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Ammi, Sabrina. "How reader and task characteristics influence young readers' comprehension monitoring." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83213/.
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Comprehension monitoring is defined as the process by which reader’s evaluate and regulate their understanding of text (e.g., Baker, 1985). Comprehension monitoring is an important component skill of reading comprehension (e.g., Cain, Oakhill & Bryant, 2004). Despite the importance of comprehension monitoring in reading comprehension, relatively little research has been undertaken to explore the development of comprehension monitoring or the task and reader characteristics critical to the development of this skill. To address this gap in the literature, this thesis explores the development of comprehension monitoring in children aged 7 to 10 years. A series of experiments are presented which explore monitoring of nonwords, general knowledge violations and internal inconsistencies using off-line and real-time measures. Experiments also explore the relationship between monitoring and working memory capacity. Findings reveal developmental differences in comprehension monitoring. Older children are better at correctly judging the sense of information and more likely to adjust their reading behaviour in relation to error information. It seems that both age groups undertake similar monitoring behaviours, albeit with different levels of success. A range of task and reader characteristics influence monitoring skill. Findings demonstrate that task instructions influence reading behaviour. Children undertake a more purposeful and careful reading of the text when alerted that texts may contain errors. Findings also demonstrate differences in children’s proficiency in adopting standards of evaluation. Children encounter most difficulties in adopting the internal consistency standard, perhaps because this standard requires children to integrate and compare the comprehensibility of information at the text-level. In addition, within error manipulations demonstrate that children use the explicitness of error information as a criterion for monitoring comprehension. Further, findings reveal that the relationship between comprehension monitoring and working memory capacity is relatively weak. Interestingly, these findings question the importance of working memory capacity as a source of monitoring difficulties. In the context of the situation model, these findings suggest that monitoring difficulties may arise from failures in constructing a richly elaborated situation model, rather than failures in updating the situation model.
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Oriez, Richard J. Rees David. "Do readers believe what they see? reader acceptance of image manipulation /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6551.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 19, 2009). Thesis advisor: David Rees. Includes bibliographical references.
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Bier, Leanne Doreen. "Texts and beginning readers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 164 p, 2008. http://proquest.umi.com/pqdweb?did=1500055131&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Begum, Jinat Rehana. "Jane Austen's early readers." Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533498.
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NAKANO, RENATA GABRIEL. "PICTUREBOOK: DEFINITIONS, READERS, AUTHORS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30205@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Em diversos países europeus, norte e latino-americanos estão disseminados entre especialistas termos que representam um tipo específico de subcategoria da literatura infantil, como picturebook, album illustré, álbum ilustrado, livro-álbum e bilderbuch, caracterizado pelo papel que a linguagem visual representa na leitura da obra. Apesar de não haver um nome específico para tal subcategoria no Brasil, há muitos exemplos de livros ilustrados brasileiros que aqui a representam. Esta pesquisa trata sobre tal objeto analisando-o sob três aspectos: primeiro, suas definições por diferentes autores brasileiros e estrangeiros, com foco nas especificidades do diálogo entre linguagens verbal e visual e uso consciente da tecnologia livro como recurso estético; segundo, em uma análise da infância sob abordagem filosófica e social, em busca dos pressupostos de leitura que o livro ilustrado, ao ser considerado um livro infantil, pode produzir; e terceiro, sobre as particularidades da criação de um objeto que muitas vezes é fruto de quatro autores - o escritor, o ilustrador, o designer e, por vezes, o editor.
In many countries from Europe, North and Latin America there are different terms commonly used by specialists to refer to a certain subcategory of children s literature - picturebook, album illustré, álbum ilustrado, livro-álbum, and bilderbuch - characterized by the role that visual language plays in reading of the work. Despite the want of a specific name for this subcategory in Brazil, there are many examples of Brazilian picturebooks. This research focuses on the picturebook, and analyzes it from three different perspectives: firstly, definitions presented by different Brazilian and foreign authors, with focus on the specificities of the dialog between verbal and visual languages, and the deliberate use of the book technology as an aesthetic object; secondly, analyzing childhood under a philosophical and sociological approach in search of the possible implications to reading that the categorization of the picturebook as children s book may produce; thirdly, the particularities of creating an object which often has four authors - the writer, the illustrator, the designer, and the editor.
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Carpenter, Marilyn Gordon 1943. "Preservice teachers as readers." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288856.
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The focus of this study is the impact of a children's literature course on the reading practices of undergraduate preservice teachers. During 1996, I taught Children's Literature in the Classroom, LRC 480, at the University of Arizona. During this class, I undertook a study of the preservice teachers in my course using the research methods of a qualitative study. My purpose was to elicit the preservice teachers' perceptions of themselves as readers in the beginning and at the end of the course and to determine which elements of the course were most influential. The major themes that emerged from the data were concerned with the reading practices of the preservice teachers and the significant aspects of the course. All the students experienced some changes in regard to their reading practices. The major change the students noted was an increase in their enthusiasm for reading and a renewed enjoyment of reading. A majority of the students were choosing to read daily in the beginning of the semester in contrast with other research (Timbs, 1993; DeKoff, 1992) that found less frequent reading. The four most influential elements in the course were: (1) the influence of the instructor; (2) small group work; (3) class projects that provided active learning experiences emphasizing the affective elements of reading literature and (4) self evaluation that promoted students' choice and control over their own learning. The study found that the major change the students noted (their enthusiasm and renewed enjoyment of reading) was influenced by these elements of the course. The implications of these findings are that instructors who wish to encourage preservice students to have positive experiences with reading should include these elements in preservice courses: an instructor with a passion for literature; class projects that feature experiential learning tasks promoting the affective elements of reading literature; an emphasis on self-evaluation and opportunities for small group collaborations. Preservice teachers in such courses will have opportunities to build or renew their enjoyment of reading.
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Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
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Dwyer, Edward J. "Reading Aloud, Readers’ Theater." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3410.
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Snell, Joshua. "Readers are parallel processors." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0244.
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Une question centrale des recherches sur la lecture concerne la nature séquentielle ou parallèle de l’identification des mots pendant la lecture de phrases. L’hypothèse dominante postule que l’attention spatiale est allouée à un seul mot à la fois, et qu’avec cette contrainte, l’identification des mots doit forcément s’opérer de manière séquentielle. Cependant, un certain nombre de résultats suggèrent, au contraire, que l’attention spatiale peut être allouée à plusieurs mots à la fois, de manière distribuée. Cette attention disbribuée pourrait permettre l’identification en parallèle de plusieurs mots de manière simultanée, et les travaux présentés dans cette thèse cherchent à déterminer la viabilité de cette hypothèse. Notamment, nos travaux visent à préciser le niveau de traitement (visuel, orthographique, lexical, sémantique ou syntaxique) permis par cette attention distribuéeThis thesis addresses one of the most hotly debated issues in reading research: Are words processed serially or in parallel during reading? One could argue that this is primarily a question of visuo-spatial attention: is attention distributed across multiple words during reading? The research presented here suggests that attention can indeed be allocated to multiple words at once. It is further established that attention is a key factor driving (sub-lexical) orthographic processing. The next question, then, is whether multiple lexical representations can be activated in parallel. This thesis comprises a wealth of evidence for parallel lexical activation: firstly we have found that readers activate embedded words (e.g., ‘use’ in ‘houses’) alongside the word that is to be recognized, indicating that parallel lexical processing would occur even if readers could effectively focus their attention on single words. Moreover, we have found that semantic and syntactic categorization decisions about foveal target words are influenced by the semantic and syntactic aspects of surrounding words, even when all these words are presented for a duration shorter than the average time needed to recognize a single word. Hence, given that readers’ attention is spread across multiple words and that multiple lexical representations can be activated in parallel, it seems reasonable to claim that the reading system is in principle a parallel processing system
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Parisotto, Cindy <1990>. "Shakespeare for special readers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12029.
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This dissertation analyses some adaptations of William Shakespeare’s The Tempest considering also two special categories of readers: children and inmates.
After a brief introduction of Shakespeare’s work and a general overview of the world of adaptations the focus will move to The Tempest adapted for a young audience considering both the past and the present using examples of great authors such as Charles and Mary Lambs, Marcia Williams and Lois Burdett. The importance of William Shakespeare’s The Tempest is based also on the role of a peculiar character of the play: Caliban. For this reason, there will be two chapters on him, the first one about his origins, and the second one about his evolution during the years.
The last adaptation taken into consideration as far as the young audience and the character of Caliban are concerned, is Tad Williams’ novel Caliban’s Hour.
Moving the focus from the child-reader to the inmate-reader there will be a long chapter which considers novels such as Hag-Seed by Margaret Atwood, Shakespeare inside by Amy Scott-Douglass and Shakespeare saved my life by Laura Bates, and the documentary of Hank Rogerson Shakespeare Behind Bars
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Baysinger, Kristi M. "Using readers theater to improve reading comprehension and reader self-efficacy in elementary students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/615.
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Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of improvements associated with maturation and traditional classroom instruction. The purpose of the present study was to evaluate the efficacy of a Readers Theater intervention on improving reading comprehension and reader self-efficacy in elementary students, beyond that related to maturation or traditional classroom instruction. It was expected that participants receiving the Readers Theater intervention would exhibit greater improvements in reading comprehension and reader self-efficacy when compared to a control group. It was also anticipated that when the second group received the intervention, the findings would be replicated. Participants were 24 fourth, fifth, and sixth graders. Results support the use of Readers Theater as a supplemental technique for reading instruction. Participants displayed some improvements in reading comprehension and various aspects of reader self-efficacy. Further research is needed to extend the findings to a larger population and refine techniques to maximize benefits.
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Angell, John Hamilton. "Public readers/private readers: dimensions of response in an introductory French literature classroom /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076414904.
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Zhou, Minglang. "Script effects and reading strategies : ideographic language readers vs. alphabetic language readers in ESL." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3950.
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The purpose of this study was to examine script effects of the Chinese Language on Chinese ESL/EFL students· reading strategies, in comparison to those employed by ESL students from alphabetic orthographic backgrounds.
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Hynes, Myrna. "Chasing fireflies : understanding struggling readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ64580.pdf.
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Chen, Hung-Tao. "READERS’ KNOWLEDGE OF FUNCTIONAL DEVICES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/160.
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Various writing devices are designed to serve specialized purposes or “functions” to aid readers in their processing of a text. For example, an index lists important topics in the book and allows the readers to quickly locate the pages relevant to a particular topic. The purpose of this study was to learn what mature readers know about various functional devices. Two experiments were conducted to learn what readers know about functional devices in texts. Experiment 1 investigated readers’ knowledge about functional writing devices and Experiment 2 examined readers’ beliefs about the relevance of functional writing devices in various reading situations. At the end of the experiments, a list of functional writing devices and their respective usage was created from the results of Experiment 1 & 2. The information obtained could be useful for education purposes and also future studies on the effects of function identifying signals on cognition.
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Park, Hye-young. "Keats : women, readers and revision." Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323736.
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Lapham-Pilgrim, Linda. "Readers theatre in the classroom." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/175.
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Dick, Loretta A. ""Are we doing Readers' Theatre today?", the implementation of Readers' Theatre exploring social studies themes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ54701.pdf.
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Eicher, Rachel. "Analysis of Second and Third Grade Basal Readers as Related To Interests of Boy Readers." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237509012.
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Strecker, Susan Keehn. "The effects of instruction and practice through readers theater on young readers' oral reading fluency /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Lucy, Gillian C. "Text, reader, and understanding : evidence, interest, and explanation in L2 readers' interpretations of written argumentative discourse." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404002.
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Moore, Noreen S. "The effects of being a reader and of observing readers on fifth grade students argumentative writing." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 302 p, 2009. http://proquest.umi.com/pqdweb?did=1885682051&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Pope, James. "How do readers interact with hypertext fiction? : an empirical study of readers' reactions to interactive narratives." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10503/.
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Otani, Junji. "STRUCTURAL ANALYSIS OF EPIGENETIC MARK READERS." 京都大学 (Kyoto University), 2012. http://hdl.handle.net/2433/157609.
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Tsai, Yi-Shan. "Young British readers' engagement with manga." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/252712.
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This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.
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Stannard, Heather Joy. "Reading engagement difficulties in competent readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59483.pdf.
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Wolff, Ulrika. "Characteristics and varieties of poor readers /." Göteborg : Acta Universitatis Gothoburgensis, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013195510&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Kwan, Pun-lok David, and 關本樂. "Lexical blending among young Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49617825.
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Lexical compounding refers to the process of word formation through union of lexicalized morphemes. Given that young Chinese readers learn print vocabulary as unanalyzed whole, I am uncertain whether children can effortlessly decompose bound morphemes from disyllabic words for lexical compounding to occur. With this concern, I propose a lexical blending process in parallel with lexical compounding, where words are constructed from previously learnt words that have not yet been decomposed as morphemes. This thesis investigated the mechanisms behind the lexical blending process, as well as its role in word reading among young Chinese readers, in five studies
Studies One and Two examined the factors that favor lexical blending to occur. In Study One, I located a high proportion of disyllabic words and bound morphemes within a corpus of Chinese textbooks in Hong Kong. Around 40-50% of disyllabic words in Grade One to Grade Three are composed of one or more bound morphemes, which set a favorable environment for lexical blending to occur. In Study Two, I found that younger readers tended to commit more selection errors, defined as “naming the target character as a character that forms a highly frequent two-character compound word with it” (Shu, Meng, Chen, Luan and Cao, 2005), than older readers during character reading, suggesting that their representations of bound morphemes were not precise. An experiment on morpheme name judgment demonstrated that bound morphemes and low frequency morphemes embedded in high frequency words were most prone to selection errors.
I further examined the lexical blending process and its contribution to reading development in Studies Three and Four. Adopting a cross-sequential design in Study Three, I found that lexical blending concurrently and longitudinally predicted Chinese word reading, after lexical compounding and other reading-related variables were partialled out. In Study Four, I located lexical class and structural relation knowledge as significant component skills of lexical blending. The process of lexical blending proceeded first with structural arrangement of words, followed by morphological decomposition and union of morphemes to eventually form a blended word.
I also tested Chinese dyslexic readers’ performance on lexical blending in Study Five. Dyslexic readers exhibited difficulties in lexical blending and all the related component skills, when compared with chronological-age (CA) matched controls. Process-wise, the dyslexic readers were weaker than CA controls in both structural arrangement and morphological decomposition, while having particular difficulties in the latter process.
I conclude that lexical blending is an important word formation process for young Chinese readers. To aid mastery of lexical blending, readers should be aware of the syntax in phrases and sentences, as it provides cues on structural arrangement of blended words. In addition, I suggest explicit instruction on lexical blending skills in the curriculum, with a particular focus on morphological decomposition, in order to meet the learning needs of dyslexic readers.published_or_final_version
Psychology
Doctoral
Doctor of Philosophy
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Devlin, Siobhan Lucy. "Simplifying natural language for aphasic readers." Thesis, University of Sunderland, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300732.
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Doran, John. "Inferencing skills of deaf adolescent readers." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/2138/.
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The great difficulty which deaf children have in learning to read is well documented. Previous studies have examined such aspects as problems with vocabulary and syntax but little work has been directed towards inferential and discourse skills. The present series of studies examines the inferencing skills of severely and profoundly deaf adolescents. Different types of inference were examined using a variety of experimental techniques, ranging from on-line reading times, through memory probes after reading, to tracking the movements of subjects' eyes as they read. The deaf were found to be poorer at drawing inferences than hearing children matched on reading age, although they can recall as much detail from those extra texts in which they do infer correctly as the controls. The deaf were as successful as the reading age matched controls for material which required spatial inferences but not for more abstract temporal and causal inferences. On-line studies suggested that the deaf, when drawing inferences, use a schemata, concept driven mechanism similar to hearing peers approximately matched for chronological age. A similar mechanism would seem to be operating when material is presented in the form of sign language. Thus many of the difficulties previously ascribed to deaf children's reading skills may in fact derive from more general language problems. It is suggested that these difficulties with inferencing are independent of modality of presentation and perhaps reflect a more impoverished experimental background for most deaf children. The comparative richness of scenarios for deaf and hearing children are then investigated.
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Lynch, Lisa. "Targeted computer interventions for poor readers." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341795.
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GonzaÌles, de CosiÌo MariÌa. "Understanding readers' navigation in WWW documents." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270843.
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Brine, Jennifer Jane. "Adult readers in the Soviet Union." Thesis, University of Birmingham, 1986. http://etheses.bham.ac.uk//id/eprint/1398/.
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This thesis is a study of ordinary adult readers and their reading preferences in the USSR in the 1960s, 1970s and early 1980s. Chapter One provides background information on Soviet policies towards reading and on the changes in Soviet society which have influenced reading habits over the last 30 years. This is followed by a description of the reader surveys used for the research and a discussion of some methodological problems. Chapter Two is concerned with all aspects of political control over reading, as it affects the writer, the publishing process, the book trade, libraries and ultimately the reader. Chapters Three and Four consider problems of the supply of reading matter through the retail trade and through mass (public) libraries. Chapter Five is an analysis of how various sociodemographic factors affect reading, and of the effect of television on reading. Chapter Six considers the relative importance of books, newspapers and journals, and the balance between fiction and non-fiction in readers' preferences. Chapter Seven is concerned with the reading of non-fiction, whether in books, journals or newspapers, and Chapter Eight provides an analysis of readers' preferences in novels, poetry and plays. The thesis concludes that the many, often contradictory, stereotypes of reading in the USSR all have some foundation in reality.
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Primisch, Christine. "Wharton's Library: For Born Readers Only." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494190234165052.
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Barksdale, Mary Alice. "Anxiety and attention in beginning readers." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53846.
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This study investigated the relationship between anxiety and attention in high and low anxiety readers during the reading of materials of verging difficulty levels. An A-state reading anxiety scale was developed for the purpose of identifying high end low reading anxiety participants. Response times to a secondary task were measured while high end low reading anxiety participants were engaged in orally reading materials at easy, average, and hard difficulty levels and when not engaged by a primary task.
A repeated measures design was implemented to describe relations between response times to a secondary task and high and low A-state reading anxiety groups for a baseline measure and for the reading of easy, average, and hard materials. Response times served as the dependent measure. Reading anxiety groups (high and low) end difficulty levels (baseline, easy, average and hard) served as independent measures. Difficulty levels were identified relative to both comprehension scores and word recognition scores and analyses were conducted separately for difficulty levels as identified by comprehension scores and for difficulty levels as identified by miscue scores.
The repeated measures analysis demonstrated a significant interaction effect between high and low anxiety groups and difficulty levels (baseline, easy, average, and hard). The results indicated that attention to the reading task differed for high and low anxiety readers at varied difficulty levels. It was demonstrated that high anxiety readers reached high levels of attention to reading materials only at easy reading levels. At average and hard reading levels, high anxiety readers were unable to maintain high levels of attention to the task. Low anxiety readers generally followed the predictions of the Yerkes-Dodson law (1908), allocating more attention to average reading tasks. Findings were discussed with regard to implications of the effects of anxiety on attention to reading and the development of this methodology.Ed. D.
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Cameron, Joyce (Joyce Elaine) Carleton University Dissertation Linguistics and Applied Language Studies. "Phonological awareness and adult beginning readers." Ottawa, 1995.
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Rees, Siân Angharad. "Morphological awareness in readers of IsiXhosa." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4569.
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This study focuses particularly on the development of four Morphological Awareness reading tests in isiXhosa and on the relationship of Morphological Awareness to reading success among 74 Grade 3 isiXhosa-speaking foundation-phase learners from three peri-urban schools. It explores in-depth why not all previously established Morphological Awareness tests for other languages suit the morphology of isiXhosa and how these tests have been revised in order to do so. Conventionally, the focus of Morphological Awareness literature has been on derivational morphology and reading comprehension. This study did not find significant correlations with comprehension, but rather with the children's ability to decode. Fluency and Morphological Awareness have not been given as much attention in the literature, but Morphological Awareness could be important for processing the agglutinating structure of the language in reading. This study also argues that it is not a specific awareness of derivational morphology over inflectional morphology, but rather a general awareness of one's language structure that is more important at this stage in their literacy development; specifically a general awareness of prefixes and suffixes. In addition, it was found that an explicit awareness of the morphological structure of the language related more to fluency and tests that accessed an innate and implicit Morphological Awareness had the strongest correlations overall with comprehension. The findings from this report have implications regarding how future curriculum developments for morphologically rich languages like isiXhosa should be approached. The positive and practical implications of including different types of Morphological Awareness tutoring in curricula is argued for, especially when teaching younger readers how to approach morphologically complex words in texts.
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Hasan, Arwa. "Readers and text worlds of dystopia." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/45084/.
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This thesis is an exploration of reading styles and stylistic patterning in relation to dystopian fiction. Situated within an empirical cognitive poetics, the study draws upon naturalistic reader-response data, with specific reference to Atwood’s The Handmaid’s Tale and Vonnegut’s ‘Harrison Bergeron’, as case studies of dystopian texts that produce a spectrum of readings. The notions of preferred and dispreferred responses are defined in cognitive linguistic and pragmatic terms, and non-normative readings of these dystopian texts are investigated. The thesis adopts a text-world theoretical description, and provides both naturalistic reader-community data as well as focused interviews and reading protocols. It was found that some readers insist on producing dispreferred readings even in the face of lack of textually-driven evidence. Such readers allow their own emotions, outlooks and dispositions to over-ride the textual patterning, in producing dispreferred and non-evidential readings. These readings are nevertheless genuinely held. This study raises questions for all text-driven models of literary reading and analysis.
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Wood, Rachel E. "Instructional Readers: Teaching Content through Vocabulary." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2517.
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This project resulted in the creation of a prototype for a new book series entitled Instructional Readers that will be linguistically engineered to assist English-language learners in acquiring academic and content-based vocabulary in the sciences. The development of the prototype represented a process of trial and error, with decisions firmly grounded in extensive research concerning linguistic features that assist vocabulary growth while reading. The end result, the prototype entitled Cellular Transport, reflects the author's best attempt to combine these features. The project write-up details the steps used in writing the prototype to aid in the creation of similar instructional readers in the future.
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Lyons, Reneé C., and Edward J. Dwyer. "Readers' Theater in the School Library." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2408.
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Hong, Huili, E. Doran, M. Myron, and Edward J. Dwyer. "Developing Sight Vocabulary Among Emerging Readers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3320.
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Dwyer, Edward J. "Encouraging Reading Achievement Through Readers’ Theater." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3400.
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Moran, Renee Rice, N. Wilton, Huili Hong, LaShay Jennings, and Edward J. Dwyer. "Encouraging Sight Vocabulary Among Developing Readers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3442.
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Nicole Wilton is the program manager of the Community Music Education Program at the University of Saskatchewan. Huili Hong and Renee Rice Moran are assistant professors who teach literacy classes in the Department of Curriculum and Instruction (CUAI) at East Tennessee State University. LaShay Jennings is a clinical instructor in CUAI who works with field-based student teachers. Ed Dwyer is a professor who teaches literacy classes in the same department. Nicole, Huili, Renee, LaShay and Ed have a great deal of interest in integrating artistic, social, and experiential strategies within instructional programs designed to enhance literacy achievement. According to these experts, students need to become physically, experientially, and emotionally as well as academically involved when learning sight words and in learning in general. Emphasis is placed on encouraging teachers and other instructional personnel to foster self-efficacy among their students through activities that generate success through products produced and learning experienced. Preparing a sturdy and attractive book focused on sight vocabulary in context is presented herein as a key strategy for both promoting self-efficacy and enhancing reading competence among students in the primary grades. Although the activity presented focuses on promoting sight word acquisition among primary grade readers, the strategies are adaptable to a wide variety of learning endeavours.
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Moran, Renee Rice. "Creating Better Readers through Poetry Instruction." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3614.
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Laubner, Eve Lillian. "Reconstruction-era Readers: an analysis of the social content of American Readers used between 1863 and 1877." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31978.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This is a study of the social content of 50 Readers used in the education of young American students during the Reconstruction Era, 1863-1877. Analyses of social content from every tenth page of text reveal themes that emerge from a framework of nine categories-character, religion, nature, nation, other cultures, family, education, gender/class, adventure/fantasy-that define the nation. In addition to these analyses, the study presents one Reader in its entirety and two Readers written especially for the freedmen. Plentiful selections from the Readers allow users of the study to arrive at their own conclusions about how well or how poorly the Reconstruction-era Readers were guiding future directions. The fundamental finding is that nineteenth-century Americans believed that moral character was the bedrock of the nation and that it needed to be fostered in the young.
2031-01-02
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Huang, Sha. "Reading strategies of adult readers of Chinese as a foreign language: comparing successful and less successful readers." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6141.
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Reading Chinese is one of the most challenging tasks for learners of Chinese as a foreign language (CFL learners). Studies showed that effective use of strategies (e.g. inferring meaning from context) helps to enhance reading comprehension. However, so far, most studies about reading Chinese as a foreign language have focused on lower-level processing (e.g. word learning strategies, the effects of orthography on word acquisition, etc.). Studies about reading process and strategies of adult CFL learners engaging in independent Chinese text reading are extremely limited, and few studies compare reading strategies and perceptions of successful and less successful CFL readers. This study filled these gaps by investigating adult CFL learners’ reading strategies and comparing strategy use and perceptions of successful CFL readers and less successful ones. Using the Compensatory Model of Second Language Reading (Bernhardt, 2005; 2011) as the theoretical framework, this study answered three research questions with sub questions: 1. What are the reading strategies used by adult CFL learners? (a) What are overall reading strategies used by adult CFL readers? (b) What are effective strategy combinations used by adult CFL readers? 2. How do successful adult CFL readers apply and perceive reading strategies when reading in Chinese? 3. How do less successful adult CFL readers apply and perceive reading strategies when reading in Chinese? Qualitative research methods were used to collect and analyze the data. Twelve college level third-year Chinese learners were asked to read a Chinese text, finish a think-aloud task (verbally express their thought process), recall the content of the text, answer several text-related questions, and engage in semi-structured interviews. This study identified 14 bottom-up strategies and 12 top-down strategies. The effective reading strategy combinations used by CFL readers included 1) inferring word meaning by accessing context cues, character meaning, and mental lexical networks; 2) monitoring comprehension by using context information, rereading, summarizing, noticing text structure, paraphrasing, or translating difficult parts; 3) segmenting Chinese words by checking the dictionary, conducting grammar analysis, and referring to mental lexicons. Through comparing the cases of successful and less successful CFL readers, this study revealed that successful readers were good at using context information, monitoring comprehension, and distinguishing important text segments from less important ones. They showed confidence in applying reading strategies and consciously acquired and practiced using strategies while reading. Less successful readers, on the other hand, had more difficulties in decoding characters and words as well as understanding complicated sentence structures. They did not trust their ability to infer about words and phrases, and relied more on the dictionary and translation. In addition, compared with less successful readers, successful readers used more top-down strategies, and they had better metacognitive competences in applying a wide range of strategies effectively. The findings of this study provide useful pedagogical implications to improve Chinese reading instruction and a better understanding about reading Chinese as well as L2 reading.
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Belzak, William Charles McNeal. "Literary Theory within a Cross-Classified Multilevel Framework: Personality Similarity between Writers and Readers Predicts Reader Inspiration." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639571.
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Literary theorists have pointed to a relationship between writer-reader personality similarity and better outcomes in the reader. Furthermore, there is empirical evidence indicating that personality similarity between two individuals leads to positive outcomes. We tested the hypothesis that personality similarity between writers and readers predicts greater inspiration in the reader. Our results supported this hypothesis. Profile similarity (i.e., similarity of Big Five trait profile) between writers and readers predicted greater reader inspiration. Single-trait similarity (i.e., similarity of single Big Five traits) between writers and readers predicted greater reader inspiration. These findings are noteworthy because we show that the scientific method can be leveraged to test the verisimilitude of a literary theory, which has not been possible using the current methods of literary criticism.
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Erdogan, Gokcen. "Control Of The Readers In Jane Austen." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1218098/index.pdf.
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This thesis analyses techniques employed by Jane Austen in Emma and
Sense &Sensibility to control the readers when they make judgements about characters and events.The thesis will argue that the point of view used in these two novels to present events and characters has great influence upon readers. In addition, the role of skilful use of irony by Austen, and witholding of information by characters and author in keeping readers alert will be analysed.
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Gordon, Elizabeth S. "Successful reading comprehension strategies for beginner readers." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.
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Clissold, Bradley. "Author--Ulysses--readers : seduction in the gaps." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22575.
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The purpose of this study is to investigate how the prose style of James Joyce's Ulysses provides seductive gaps which by design prompt readers to become co-producers of the text. Joyce strategically creates opportunities for readers to engage actively with the text through response-inviting gaps in the prose. The various types of gaps in the text place demands on readers and, inevitably, upon the author. The more reader-friendly gaps are overdetermined gaps which, by definition, are obvious and point to their own completion. These gaps when filled are, more often than not, confirmed by related references throughout the text. Ulysses, however, also abounds with gaps of indeterminacy. The ambiguous nature of these gaps generates anxiety for readers by undermining the expectations established by overdetermined gaps. Joyce's prose arrangements continually call on readers to play roles and adapt these roles to the linguistic movements of the text. This project endeavours to analyse how different gaps function and the degree to which they work in conjunction to seduce readers and the author into the dual roles of co-production and co-consumption of Ulysses.