promoting reading activity. The article objective is to show the possibilities of network project technology of school libraries as a tool to improve pupils’ reading activity based on author’s experiments in 2012-2016. To achieve this goal the following tasks are solved: features of the project method applied to education and library activities are discussed; resources of network projects in the school libraries practice are analyzed; based on the author's experimental work the possibilities of intensifying readers’ activity and forming readers' competences through the network of library projects in school libraries are studied. The article presents the results of publications analysis on the project library activities, considers the role and place of the network project in library pedagogy as a tool to improve pupils’ reading activity and a resource of non-formal librarians training. The author's experimental work carried out in the framework of the network project activities in school libraries is described.
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Seddon, Kathy, Keith Postlethwaite, and Geoff Lee. "Understanding the experience of non contributory online participants (readers) in National College for School Leadership online communities." Education and Information Technologies 16, no. 4 (June 22, 2010): 343–63. http://dx.doi.org/10.1007/s10639-010-9133-9.
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Tillotson, Calantha. "Book Review: The One-Shot Library Instruction Survival Guide." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 68. http://dx.doi.org/10.5860/rusq.55n1.68a.
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Based on their combined thirty years of experience in information literacy instruction, Heidi Buchanan and Beth McDonough speak honestly of the challenges and opportunities associated with one-shot library sessions and provide readers with practical, creative, and inspirational resources. The authors begin each chapter with an attention-grabbing title, such as “They never told me this in library school” and “There is not enough of me to go around!” After capturing the readers’ attention, they proceed to continually captivate readers which covering relevant topics, such as how to effectively collaborate with departmental instructors, how to create a meaningful session despite severe time constraints, how to utilize active learning activities to engage students, how to instruct in non-traditional learning environments, how to successfully assess instruction sessions, and how to efficiently follow time management strategies.
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Shingjergji, Besa, and Hektor Ciftja. "Present day school readers in rapport with the dramatic works of a once-banned Albanian author." Journal of Education Culture and Society 4, no. 1 (January 12, 2020): 257–66. http://dx.doi.org/10.15503/jecs20131.257.266.
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The process of reading, rereading, scrutinizing, re-scrutinizing and appraising an author’s work is not fi nite; moreover it is very dynamic and full of suprises. No doubt that the appraisal and re-appraisal is too complex, including cultural, literary, gender and genre components. This becomes more obvious when referring to an author whose works had been locked up in library stacks during the whole 45 years of totalitarian rule in Albania, and whose appraisal process cannot help facing up to the critical thinking led by biased politicization. In this study the appraisal of the works of one of the most outstanding Albanian writers of the 30s of the twentieth century, Etëhem Haxhiademi, will be done by presenting them in rapport with the present-day school, pre-university and university level readers. This re-appraisal is conducted with a cold logic, devoid of the vindictive political principles which brought the distorted evaluation of the authors’ works, as it happened for many other au-thors as well, and is striving to place the writer into the system of the genuine literary values. Once the reader’s inquisitiveness has been satisfi ed, even after reading a less-known or, moreover, an oblivious or banned literary work, he/she begins reading and rereading it, looking closely into it, essaying to fi nd a proper place for this work in the general system of the national, inter-balkanic and international literary values.E. Haxhiademi’s literary work was known by an older generations of readers whose es-thetic satisfaction it brought forth was confi ned in their consciousness: it was unknown or partly known, not by direct reading but by several interpretations of others, by a middle generation of readers who displayed a certain artistic uncertainty and indifference. However, nowadays it is intently being studied although in excessively fragmentary ways and in many cases even unsuitable ones, by the younger generation of readers who should have a more motivated curiosity for divulging its real values.In the history of the Albanian literature, as well as in the other East European Countries, the authors’ biographies and especially their political aspects, were used as selective criteria to appraise authors and their works, instead of being pure cognitive and studying means. This study intends to reveal the present-day school readers’ affi rmative attitudes or even the non-affi rmative ones, regarding Haxhiademi’s literary works, in the process of re-dimen-sioning the author’s values and those of his literary works.
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Taylor, Lyn, Ellen Stevens, John J. Peregoy, and Barbara Bath. "American Indians, Mathematical Attitudes, And The Standards." Arithmetic Teacher 38, no. 6 (February 1991): 14–21. http://dx.doi.org/10.5951/at.38.6.0014.
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Readers may wonder what American Indians. mathematical attitudes, and the Standards (Curriculum and Evaluation Standards for School Mathematics [NCTM 1989]) have in common. This article presents practical activities relevant to teaching mathematics in the lndian culture. These activities also serve as a means for incorporating a cross-cultural component in the non Indian classroom. The activities exemplify the spirit of the NCTM's Standards and have been used successfully with American Indian middle school students in summer mathematics camps. We believe that they are appropriate for use in elementary and secondary school mathematics classes. This belief is based on research done with other populations and on our own in-class experiences.
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Šamo, Renata, and Alenka Mikulec. "EFL Reading Metacomprehension from the Developmental Perspective: A Longitudinal Case." Journal of Language and Education 4, no. 1 (March 31, 2018): 105–16. http://dx.doi.org/10.17323/2411-7390-2018-4-1-105-116.
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As the first half of the literacy equation (reading + writing = literacy), reading is primarily considered a dynamic meaning-focused interaction in which the reader is required to build comprehension of a text in a non-linear way. In other words, the reader is constantly checking the degree to which he or she understands the given information, simultaneously trying to identify comprehension failures and employ efficient repair strategies. This ability is termed metacomprehension; when it is enhanced, comprehension is generally more successful. Metacomprehension appears to be even more important for non-native readers because of their limited vocabulary and grammar. This is the key theoretical background of the single case study described in the current paper since it follows the developmental path of an EFL learner (Croatian teenager) with special focus on his reading ability. The main aim of the study was to see how his metacomprehension would develop over an extended period of exposure to EFL in the school setting. It was based on the hypothesis that extended exposure would result in better awareness of comprehension during the reading process. The study was conducted in two parts (Grade 5 and Grade 8) and comprised a number of stages. Being a case study, multiple sources and techniques were applied in gathering data, both qualitative and quantitative, such as: a multiple-choice comprehension test, a questionnaire for measuring the reader’s awareness of strategic reading processes (in Grade 5), an English proficiency test, a text restoration task, the self-revelation (stream-of-consciousness data) technique, a post-reading interview, and observation notes (in Grade 8). The results obtained initially indicated the participant’s good EFL reading comprehension performance but later showed that he was less successful, which was related to his poor EFL proficiency. In terms of reading strategy, it can be added that, despite some initial strategic abilities, the participant did not significantly develop his strategic behaviour for EFL reading. To conclude, prolonged exposure to EFL did not lead to better reading metacomprehension in this particular school learner.
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Masigan, PhD, John Kit S. "Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers." Frontiers in Education Technology 3, no. 2 (June 11, 2020): p37. http://dx.doi.org/10.22158/fet.v3n2p37.
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The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.
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Collins, James. "“The reading wars in situ”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 1 (March 1, 2003): 85–100. http://dx.doi.org/10.1075/prag.13.1.04col.
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Engaging Raymond Williams’ argument (1977: 112) that “[a] lived hegemony is always a process ... [that] can never be singular,” this paper examines contrary tendencies toward domination and autonomy in national debates about education, classroom-based reading practices, and students’ formation of literate identities. In particular, I explore the dynamics of inequality and reflexivity through an ethnographic-and-discursive analysis of a US urban middle school undergoing pedagogical reform. The school presents a balance, roughly 50/50, of students living in poverty and not living in poverty and from majority and non-majority ethnoracial backgrounds. Because of statewide pressures to “improve test scores,” the school has agreed to an ambitious English Language Arts curriculum initiative which encourages reflexive self-guidance among teachers and students. The paper presents analyses of public debates about literacy and of classroom interactional dynamics as well as case studies of ‘struggling readers,’ that is, young adolescent deemed unsuccessful at school literacy. The analysis of literacy debates focuses on the displacement of class and race “effects” in discussions of pedagogical reform. The classroom analyses focus on conditions of pedagogical inclusion and exclusion and the apparent role of class, race, and gender in such conditions. The case studies focus on the articulation of school and non-school literate identities and the role of class, race, and gender in those identities and their articulation.
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Wheldall, Kevin, Robyn Beaman, and Elizabeth Langstaff. "‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers." Australasian Journal of Special Education 34, no. 1 (May 1, 2010): 1–16. http://dx.doi.org/10.1375/ajse.34.1.1.
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AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.
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Varghese, Cheryl, Lynne Vernon-Feagans, and Mary Bratsch-Hines. "Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school." Early Childhood Research Quarterly 47 (2019): 124–33. http://dx.doi.org/10.1016/j.ecresq.2018.09.005.
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Roscoe, Rod D., Laura K. Allen, and Danielle S. McNamara. "Contrasting Writing Practice Formats in a Writing Strategy Tutoring System." Journal of Educational Computing Research 57, no. 3 (March 21, 2018): 723–54. http://dx.doi.org/10.1177/0735633118763429.
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A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students’ beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, multiple forms of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats.
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de Zeeuw, Alarlies. "Dyslexie En Tweede-Taalverwerving." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 103–12. http://dx.doi.org/10.1075/ttwia.71.10zee.
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Dyslexia is a language-development deficit in the area of reading and spelling. Research has provided evidence that the extent to which dyslexics have problems with literacy acquisition may differ across languages. It is thought that this is caused by differences in consistency concerning grapheme-phoneme correspondences. Consistencies and inconsistencies between languages may, therefore, also have an effect on L2 learning. If this is indeed the case, words that are orthographically and phonologically similar in both L1 and L2 will cause relatively few problems, while words that are only phonologically similar will cause greater inhibition effects for dyslexics compared to non-dyslexic readers. To test this hypothesis, I conducted a naming task with Dutch subjects who learned English at secondary school. The results show that dyslexic readers make more errors and have slower response times than non-dyslexic readers. I also compared two levels of proficiency (2 vmbo ('lower secondary professional education') and 5 vwo ('pre-university education'). In general, the dyslexies from vwo performed much better than dyslexies from vmbo, which was to be expected, as the students of vwo had had more experience in using the English language. The dyslexies in vwo did not, however, perform better compared to age-level controls than did the dyslexies in vmbo. Although more research is needed to determine what exactly the role of level of proficiency is in L2 acquisition, the results in general support the hypothesis that the inconsistencies in the English grapheme-phoneme correspondences provide an extra challenge for dyslexies who are learning English as a second language.
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Kiiveri, Kaisa, Kaarina Määttä, and Satu Uusiautti. "LITERACY MATTERS –THE 21ST-CENTURY CHILDREN’S OPINIONS ON THE SIGNIFICANCE OF LITERACY." Problems of Education in the 21st Century 49, no. 1 (December 10, 2012): 27–39. http://dx.doi.org/10.33225/pec/12.49.27.
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Although teaching of reading skills and the prerequisites of literacy are extensively studied, children’s opinions on learning to read are not. The aim of this research was to reveal children’s opinions on learning to read at the time they start school. Forty-three children (23 girls, 20 boys), aged six and a half years, were interviewed preceded by measurements of their level of literacy. Children were divided into three groups: the good readers (n= 8, 19 %) who were able to read easy texts; the ones who recognized some words (n=16, 37 %) or letters but were not exactly able to read; and the non-readers (n=19, 44 %) who recognized some letters but were not able to read words. Data were analyzed with the phenomenographic method. Learning to read appeared as a surprising and pleasant experience, but also demanding. School entrants showed strong belief and trust in their own abilities to learn to read and were careful and realistic when evaluating them. A challenge of today's teaching is to pay attention to all children with their various skills and learning perceptions to secure each individual child's learning, especially when instructing them with new methods and means. Multiple literacies are considered necessary for succeeding in the postmodern world. Key words: literacy, reading, reading comprehension, children’s perceptions, learning to read.
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Mushodiq, Muhamad Agus, and Muhammad Sulthon. "KONSEP DAKWAH NIR-RADIKALISME PERSPEKTIF SYAIKH ALI MAHFUDZ." Dakwah: Jurnal Kajian Dakwah dan Kemasyarakatan 24, no. 2 (December 30, 2020): 90–111. http://dx.doi.org/10.15408/dakwah.v24i2.15583.
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AbstractThis article aims to explore the concept of non-radicalism dakwah initiated by Ali Mahfudz. In analyzing the data, the researcher used the non-radicalism da'wah indicator formulated by Yusuf al-Qaradawi. The results of this study are: (1) the concept of preaching non-radicalism is manifested through three major conceptions, namely mauidzah (tadzkir and qissah), isryad, and khitabah; (2) a preacher must balance the use of revelation and reason; (3) in khilafiyah matters, Ali Mahfudz only explains it, without forcing readers to become fanatical about one understanding; (4) permits the use of israiliyyat as material for preaching; (5) the dynamism in his preaching is thought to have been caused by the transformation of his religious experience from the syafi'i school to the Hanafi school. AbstrakArtikel ini bertujuan untuk mengeksplorasi konsep dakwah non radikalisme yang digagas oleh Ali Mahfudz. Dalam menganalisis data, peneliti menggunakan indikator dakwah non radikalisme yang dirumuskan oleh Yusuf al-Qaradawi. Hasil penelitian ini adalah: (1) konsep dakwah non radikalisme diwujudkan melalui tiga konsepsi besar, yaitu mauidzah (tadzkir dan qissah), isryad, dan khitabah; (2) seorang da'i harus menyeimbangkan penggunaan wahyu dan akal; (3) dalam hal-hal yang bersifat khilafiyah, Ali Mahfudz hanya menjelaskan saja, tanpa memaksa pembaca menjadi fanatik terhadap satu pemahaman; (4) mengizinkan penggunaan israiliyyat sebagai bahan dakwah; (5) dinamisme dalam dakwahnya diduga disebabkan oleh transformasi pengalaman religiusnya dari mazhab Syafi'i ke mazhab Hanafi.
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Cowburn, Gill, and Anna Boxer. "Magazines for children and young people and the links to Internet food marketing: a review of the extent and type of food advertising." Public Health Nutrition 10, no. 10 (October 2007): 1024–31. http://dx.doi.org/10.1017/s1368980007666658.
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AbstractObjectiveTo examine the nature of the link between food advertising in UK magazines aimed at children and young people and Internet food marketing, to establish whether consideration should be given to tightening existing controls.DesignA review and descriptive analysis of food advertising found in a sample of the top five magazine titles aimed at a range of ages of children and young people between November 2004 and August 2005 and of the Internet food marketing sites to which readers were directed.ResultsFood advertising appeared as ‘cover-mount’ free gifts and as part of the main bound issue. Children aged 6–10 years were the most frequent recipients of food-based free gifts, all of which were confectionery. No food advertising was found in magazines aimed at pre-school children and it formed a small percentage of total advertising in the magazines aimed at children of school age and above. Most food advertisements were for ‘less healthy’ foods, although advertisements for ‘healthier’ food products did appear infrequently. Almost half of food advertisements directed readers towards Internet food marketing sites. We found evidence that these sites are using at least some of the ‘marketing tricks’ which have been identified as a cause for concern.ConclusionsProposed restrictions on broadcast media may lead to more food advertising via other non-broadcast means. We suggest monitoring the effect of such changes in print and online advertising and that consideration be given to restricting marketing techniques used on websites aimed at children and young people.
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Bogel, Gayle. "Choosing the Right Book: Factors that Affect Children’s Reading." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 74. http://dx.doi.org/10.18438/b83g8j.
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A Review of:
Maynard, S., Mackay, S., & Smyth, F. (2008). A survey of young people's reading in England: Borrowing and choosing books. Journal of Librarianship and Information Science, 40(4), 239-253.
Objective – To analyze factors affecting book choice: reading recommendations, reasons for choosing series books, book reviews, and school libraries.
Design – This secondary analysis of data is based on a selection of findings from a larger 2005 survey that monitored trends in youth reading habits. The large scale 2005 study was designed as a follow up to a 1996 survey. The 2005 survey used online questionnaires and formal statistical analysis to compare gender and age groups. The data on factors affecting book choice were derived from the original questions, responses, and analyses.
Setting – Questionnaires were administered in
22 primary and 24 secondary schools in the UK with access to computers and internet.
Subjects – Almost 4,200 students from 4 to 16 years of age.
Methods – Study authors invited approximately 150 schools to participate in the survey. Forty-six schools (31%) responded. A total of 22 primary and 24 secondary schools participated in the original study between April and June 2005.
This study used comparative analysis to examine factors affecting book choice between gender and age groups. Statistical significance was defined as one percent. Other demographic information was collected, such as ethnicity, language spoken at home, and religion, but was deemed insufficient for any meaningful analysis.
There were 4,182 responses to the survey, separated into three age groups: ages 4 to 7 (KS1), ages 7 to 11 (KS2), and ages 11 to 16 (KS3&4).
Students were asked to describe themselves as readers by responding to multiple choice questions, and then to provide specific information on the places or people most frequently used as book borrowing sources. Participants were considered “enthusiastic” readers if they “read a lot with pleasure” and “average” readers if they “read an ordinary amount”. Participants responded to additional multiple choice questions on specific factors related to borrowing books and book choices, the process of choosing series, fiction, and nonfiction books.
Main Results – Readers: The number of children who described themselves as “enthusiastic” readers decreased with age, and approximately half of the children between 7 and 16 years of age described themselves as “average” readers, average rating increasing slightly through this age group. Investigators found a marked difference in gender within the 4 to 7 year olds: 49.7% percent of girls in this age group considered themselves “enthusiastic,” compared to 37.3% of boys. Only 18.5% of girls considered themselves “reluctant” readers, compared to 28.1% of boys.
The longitudinal comparison to the earlier 1996 study found that although the percentage of boys from ages 7 to 16 who described themselves as reluctant readers stayed about the same, the percentage of girls who described themselves as reluctant increased. There was also a dramatic drop in the number of girls who described themselves as enthusiastic; from 51% in 1996 to 17% in 2005.
Borrowing Books: Libraries of all types (school, classroom and public) were the prime sources for borrowing books. Girls borrowed more books from schools than boys, and girls also borrowed more books from non-library sources (family members and friends) than boys. Both boys and girls increasingly reported borrowing more books from friends than from libraries as they grew older.
Over half of each age group rated the school library or classroom book corner as having “enough” books. The perception of “too many books” decreased with age. The perception of quality of the classroom or school library also decreased with age. The number of students in the younger age groups who rated the quality of books in the classroom or school library as “very good” was significantly higher than students in the older age groups. The number of student who rated the quality as “okay” doubled from the lower to the higher age group.
Choosing Books: Children were asked six questions related to whether the physical book itself provided motivation to read, and six questions related to other factors for book recommendation. Younger readers were more likely to choose a book for its visual appeal, although this factor (interesting cover or illustrations inside) was more consistent for boys of all age groups than girls. The author’s name and book blurb were stronger factors for girls in the 7 to 16 age group than for boys.
The study authors sought to explore the idea of “shared reading” and asked children in the 7 to 11 and 11 to 16 age groups how often they chose a book based on a recommendation from a friend or family member, a public or school librarian, or other adults. Friends were the strongest recommendation source (43.2% for 7 to 11 year olds and 38.4% for 11to 16 year olds). Recommendations from school or public librarians rated only three to six percent for both age groups.
All age groups were asked about choosing series books, and the questions were simplified for the younger age group. All students reported that appealing factors were the consistency of characters, familiar storylines, and familiar writing styles. Some students also noted that the availability of series books positively affected their choices.
Print or online book reviews were used “hardly ever or never” by over 40% of the 7 to16 year old age groups, while television or magazine reviews or recommendations were highly rated by over 50% of respondents in the same age groups. Participants chose informational or non-fiction books because of personal interests, hobbies, or recommendations from friends, while they selected fiction or poetry for the blurb, title, or appearance and design of the cover. Celebrity recommendations and books about celebrities were popular reasons for choosing books.
When asked who helped them choose books, 53.2% in the 7 to11 age group and 66.1% in the 11to 16 age group stated that no one ever helps them. Of the students who had help choosing books, “family members” was the most common response. Local librarians were not used as a source for recommendations.
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Vaughn, Sharon, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, and Jack M. Fletcher. "How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties." Exceptional Children 85, no. 2 (October 8, 2018): 180–96. http://dx.doi.org/10.1177/0014402918782618.
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This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.
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Enighe, Jeno-Mary, and Maria Emmanuel Afangideh. "Developing Reading Skills in Beginning Readers in Nigerian Primary Schools towards the Millennium Development Goals." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1160. http://dx.doi.org/10.17507/jltr.0906.05.
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Against the objective of the Millennium Development Goals (MDGs), this study investigated impediments to the reading competence of primary school learners in Akwa Ibom State of Nigeria. The objective was to determine how reading approaches such as pointing at words, vocalization and sub-vocalization, excessive eye fixation, regression as well as involvement in extensive reading and teachers’ instructional techniques relate with the academic performance of learners at the basic education level. The study which employed a simple survey design raised three hypotheses as a guide, while 200 pupils selected through a stratified random sampling technique responded to an achievement test of a 12-item questionnaire. The resulting data were analyzed using the Pearson Product Moment Correlation Statistics. The findings revealed that wrong reading approaches, learners’ non-involvement in extensive reading and teachers’ instructional techniques significantly relate with the reading competence of learners in Nigerian primary schools or the basic education level. Based on the findings, the study recommended among other things that teachers should diversify and improve on their instructional techniques to meet the current objectives of the Millennium Development Goals.
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Barth, Ingrid, and Esther Klein-Wohl. "Teaching Students to Use Text-Profilers." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (July 2011): 86–98. http://dx.doi.org/10.4018/ijcallt.2011070106.
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In this paper the authors suggest that teaching students to use freely available text-profiling software represents an innovative strategy and possible solution to needs of non-native English speakers who leave school without an adequate English vocabulary. First the research basis is described for a new text-profiler designed to help students acquire the high-frequency vocabulary they need in order to become effective readers of academic texts published in English. The authors then illustrate relative advantages of this tool and show how these features address specific issues related to learning English vocabulary at college or university. Finally pedagogic implications of teaching students to use text-profilers are presented and suggestions are offered for future directions.
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Zhao, Yuan. "A Study of Non-structure Cohesion in the Texts in New Senior English for China Student’s Book 5 and 6." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 695–710. http://dx.doi.org/10.17507/tpls.1106.14.
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Since the publication of Cohesive in English co-authored by Halliday and Hasan in 1976, more linguistics at home and abroad have been analyzing and studying this theory in detail. Thus, cohesion theory has been steadily growing. Existing studies, however, tended to focus on the analysis of cohesive devices in a variety of discourses other than the texts from English textbooks for Chinese high school learners. To address this gap, this study used 5 articles from New Senior English for China Student’s Book 5 and 6 to explore the non-structure cohesive devices. By means of the coding scheme suggested by Halliday and Hasan in 1976, the cohesive patterns in a text were represented. The results showed that coherence in the 5 texts largely depends on lexical cohesion. Then, a further analysis of the five lexical cohesive devices showed that among them, same item having reference that is identical proved to be the most in the texts. The main reasons is perhaps that since the texts are from school textbooks for Chinese teenagers, the student readers almost certainly do not have the ability to make much sense of a fairly complex text whose coherence may largely depends on substitution or ellipsis.
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Makgabo, Connie, and Penelope M. Modise. "Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English." Journal for Language Teaching 54, no. 2 (March 29, 2021): 35–51. http://dx.doi.org/10.4314/jlt.v54i2.2.
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The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.
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Pucci, Sandra, and Marjorie Orellana. "Latinos in the Midwest: An Introduction." Practicing Anthropology 24, no. 3 (July 1, 2002): 2–3. http://dx.doi.org/10.17730/praa.24.3.p757282143155710.
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In this issue, we focus on Latinos living in the "heartlands" of the United States. We share our experiences in various communities in the Midwest, particularly in and around the Chicago and Milwaukee area. The work we report on encompasses research in school and non-school settings, with children, families, young people, and older adults, and with immigrants from different towns and countries of origin. We unify these experiences by adopting the pan-national term "Latinos," at the same time we recognize that this is not necessarily the appropriate "emic" term for particular groups of Spanish-speaking immigrants. In fact, it is only in crossing the border into the United States that a person of Mexican or Central or South American origin becomes "Latino" (or "Hispanic"); thus many immigrants may not identify with the term. This is one way in which "contexts matter"—they shape the particular kinds of identities that are available for individuals or groups to try on. As readers will see in the various papers in this issue, the populations and contexts that shape the "Latino experience" in the Midwest are indeed extremely diverse.
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Lisnawati, Agustin, and Wahidah Zumrotul Zuhro. "Pondok Pesantren Salaf in Java: Study of Santri Observation of Suhita's Heart." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 503–7. http://dx.doi.org/10.14421/icse.v3.553.
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This article aims to reveal how the grammar or manners of a student towards Kiai and Bunyai. This article is expected to be able to be a view among the students and readers in the future regarding the moral values and rules not written in the boarding school Salaf but still implemented. The Islamic boarding school is known as a sacred place because it not only teaches academic and non-academic knowledge, but also forms characters and students in accordance with the teachings of Islam. This research uses a type of qualitative descriptive research. The subject in this study was the novel Suhita by Khilma Anis. The way the data collection is done by the researchers by reading repeatedly and writing quotes that are found in novels into books. In this article there are two focus questions, first, how the communication between the nanny boarding school towards the students of the perspective of the novel Liver Suhita. Secondly, how is the moral value or rule described by the caliphate of the novel Suhita novels concerning the Pondok Pesantren Salaf. The results of this research show, firstly, the pattern of communication between the nanny Pondok Pesantren Salaf with a students of the study novel suhita. Secondly, the students ' obedience to the moral rules and values in Salaf pondok pesantren is a novel hati suhita.
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Zafiri, Makrina, and Evangelos Kourdis. "Semiotics in foreign language teaching. Book illustrations as intersemiotic translation in English language course books." Discourse and Interaction 4, no. 2 (June 1, 2011): 63. http://dx.doi.org/10.5817/di2011-2-63.
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This article discusses a specifi c aspect of English language teaching as a foreign language in Greece. This subject is further aided by Semiotics and Translation through the synergy of semiotic systems incorporating the views of Charles S. Peirce. More specifi cally, after a brief survey of what existed in the past, concerning the teaching of English as a foreign language in Greek primary schools, readers will be introduced to the English language teaching curriculum for sixth grade primary school students which mentions non-verbal forms of communication, as well as to the role of course book illustrations. Both approaches focus upon the intersemiotic value of illustrations in connection with the texts that accompany them. This study proves that the sixth grade English course book includes a broad variety of visual systems which constitute the symbols and icons of the book according to Charles S. Peirce’s categorization.
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Dixon, Rachael, Gillian Abel, and Lisette Burrows. "Putting assemblage to work to explore pedagogical practices in health education in Aotearoa New Zealand." Health Education 121, no. 2 (January 15, 2021): 174–88. http://dx.doi.org/10.1108/he-05-2020-0034.
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PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.
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Martin, Jason. "Teenagers’ Public Library Needs are Difficult to Determine." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 108. http://dx.doi.org/10.18438/b8m03g.
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Abstract
Objective – To discover the attitudes of twelve to fifteen year-olds toward the public library.
Design – Mixed methodology consisting of a survey and focus groups.
Setting – An Eastern Canadian regional municipality.
Subjects – Twelve to fifteen year-old middle school students.
Methods – Using a disproportionate stratified sample and multistage clustering, the author mailed 900 surveys to middle school students; 249 surveys were completed and usable. Those students who completed the survey and who also indicated they would be willing to participate in a focus group were randomly selected to participate in nine focus groups with between 7 to 12 students in each group.
Main Results – Discrepancies exist between the teens’ level of satisfaction with the library indicated on the survey (high) and expressed in the focus groups (low). Teens seldom use the public library due to: their non-existent relationship with library staff, although teens who were “active readers” used the library more; lack of appealing programs and program promotion; no teen-focused website; poor teen facilities within the library; and an overall failure of the public libraries to include teenagers.
Conclusion – Public libraries need to be more responsive to teen needs to attract teens to use the library. To uncover these needs, libraries should use mixed methods of discovery.
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Wnęk, Jan. "Problemy polskiego szkolnictwa zaboru pruskiego i rosyjskiego na kartach „Szkoły” 1868-1914." Biuletyn Historii Wychowania, no. 24 (March 18, 2019): 23–46. http://dx.doi.org/10.14746/bhw.2008.24.3.
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The article discusses the period 1868-1914. At that time in Lvov, a pedagogical magazine entitled Szkoła (“School”) was published, in the columns of which one could find articles dealing with the problems of the Polish educational system in the Prussian and Russian partition zones. They were primarily letters and publications based on information obtained from brochures, newspapers and periodicals issued in the Grand Duchy of Poznan and the Kingdom of Poland. The news concerning Polish education published in Szkoła were non systematic and did not appear in cycles. Nevertheless, they possessed largely informative value for the readers of the periodical. They depicted the struggle to preserve the Polish language in schools, the questions connected with educating at an elementary and secondary level. Some papers provided information about schools for apprentices and schools of rural economics for girls. Galician autonomy created opportunities for freedom of expression on various topics. Owing to this, the journalists printing their articles in Szkoła openly denounced the abuses of Germans and Russians, criticised Germanization and Russification.
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Breik, Noor, I. fan Kuo, Shawn Bugden, Michael Moffat, and Silvia Alessi-Severini. "Treating Children with ASD: The Perspective of Caregivers." Journal of Pharmacy & Pharmaceutical Sciences 21, no. 1s (May 7, 2018): 74s—87s. http://dx.doi.org/10.18433/jpps29829.
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Purpose: Treatment of Autism Spectrum Disorders (ASD) is challenging. Parents/caregivers’ perspective on the effectiveness of therapies and services available to their children is important but neglected in the literature on ASD. This study investigated such perspective through questionnaire-guided interviews with a group of parents in the province of Manitoba (Canada). A secondary objective of the study was to explore how health care professionals and specifically pharmacists can assist in providing better care to children with ASD. Methods: Informed consent was obtained from all participants. Data on diagnoses and prescribed medications were collected from medical charts. Parents/caregivers completed questionnaires during interviews scheduled at their convenience. Specific questions were asked to gather caregivers/parents’ perspectives on the effectiveness of medications and non-pharmacological interventions in controlling symptoms experienced by their children. Information on access to education and health services was also assessed. Common themes were identified using thematic analysis. Results: All children attended school, 88% were males, 50% experienced eating/sleeping difficulties; 69% reported Attention Deficit Hyperactivity Disorder comorbidity. Risperidone was reported to be effective in controlling aggressive behaviours. Methylphenidate and aripiprazole were often discontinued. Melatonin and occupational therapy services were said to be very useful. Access to behavioural therapy was often limited. Parents were concerned about lack of trained professionals in schools, limited understanding of their children’s needs, and uncertainty for the future. Conclusions: Better education and awareness are necessary to help ASD children and their families. Pharmacists should explore opportunities to provide better services. This article is open to POST-PUBLICATION REVIEW. Registered readers (see “For Readers”) may comment by clicking on ABSTRACT on the issue’s contents page.
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Anderson, David M., and Rosemary Seton. "Archives and Manuscripts Collections Relating to Africa Held at the School of Oriental and African Studies, University of London." History in Africa 22 (January 1995): 45–60. http://dx.doi.org/10.2307/3171907.
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Readers of this journal will surely be familiar with the excellent research collection of published materials on Africa held in London by the library of the School of Oriental and African Studies (SOAS). This remains the foremost collection of its kind in Europe, and has long been widely used by visiting scholars from all around the world. But it is less well known that the library also houses a substantial and rapidly expanding collection of primary source materials, many of which relate to the history of Africa. This brief report on the archives and manuscripts relating to Africa housed in the SOAS library offers an introduction to this collection, along with an annotated listing of current holdings. With the exception of one or two of the larger items, the majority of the archive materials on Africa have been relatively little used by scholars to date, and it is to be hoped that the publication of this report will encourage greater use of this increasingly important collection.The library has collected manuscripts in various African and Asian languages since its inception in 1916, but it is only since 1973, when a new purpose-built library was opened, that the School has begun to take in deposits of modern archives and to build up its collections of manuscripts relating to Africa and Asia. Since then the collection has developed considerably, the principal focus being upon the records of missionaries and missionary organizations, of humanitarian groups and non-governmental organizations and those who worked with them, and business records and the papers of those involved in business.
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Chiba, Yohei, S. V. R. K. Prabhakar, Md Atikul Islam, and Md Ali Akber. "Priority practices for addressing non-economic loss and damages caused by cyclones in Bangladesh." International Journal of Disaster Resilience in the Built Environment 9, no. 4/5 (October 29, 2018): 333–47. http://dx.doi.org/10.1108/ijdrbe-11-2017-0061.
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Purpose This paper aims to identify and prioritize key non-economic loss and damages (NELDs) caused by the 2009 Cyclone Aila in Khulna District of Bangladesh and to identify appropriate practices to address the NELDs. Design/methodology/approach The analytic hierarchy process was applied to prioritize key criteria, NELD indicators and practices that should be integrated into disaster risk reduction decisions at the local level. Findings The results showed the need for prioritizing NELDs at the local level, and especially for integrating into DRR policy and planning for addressing NELDs. The results indicated that the national disaster management plan could be enhanced to address issues related to inaccessible sanitation, waterborne diseases and mental disorders, and the school discontinuation. Research limitations/implications The results are specific to Bangladesh. Readers may find them applicable to other similar country situations. Practical implications The suggested risk reduction practices for addressing NELDs are effective for policymakers to prepare for the future extreme cyclone disasters. Social implications The study identifies “compliance with societal value” as an important criterion for decision-making in the affected communities. Societal value can be a basis to determine effective practices to address the NELDs. Originality/value To the best of the authors’ knowledge, the study is the first ever effort to identify and prioritize NELDs of cyclones in the coastal areas of Bangladesh and therefore might have a greater implication for DRR policy of Bangladesh.
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Polio, Charlene. "Editor's Introduction." Annual Review of Applied Linguistics 31 (March 2011): vi—vii. http://dx.doi.org/10.1017/s026719051100016x.
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With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.
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Tuckett, Tabitha, and Elizabeth Lawes. "Object literacy at University College London Library Services." Art Libraries Journal 42, no. 2 (April 2017): 99–106. http://dx.doi.org/10.1017/alj.2017.13.
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University College London (UCL) Library Services holds extensive Special Collections that are employed in various teaching and public engagement activities. Students and academic staff at the UCL Slade School of Fine Art have the opportunity to participate in the Slade Small Press Project that uses the UCL Small Press Collections as inspiration, recognising the current trend for printed material and text as a visual medium. UCL's BASc students, and participants at library public events focused on non-creative subjects, study ways in which the physical aspects of rare books contribute to understanding the text, with surprisingly creative outputs. While museums have recently adopted Object Based Learning (OBL) as a teaching strategy, this form of learning has long been familiar in libraries, particularly for special collections. However as readers increasingly access library text digitally, and perceive text as unaffected by medium, they are losing the skills to interpret physical books and printed material (skills we term ‘object literacy’), making OBL approaches more important than ever for library staff. In keeping with the UCL 2034 strategy, the Connected Curriculum encourages participation in research at all levels of study and OBL methods enable interdisciplinary enquiry and collaborative practices.
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Draper, Kim, and Nic Spaull. "Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 34. http://dx.doi.org/10.4102/sajce.v5i2.390.
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The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. One integral component of learning to read is Oral Reading Fluency (ORF), defined as the ability to read text quickly, accurately, and with meaningful expression. Although widely acknowledged in the literature as important, to date there have been no large-scale studies on ORF in English in South Africa, despite this being the language of learning and teaching for 80% of ESL students from Grade 4 onwards. We analyze data provided by the National Education and Evaluation Development Unit (NEEDU) of South Africa, which tested 4667 Grade 5 English Second Language (ESL) students from 214 schools across rural areas in South Africa in 2013. This included ORF and comprehension measures for a subset of 1772 students. We find that 41% of the sample were non-readers in English (<40 Words Correct Per Minute, WCPM) and only 6% achieved comprehension scores above 60%. By calibrating comprehension levels and WCPM rates we develop tentative benchmarks and argue that a range of 90-100 WCPM in English is acceptable for Grade 5 ESL students in South Africa. In addition we outline policy priorities for remedying the reading crisis in the country.
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Sabet, Amr G. "Commanding Right and Forbidding Wrong in Islamic Thought." American Journal of Islam and Society 20, no. 1 (January 1, 2003): 153–56. http://dx.doi.org/10.35632/ajis.v20i1.1885.
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This book, an historical survey of the Islamic injunction to command rightand forbid wrong, a biographical exposé of Muslims who understood andpracticed this principle, and a bibliographical reference, is a welcome andtimely addition to the literature on Islamic thought. Detailed and extensive,yet not particularly difficult to read, it is equally accessible to all readers. Itsmain theme is the basic Islamic individual and communal duty to stop otherpeople from doing wrong. Cook contends that few cultures have paid suchmeticulous concern to this matter, despite the issue’s intelligibility in justabout any culture.As a central Islamic tenet, this principle could not be ignored, and yet itssociopolitical implications and consequences made it the focus of rigorousattention by Muslim scholars. The doctrine inexorably brings up the balancingand equally sacrosanct value of privacy, together with issues of knowledge,specialization, competence, and stability – the “how” of the whole matter.After all, the act of forbidding wrong was not supposed to undermine theprinciple by becoming an intrusive breach of privacy, an excursus into socialprying, or a potential justification for unmitigated rebellion against the state.The book consists of five parts comprising 20 chapters. Part I sets thedescriptive framework by elaborating the normative material found in theQur’an, Qur’anic exegesis, tradition, and biographical literature about earlyMuslims. Part II is dedicated to the Hanbali school ince its foundation byAhmad ibn Hanbal (d. 241/855) in Baghdad. The author traces its shiftinginfluences in Damascus and Najd, where the school continues to have a holdin the Saudi state to this day. Part III deals with the Mu‘tazilis and their Zaydiand Imami heirs, all of which, Cook contends, provide the richest documentationfor the intellectual history of forbidding wrong. The remaining Sunnischools of thought, the Khariji Ibadis, together with a chapter on al-Ghazali’stackling of the duty and another chapter pulling together the discussion ofclassical Islam, comprise Part IV. Finally, Part V surveys the duty’s saliencein modern Islamic thought and developments in both the Sunni and Imamischools and engages in a comparative exercise with this duty’s pre-Islamicantecedents and with non-Islamic cultures, including the modern West ...
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Trach, Vira. "HYGIENIC PERIODICALS AND THE SHAPING OF DISCOURSE OF PUBLIC HEALTH IN LVIV AT THE BEGINNING OF THE TWENTIETH CENTURY." City History, Culture, Society, no. 4 (November 7, 2018): 136–61. http://dx.doi.org/10.15407/mics2019.04.136.
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During the nineteenth century socio-political and economic transformations, as well as scientific discoveries, changed views on health and its value. Also,the concept of public health, which was no longer concentrated on the individual but on a group of people, was included in the sphere of interest of thebroader strata of society in the Central and Eastern Europe. The hygienic movement occupied an important modernizing segment in a wide range ofsocial movement and had an influence on changes in urban space during the nineteenth and the twentieth centuries. Cleanliness and health became signsof modern city and civilization.More noticeable public interest to hygienic ideas in Lviv emerged in the late nineteenth-early twentieth century. One of the manifestations of this was the emergence of hygienic periodicals that focused on issues of public health issues, and especially hygiene, covered almost all areas of everyday life – hygieneof clothing, nutrition, school an urban hygiene etc. At the first time, such journal was published in Lviv during 1872. Four periodicals dedicated to hygiene were published in the city in the period between 1902 and 1914. The publishing of all these periodicals was a non-profit enterprise, and editors were constantly looking for financial resources to ensure their existence.In the first place, the initiative of publishing belonged to Ukrainian and Polish doctors. Lviv hygienic periodicals were published in Polish and Ukrainian and were addressed to the respective national communities. They discussed the same issues, spread the same ideas, but focused mostly on Polish or Ukrainian readers, reflected the socio-political ideas of that time and integrated the concept of health into the competitive ideas of national development.
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Cone, Joan Kernan. "Appearing Acts: Creating Readers in a High School English Class." Harvard Educational Review 64, no. 4 (December 1, 1994): 450–74. http://dx.doi.org/10.17763/haer.64.4.jq68276234705471.
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Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.
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Forgacs, David, and Rachele Tardi. "Introduction: disability rights and wrongs in Italy." Modern Italy 19, no. 2 (May 2014): 113–19. http://dx.doi.org/10.1080/13532944.2014.911552.
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This is the first issue ofModern Italyto focus on disability. We want to thank the general editors of the journal, Philip Cooke and John Foot, for having welcomed our proposal for it. The original nucleus was the panel ‘Disabilities' at the conference ‘Language, Space and Otherness in Italy since 1860’, which David Forgacs organised at the British School at Rome on 24-25 June 2010. The decision to include a panel on that topic was influenced, in turn, by Rachele Tardi's experience in 2009–2010 of managing a project in Ethiopia, funded by the Italian Foreign Ministry, for the NGO Comitato Collaborazione Medica, which worked with local partners on community-based rehabilitation (CBR) of people with disabilities. Our discussions of CBR at that time stimulated our interest in looking more closely at the contemporary situation of disability rights in Italy. Our main objective in editing this issue has been to offer readers a representative sample of writing both by Italian disability activists and researchers and by non-Italian scholars working on Italian disability issues. We deliberately sought a mix of academic writing and writing by people actively engaged in work for disability rights. Giampiero Griffo, who was the discussant at the conference panel and is one of the authors included here, was a willing mediator for other articles, and we would like to thank him for his support and help in making this issue happen. We also thank Franco Baldasso for his hard work assisting the editorial process, our peer reviewers for their invaluable input, and our translators, Bryan Brazeau, Kristin Szostek Chertoff, Brian DeGrazia and Stuart Oglethorpe. We should also like to thank Pier Vittorio Barbieri, Claudia Bertolè, Flavia Monceri and Antonio Pascale.
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Forni, Dalila. "Breaking female stereotypes: Bianca Pitzorno’s girls and the power of literature on gender socialization." Journal of Literary Education, no. 3 (December 11, 2020): 62. http://dx.doi.org/10.7203/jle.3.15998.
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Bianca Pitzorno is one of Italy’s most famous children’s writers. Her works – more than forty books translated into different languages – often address topics linked to gender identity and femininity. Pitzorno’s novels for children usually depict non-canonical female characters: rebel, dynamic and intelligent young girls that fight against adult injustice in order to affirm their agency.
The paper aims to explore female portrayals in Pitzorno’s novels and their potential educational impact in reconsidering gender stereotypes and roles from an early age. Literature is one of the most influential tools in the construction of gender ideals and gender socialization. Consequently, positive female models – as Pitzorno’s characters – should be offered to young readers from an early age in order to foster an inclusive collective imagination about femininity.
For instance, Extraterrestre alla pari [Aliens on par] (1979) directly focuses on gender issues telling the story of a young alien coming from a planet where young boys and girls do not know their sex until they reach adulthood. For this reason, they are considered as gender-neutral beings. Likewise, L’incredibile storia di Lavinia [Lavinia and the magic ring] (1985) ironically retells Hans Christian Andersen’s The Little Match Girl working on humor and female agency. Finally, Principessa Laurentina [Princess Laurentina] (1990) deals with adolescence and family dynamics, offering different portrayals of female identity, from a young age to adulthood.
Because of the brilliant and nontraditional depiction of female figures and the deconstruction of gender canon in a simple but captivating way, Pitzorno’s novels should be internationally considered in primary school curriculums as a starting point to introduce gender diversity in reading programs and to discuss gender issues with the help of adult figures such as teachers, educators and parents.
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Ruble, Kathy, Lisa Carey, Juliana Pare-Blagoev, Kimberly Milla, Sydney Henegan, Katrina Cork, Clifton Thornton, and Lisa Jacobson. "Lessons from COVID-19, challenges of remote learning for childhood cancer survivors." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 10054. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.10054.
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10054 Background: More than half of childhood cancer survivors (survivors) will have neurocognitive deficits that impact schooling, most commonly reflecting attention and executive dysfunction. Schools are legally bound (IDEA, 2004) to support eligible students with Individualized Education Program (IEP) informed instruction and related services (e.g. assistive technology, speech-language, physical, or occupational therapy) to foster academic success. However, these service provision were not designed under the constraints of remote learning. The COVID19 shift to remote learning is likely to extend beyond the pandemic especially for medically fragile students. This quality improvement project describes challenges for survivors during remote learning and recently developed related patient education materials. Methods: Interviews with families were used to identify themes around challenges during remote learning, which informed development of a 29-question survey disseminated via flyer in local oncology clinics and social media posts by local childhood cancer organizations in Fall 2020. Results: The survey was completed by 67 parents describing their affected child (mean age= 8.6 years; 60% male; 78% White, 12% Black, 95% non-Hispanic). Most children (74%) had completed therapy (43% for leukemia, 18% for brain tumor; 39% other). The majority (86%) attended public school and 37% received special education or related services: speech-language (26%), occupational (23%), and physical (14%) therapies, and vision services (3%). Fully remote learning was reported for 73%, in-person 4%, and hybrid learning for 14%. The majority (57%) reported observing greater difficulty with attention and focus during RL, indicating difficulty occurred about half of the time during related services therapies, class and/or small group video instruction. Technology-related challenges included difficulty navigating online instruction/equipment (28%), reading difficulty (16%), and difficulty seeing materials/lack of vision supports (18%). Findings did not differ based on treatment or IEP status (p>0.50). Few (14%) reported their school team discussed assistive technology options for online learning. Parents indicated the most helpful supports for addressing challenges included speech-to-text tools, screen readers, and audio books. Parents reported their oncology team was helpful in making referrals to neuropsychology and therapies and completing documentation necessary to secure supports. Conclusions: Childhood cancer survivors, irrespective of diagnosis or IEP status, report challenges with remote learning. Families find a lack of information or special accommodations as roadblocks to success. Oncology providers were identified as valued resources, so educational materials ( https://tinyurl.com/nxbhj5or ) were developed for oncology teams to share with families.
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Friedman, Sharon M., Kara Villamil, Robyn A. Suriano, and Brenda P. Egolf. "Alar and apples: newspapers, risk and media responsibility." Public Understanding of Science 5, no. 1 (January 1996): 1–20. http://dx.doi.org/10.1088/0963-6625/5/1/001.
Full textAbstract:
During 1989, a major environmental and health risk issue, the spraying of Alar on apples, created a furor among the American people. After hearing charges from the Natural Resources Defense Council (NRDC) that eating Alar-laden apples significantly increased a child's risk of developing cancer, numbers of school districts dropped apples from their menus and parents poured apple juice down the drains. Apple sales plummeted. The NRDC's charges, which were disseminated by a well-planned and effective public relations campaign, brought counter-charges from the US Environmental Protection Agency, which accused the NRDC of basing its study on poor data, among other things. The core of the dispute was in the risk figures and risk interpretations being used by each organization. This study reviewed coverage in 13 newspapers during 1989 of the Alar issue. It found good and bad aspects, but little to support the degree of criticism applied by many people to media coverage of Alar. The 13 newspapers produced a total of 297 articles during the year and were not sensational in their approach. Many played the story in the prime news sections, alerting people to possible problems as suggested in most interpretations of media responsibility. Many articles also included a large number of sources and gave the apple industry a prominent voice. More problematic was their treatment of the Alar story as a hard news event, with short, superficial articles that lacked detailed analysis of the central part of the controversy—the risk issues. Four newspapers from apple-growing regions provided generally better coverage of the issue than did those from non-apple regions. The Alar issue has become a major landmark in media coverage of risk. The coverage had great economic and other repercussions that still continue. These newspapers would have been more responsible had they made health risk information more central in their coverage. Instead, reporters covered the conflict itself instead of the science behind the conflict. The study suggests a new model of risk reporting to better serve readers and viewers.
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Oleksyn, Tadeusz. "Edward Taylor – Outstanding Economist and Educator." Problemy Zarządzania - Management Issues 2/2020, no. 88 (July 3, 2020): 69–84. http://dx.doi.org/10.7172/1644-9584.88.4.
Full textAbstract:
Purpose: The aim of this article is to reflect on the phenomenon of creativity, activity, output, extensive knowledge and interests of the Polish Scot, Edward Taylor – an outstanding economist and educator in the 20th century. I wish to draw attention to where his contribution was seen as the greatest and to the challenges that he indicated, particularly in the field of the theory and practice of economics. The aim is also to establish what thoughts of his have stood the test of time, which thoughts and convictions of his are still important and valid today, which may be an inspiration for contemporary Polish scientists, educators, students, and a wide range of readers who are interested in problematic economics, management, and political science issues. A brief description of the scientific output of professor E. Taylor is presented, as well as his opinions on the subject of the Polish economy and academic teaching, along with his non-professional interests, passions of life and interest in all facets of life. He could have been included in the liberal school of thought; in terms of a wide range of issues, his views were confluent with those of the most outstanding representatives of the Austrian School of Economics, albeit he didn’t belong to it. Design/methodology/approach: The following research techniques were used in the article: comparative analysis of literature (not only economic), deduction, induction, synthesis. Originality/value: Relatively original content: liberal thought in interwar Poland struggled to break through totalitarian ideologies, which had some supporters here, and also through nationalism and clericalism. After nearly a hundred years, at the turn of the second and third decades of the 21st century, things were generally similar. The reason for this is mainly the economic infantilism of a large part of society, susceptible to populist demagogy and the giving away of money by the current power. Teaching economics is objectively difficult for a variety of reasons. And then and now it does not generally produce good results. It means negative social and political consequences. Taylor’s diagnosis and counteractions were correct. They are worth getting to know better and continuing. Findings: The article shows the versatility of Taylor, who was not only an outstanding economist, educator, organizer of science, publisher and editor of a long scientific series, but also a man deeply involved in many different fields. He was a co-founder of the Polish Economic Society. He was a reformer of the Polish treasury. He fought against inflation and supported the development of the maritime economy. He was strongly involved in the development of cooperatives and territorial self-government. In each of these areas, he brought new ideas, values and solutions. His phenomenal interdisciplinarity and activity is shown.
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Åsberg Johnels, Jakob, Emilia Carlsson, Courtenay Norbury, Christopher Gillberg, and Carmela Miniscalco. "Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study." Autism 23, no. 6 (December 7, 2018): 1449–59. http://dx.doi.org/10.1177/1362361318811153.
Full textAbstract:
This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample ( n = 25) were ‘poor readers’ at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were ‘skilled readers’ performing above cut-offs. The final subgroup ( n = 10) presented with a ‘hyperlexic/poor comprehenders’ profile of normal word reading, but poor reading comprehension. The ‘poor readers’ scored low on all assessments, as well as showing more severe autistic behaviours than ‘skilled readers’. Group differences between ‘skilled readers’ and ‘hyperlexics/poor comprehenders’ were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the ‘hyperlexics/poor comprehenders’ scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as ‘poor readers’ or ‘hyperlexics’.
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Shamrock, Alan G., Burke Gao, Trevor Gulbrandsen, John E. Femino, Cesar de Cesar Netto, and Kyle R. Duchman. "Total Ankle Arthroplasty: Can Patients Read, Understand, and Act on Online Educational Resources?" Foot & Ankle Orthopaedics 5, no. 4 (October 1, 2020): 2473011420S0008. http://dx.doi.org/10.1177/2473011420s00082.
Full textAbstract:
Category: Ankle Arthritis; Ankle Introduction/Purpose: Patients often access online resources to learn about orthopedic procedures prior to undergoing elective surgery. In order to be fully understood by the average English-speaking adult, online health information must be written at an elementary school reading level. To be helpful to patients, educational resources should also be generally understandable and have actionable direction that positively affects their healthcare interactions. There are several previously validated indices for accessing the reading level of written materials. The Patient Education Materials Assessment Tool (PEMAT) provides a reliable and validated method to measure the understandability and actionability of education materials. The purpose of this study was to utilize PEMAT and readability algorithms to quantify readability, understandability and actionability of online patient education materials related to total ankle arthroplasty (TAA). Methods: Online patient education materials were identified using two independently conducted Google engine searches with the term ‘ankle replacement’. Using the top 50 search results, articles were included if they specifically served to educate patients regarding TAA. Exclusion criteria included news articles, non-text materials (video), research manuscripts, industry websites, and articles not related to TAA. The readability of included articles was quantified using the validated Flesch-Kincaid Grade Level index. The PEMAT form (Figure 1) for printed materials was used to assess understandability and actionability using a 0-100 scale for both measures of interest. Spearman’s correlation coefficient was utilized to examine the relationship between a website’s average rank on Google (from first to last) and its readability, understandability, and actionability. P-values of less than 0.05 were considered significant. Results: Forty-one websites met inclusion criteria. The mean Flesch Kincaid reading grade level was 13.7+-15.3 (range: 6.3-16.8), with no website written at an elementary school level. Article readability scores were not associated with Google search rank (p>0.301). Mean understandability and actionability scores were 70.4+-15.3 and 24.4+-24.3, respectively. Among understandability categories, only 9.8% (n=4) included summaries and only 46.3% (n=19) included visual aids. Among actionability categories, 58.5% (n=24) of websites identified at least one action for readers, but only 16.7% (n=4) of these studies broke down actions into explicit, easy to understand steps. Higher actionability scores were significantly associated with earlier Google search rank (rho:- 0.44, p=0.004), while higher understandability scores were associated with later Google search rank (rho: 0.53, p<0.001). Conclusion: No website describing TAA was written at or below the nationally recommended 6th grade reading level. Overall, TAA online educational materials scored poorly with respect to readability, understandability, and actionability. Article actionability but not understandability correlated with an earlier Google search rank. In the era of shared decision making, it is vital that patients understand procedures, as well as the risks and benefits prior to undergoing elective surgery. These results suggest that current publicly available resources for TAA remain inadequate for patient education.
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Bugge, K. E. "En upåagtet dimension i Grundtvigs tanker om “Anskuelsen”." Grundtvig-Studier 57, no. 1 (January 1, 2006): 53–66. http://dx.doi.org/10.7146/grs.v57i1.16492.
Full textAbstract:
En upåagtet dimension i Grundtvigs tanker om “Anskuelsen ”[An unnoted dimension in Grundtvig’s deliberations on “lifephilosophy”]By K. E. BuggeIn the introduction to his Northern Mythology (1832) Grundtvig outlines an ideological platform as a basis for rapport and cooperation with his contemporaries. Grundtvig suggests that a broad agreement should be possible on those elements of a life-philosophy, which in theological language are usually termed creation and fall. As far as the ideas of salvation are concerned, however, no unanimity is possible.The following study focuses on the basic assumptions of Grundtvig's argumentation. How could he be absolutely certain that his readers would readily accept his contention that every one of them, believers and non-believers alike, would agree that the ideas of the divine creation and the fall of man are basic realities of human existence? Such a presumption would certainly not be valid in the secularized cultural context of the following century. In order to answer this question attention is here directed towards the teaching aids used in Danish schools in the subject of Christian Education, especially those, which we know have been used in Grundtvig's own schooling, and which he later comments upon.The first of these books was published by Grundtvig's father, Johan Grundtvig under the title Catechismi Forklaring (1779), i.e. a thorough elucidation of Luther's catechism. Quite a number of such explanatory teaching aids were published during the centuries of Lutheran orthodoxy. Usually they were much too voluminous to be directly used by children. On this background Grundtvig's uncle, the prominent bishop N. E. Balle in 1791 published a new Lærebog i den evangelisk-christelige Religion, i.e. A textbook of evangelicalchristian religion, a booklet of 104 pages. As this book was officially authorized, it was widely distributed. By 1830 it had been reprinted ten times.In order to make the ideas of God's creation of the world evident to the children, both these books present the same argument: That just as a house is unable to build itself, in the same manner the world as such must have been built by a creator. Noteworthy is here that the argument in both cases is not rooted in holy scripture but in common sense and everyday experience.Also the argument in support of the idea of the fall of man is notable. Johan Grundtvig in his book combines biblical narrative with common sense. He raises the question, whether the sinfulness of Adam and Eve was inherited by their descendants. His answer is affirmative.Because they were unable to procreate children that were better than themselves, then, of course, their sinfulness was also inherited by their present day descendants. Balle goes directly into an argumentation based on experience and common sense: “Experience makes it clear that men are not as good, as they ought to be. All have some error.”Because of the authorization of the book, Balle's formulation gained a wide influence during the first half of the century. In the grammar schools preparing the young for university studies the dominating teaching aids in the subject were compendia of two extensive dogmatic expositions published by Ove Hoegh-Guldberg. A compendium by Mathias Galthen (1784, 2nd ed., 1793) was used at the grammar school in Aarhus, which Grundtvig attended during the years 1798-1800. Concerning creation Galthen underscores that the world cannot have created itself, and that “sound reason” convinces us that the world cannot have emerged by coincidence. On the theme of the fall of man he first reiterates the argument forwarded by Johan Grundtvig: That Adam and Eve could not have procreated children that were less sinful than themselves. He then continues: “Experience and Holy Scripture confirms that all men are imperfect”. Notable are here not only the smooth continuation from reason to scripture, but also the order of priority. Everyday experience and “sound reason” provide the intellectual basis necessary for understanding the biblical message.Arguments such as these were inculcated by merciless rote and were, therefore, firmly lodged in the minds of Grundtvig's readers. On this background he could safely assume that the ideas of creation and fall were readily at hand as preconditions for an understanding of what he had to say. The ideas were imprinted in the minds of his readers as self-evident truths based on experience and common sense and were, therefore, independent of any particular religious conviction. In this way a study of the books used in the Christian Education of his time provide a useful and hitherto unheeded tool for understanding Grundtvig's argumentation.
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Anderson, Johanna. "A School Library in Sub-Saharan Africa." Library and Information Research 35, no. 110 (August 7, 2011): 3–15. http://dx.doi.org/10.29173/lirg456.
Full textAbstract:
This paper reports on the success and suitability of a Western-donated school library in furthering literacy and reader development in Malawi.
A qualitative, case study approach was taken using semi-structured interviews with teachers and a library assistant at a primary school in Malawi.
The research reveals positive attitudes towards reading and literacy in a predominantly oral culture. Limitations include a lack of attention to reader development and inappropriateness of materials for the local context.
The study reveals that the book donation model commonly supported by international donors and non-governmental organisations (NGOs) falls short in its ability to contribute to global literacy and education targets. Recommendations to improve impact are given.
This research is original in representing the voices of school teachers in the debate over the suitability of libraries and the overseas book donation model to the sub-Saharan African context.
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Puchnina, Iuliia Nikolaevna. "Increasing the Level of Reader Interest Among High School Students by Means of New Technologies." Interactive science, no. 6 (52) (August 20, 2020): 75–77. http://dx.doi.org/10.21661/r-541402.
Full textAbstract:
In this article, the problem of declining reader interest among high school students is considered. A way of solving this problem is proposed: increasing high school students' interest in reading by using modern technologies. The research methods used in this paper include theoretical (analysis of scientific, non-fiction and fiction literature, followed by analysis and synthesis of obtained data), as well as empirical (a survey in order to determine the reading activity of students, comparison and analysis of obtained data, systematization and statistical processing of research materials) methods. The author has examined several modern information and communication resources, of which those most suitable for the purpose of this study have been selected: an online survey, a poster, a book trailer and an Internet forum. The results of this study demonstrated a positive dynamic in 10th grade students' reader interest, thus confirming the hypothesis.
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Nikitina, Tatiana, and Elena Rogaleva. "Innovative Approaches to Creating Training Phraseological Dictionary as Interactive Hypertext." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 175. http://dx.doi.org/10.17770/sie2015vol2.446.
Full textAbstract:
<p><em>The article reviews material on Russian training phraseography, in particular, it contains an analysis of the disadvantages of the interpretation of idioms in phraseological dictionaries for primary school learners. The author presents her own technology of creating an innovative phraseological dictionary for primary school children which combines traditional principles for describing idioms in phraseological dictionaries with stimulation of an interactive dialogue between the author and the young reader. As a result, the interactive hypertext of a non-computer dictionary approximates to an electronic dictionary and an educational computer game that satisfies primary school learners’ demand and facilitates children’s learning idioms.</em></p>
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Wilson, Virginia. "Boys are Reading, but their Choices are not Valued by Teachers and Librarians." Evidence Based Library and Information Practice 4, no. 3 (September 21, 2009): 46. http://dx.doi.org/10.18438/b8h91w.
Full textAbstract:
A Review of:
McKechnie, Lynne (E.F.). “ ‘Spiderman is not for Babies’ (Peter, 4 Years): The ‘Boys and Reading Problem’ from the Perspective of the Boys Themselves.” The Canadian Journal of Information and Library Science 30.1/2 (2006): 57-67.
Objective – This study looks at what constitutes legitimate reading material for boys and how this material is defined in light of assessed gender differences in reading, and is part of a larger, ongoing research project on the role of public libraries in the development of youth as readers.
Design – Semi-structured, qualitative interviews and book inventories.
Setting – The research originated from the MLIS 566 (Literature for Children and Young Adults) class at the Faculty of Information and Media Studies, University of Western Ontario, London, Ontario, Canada.
Subjects – Forty-three boys, ages four through twelve, were interviewed. Most of the boys lived in Ontario, although a few came from other Canadian provinces.
Methods – Library school students who were registered in a Literature for Children and Young Adults class interviewed children and young adults about their reading and information practice as part of a “Book Ownership Case Study” assignment. The researcher also interviewed children and young adults, for a total of 137 case studies. For the purpose of this article, a data subset for the 43 boys included in the larger project was analyzed. The boys ranged in age from four to twelve years. The mean age was eight and the median age was nine. The theoretical perspective of reader response theory was used to situate the study. This theory has the relationship between the text and the reader as its focus, and it suggests that to understand the reading habits of boys, there needs to be recognition that the experts about their reading are the boys themselves. The interviews, which explored reading preferences and practices, were qualitative, semi-structured, and took thirty minutes to complete. In addition to the interview, each boy’s personal book and information material collection was inventoried. The researcher used a grounded theory approach to analyze the inventory and interview data to pull out themes related to the research questions. Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154).
Main Results – The collection inventories revealed that all 43 study participants had personal collections of reading materials. The collections ranged from eight volumes to 398 volumes. There was a mean volume total of 108 and a median of 98 books per boy. In addition to books, other materials were in the collections. Video recordings were owned by 36 (83.7%) of the boys, 28 (65.1%) of participants had computer software, 28 (65.1%) owned audio recordings, and 21 (48.8%) of the collections also included magazines.
In the interview data analysis, a number of themes were revealed. All of the boys except one owned fiction. Some genres appeared frequently and were different than the ones found in the inventories taken of the girls in the larger study. Genres in the boys’ collections included fantasy, science fiction, sports stories, and humorous stories. The boys also discussed genres they did not enjoy: classic children’s fiction, such as The Adventures of Robin Hood, love stories, and “books about groups of girls” (61). All but five boys had series books such as Animorphs, Captain Underpants, Redwall, and Magic Treehouse in their collections.
All study participants except for one owned non-fiction titles. When asked what their favourite book was, many of the boys chose a non-fiction title. Holdings included subjects such as “jokes, magic, sports, survival guides, crafts, science, dictionaries, maps, nature, and dinosaurs” (62).
In addition to books, the boys reported owning and reading a wide range of other materials. Comics, manga, magazines, pop-up and other toy books, sticker books, colouring books, puzzle books, and catalogues were among the collection inventories. Only one boy read the newspaper.
Another theme that emerged from the interview data was “gaming as story” (63). The boys who read video game manuals reported reading to learn about the game, and also reading to experience the game’s story. One boy’s enjoyment of the manual and the game came from the narrative found within.
Various reading practices were explored in the interviews. Formats that featured non-linear reading were popular. Illustrations were important. Pragmatic reading, done to support other activities (e.g., Pokeman), was “both useful and pleasurable” (54).
And finally, the issue of what counts as reading emerged from the data. Many boys discounted the reading that “they liked the best as not really being reading” (65). Some of the boys felt that reading novels constituted reading but that the reading of computer manuals or items such as science fair project books was “not really reading” (65). A distinction was made between real books and information books by the boys.
Conclusions – The researcher explored what has been labelled as the “problem” of boys reading in this paper. She found that the 43 boys in this study are reading, but what they are reading has been undervalued by society and by the boys themselves. Collection inventories found a large number of non-fiction books, computer magazines, comic books, graphic novels, and role-playing game manuals—items not necessarily privileged by libraries, schools, or even by the boys themselves. The researcher suggests that “part of the ‘boys and reading problem’ then lies in what we count as reading” (66). By keeping what boys are actually reading in mind when it comes to collection development and library programming, children’s librarians can “play a central role in legitimizing the reading practices of boys” (66).