Relevant bibliographies by topics / Reading at university

Contents

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

Academic literature on the topic 'Reading at university'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reading at university"

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Rahmawati, Aulia, Ida Rosmalina, and Hesti Wahyuni Anggraini. "Prosodic reading and reading comprehension in university." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 89. http://dx.doi.org/10.30659/e.5.1.89-108.

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This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.
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Brooks, April Laraine, and Linda Harbaugh Hillman. "Reading at the University." TESOL Quarterly 27, no. 1 (1993): 124. http://dx.doi.org/10.2307/3586960.

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Athar, Mehdi Ruhi. "The Representativeness of Reading Construct in Iran's University Entrance Exam." Indian Journal of Applied Research 4, no. 4 (2011): 271–74. http://dx.doi.org/10.15373/2249555x/apr2014/83.

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Lee, Kook-Hwan. "Classics Reading and Reading Education as University General Education." Dongnam Journal of Korean Language and Literature 43 (May 30, 2017): 199–231. http://dx.doi.org/10.21654/djkll.2017.43.1.199.

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G. del Puerto, Luz. "Reflections on reading at university." Revista Científica de la UCSA 6, no. 2 (2019): 3–5. http://dx.doi.org/10.18004/ucsa/2409-8752/2019.006.02.003-005.

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Judd, Elliot L., Kathleen Romstedt, and Tevis McGory. "Reading Strategies for University Students." TESOL Quarterly 22, no. 4 (1988): 659. http://dx.doi.org/10.2307/3587262.

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Shear, Boone W., and Angelina I. Zontine. "Reading neoliberalism at the university." Learning and Teaching 3, no. 3 (2010): 32–62. http://dx.doi.org/10.3167/latiss.2010.030303.

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Ongoing transformations of the university - from changing working conditions to issues of affordability and access, increasing 'accountability' measures and commodification of academic production - are increasingly referred to as university corporatisation and are unfolding within and concomitant to neoliberal globalisation. In this paper we outline some of these processes as they are occurring at the University of Massachusetts Amherst and explore the limitations and possibilities of a critical response mounted by a number of students and faculty in the Department of Anthropology. Drawing on ethnographic data and interviews with group participants, as well as our own experiences with the group, we describe and assess this project as a means to investigate and respond to neoliberal governance. Through this analysis we problematise conventional discourses and imaginings of university corporatisation and neoliberalism and explore the sometimes contradictory subject positions that complicate our efforts to respond critically to university corporatisation.
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Giles, A. K. "The Reading University-industry link." Industry and Higher Education 2, no. 4 (1988): 253–54. http://dx.doi.org/10.1177/095042228800200413.

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The last decade has seen the emergence and growth in this country, and elsewhere, of science parks. In 1984 the United Kingdom Science Park Association (UKSPA) was set up with eight founder members. The mushrooming that followed meant that by 1986 the Association could report 28 fully operated parks, seven others under construction and a number of Associate Members, of which Reading University was one.
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Downes, D. A., C. K. Probart, and E. L. Mattes. "Label Reading for University Students." Journal of the American Dietetic Association 95, no. 9 (1995): A69. http://dx.doi.org/10.1016/s0002-8223(95)00593-5.

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Bischoping, Katerine. "Selecting and Using Course Readings: A Study of Instructors' and Students' Practices." Canadian Journal of Higher Education 33, no. 1 (2003): 25–58. http://dx.doi.org/10.47678/cjhe.v33i1.183427.

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University students' practices of reading required course materials have rarely been studied systematically outside the laboratory and are given short shrift in course evaluation questionnaires. This study exam- ines, first, the reasons why a sample of instructors at a large university create selections of course readings and the factors, both pedagogical and otherwise, that influence their selections. Second, students' patterns of reading in these instructors' courses are studied to determine how they vary with the quantity of assigned readings, time of year, and the provision of systematic student feedback to instructors. Third, the most prevalent themes in student feedback about readings are explored, in tan- dem with instructors' proposals about how to revise their reading selec- tions or teaching strategies.
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Dissertations / Theses on the topic "Reading at university"

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Dunser, Maria Lynn. "Reading nature, reading Eve reading human nature in John Milton's Paradise Lost /." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04032008-144046.

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Wolforth, Joan Barbara. "Reading and listening comprehension in university students with and without reading disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41082.pdf.

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Özkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.

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The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.
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Jackson, Harriet Elizabeth. "Reading instruction and long term changes in reading test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10242007-144816.

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McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.

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Tepsuriwong, Saowaluck. "An investigation into learner's reading strategies in performing pedagogic reading tasks." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339952.

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Ahmad, Ramadan Mohamed Sadik. "Reading strategies used by TEFL Libyan university students." Thesis, University of Sunderland, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573682.

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Reading is a process that requires much effort if students wish to comprehend the text. A large amount of research has been devoted to understanding the processes that contribute to reading comprehension. This research makes a significant contribution to knowledge by exploring the strategies used by Libyan TEFL university students while reading academic materials in class to achieve understanding. It also aims to contribute to knowledge by examining the relationship between level and gender and the use of reading strategies among university students. The study sampled 1st and 4th year male and female students from four Libyan universities. A combination of quantitative and qualitative research methods was utilised to collect data. A 48-item structured questionnaire was administered to 240 students and 12 focus group interviews were conducted with 72 students, in both cases equally balanced in terms of level and gender. SPSS software was utilized to analyse the questionnaire responses while grounded theory was applied to the interview data. Finally, the quantitative and qualitative findings were integrated to provide meaningful conclusions. The quantitative findings revealed different patterns of pre-reading, while-reading and post-reading strategies used by the participants. Some unexpected findings included that, interaction strategies were the least frequently used despite the fact that opportunities to practise the target language outside class were very rare. The qualitative data also provided a number of interesting findings, such as that preparing for the reading task in advance to build up sufficient background and consequently be more confident and relaxed in class, thus revealing a relationship between affective factors and strategy use. Furthermore, the results showed that learners' level had a significant influence on strategy use. 4th year students exhibited superior use of 7 out of 11 strategy types. The qualitative findings supported these conclusions, as even in cases of similar patterns, 4th year students showed more maturity and awareness of strategy use. Statistically significant differences were found favouring female students in the use of most strategies. According to the qualitative findings, female students also reported using more planning and preparing strategies, comprehension strategies, problem- solving strategies and social and supporting strategies. On the other hand, male students reported more use of interpretation strategies. Irrespective of the frequency of use, however, male and female participants expressed different attitudes as to how and why they used various strategies. The findings of the current study draw attention to the influence of other factors such as educational level, class size, and gender balance in class on strategy use, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.
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Dawood, Zainab A. H. "Reading Baghdad’s Modernization University Campuses from 1920–1968." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874973655723.

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Wilkinson, Tammy Bruce. "The impact of a computer-based reading intervention program, "Academy of Reading" on reading achievement of second and third graders." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04072008-202712.

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Singleton, Joy Chenita. "The effects of directed reading-thinking activity (DR-TA) on third grade students' reading comprehension in rural school districts /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798969771&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268334050&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2009.<br>Typescript. Vita. "May 2009." Major professor: Dr. Bobbie C. Smothers-Jones Includes bibliographical references (leaves 55-61). Also available online via ProQuest to authorized users.
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Books on the topic "Reading at university"

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Romstedt, Kathleen. Reading strategies for university students. Collier Macmillan, 1988.

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Higher Education Quality Council. Division of Quality Audit. University of Reading: Quality audit report. Higher Education Quality Council, 1993.

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Higher Education Quality Council. Quality Assurance Group. University of Reading: Quality audit report : collaborative provision. Higher Education Quality Council, 1994.

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Manrakhan, Jagadish. A reading of the law at Réduit. Editions de l'océan Indien for the University of Mauritius, 1994.

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Bryden, Mary. Beckett at Reading: Catalogue of the Beckett Manuscript Collection at the University of Reading. Whiteknights Press and the Beckett International Foundation, Reading University Library, 1998.

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Beaumont, J. Graham. On reading the subject: Inaugural lecture ; delivered at the University College of Swansea, University of Wales on 6th February, 1989. University of Wales, 1989.

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Higher Education Quality Council. Division of Quality Audit. University of Reading: Quality audit report June 1993. Higher Education Quality Council, Division of Quality Audit, 1993.

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Cognitive principles, critical practice: Reading literature at university. V&R Unipress, 2008.

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University of Reading. Department of Agriculture. The silent fields: One hundred years of agricultural education at Reading. University of Reading Department of Agriculture, 1993.

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Pyay, University of. Pyay University, 15th anniversary paper reading, 11-11-2014. [Pyay University], 2014.

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Book chapters on the topic "Reading at university"

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Baldwin, Andrea N. "Reading the university." In A Decolonial Black Feminist Theory of Reading and Shade. Routledge, 2021. http://dx.doi.org/10.4324/9781003019442-2.

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Popenici, Stefan, and Angela Brew. "Reading Walls on University Corridors." In Discourse, Power, and Resistance Down Under. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-509-0_14.

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James, Elizabeth Ingli. "The University of Reading Collections." In Yeats Annual No. 3. Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-06206-5_11.

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Tate, Simon, and Peter Hopkins. "Approaching Reading Lists and Library Search Strategies." In Studying Geography at University. Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-14.

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Hosseini, Mir Ali. "Criticism and Attachment in the Neoliberal University." In The Work of Reading. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71139-9_3.

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Rothaus Moser, Matthew A. "Ever Ancient, Ever New: Reading to Become Wise." In Christian Faith and University Life. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61744-2_6.

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Peck Choo, Lim, Gurnam Kaur Sidhu, Chan Yuen Fook, and Fazyudi Ahmad Nadzri. "Innovating Learners Through Reading: Investigating ESL Students’ Reading Performance." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_30.

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Kortelainen, Terttu. "Reading Format Preferences of Finnish University Students." In Communications in Computer and Information Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_45.

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Bos, Jaap. "Science and University Politics." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_9.

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After Reading This Chapter, You Will: Understand how political factors impact modern science Appreciate in what ways the replication crisis endangers the values of science Know how publication pressure and perverse incentives challenge scientific practices See why teaching ethics requires reactive, proactive, and reflexive education
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Archer, Simon. "Islamic Finance at Henley Business School, Reading University." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_9.

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Conference papers on the topic "Reading at university"

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Sapukh, Tatiana. "Reading Competence Formation Of University Students." In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.67.

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Profiri, Mitjana. "The importance of reading philosophy." In University for Business and Technology International Conference. University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.140.

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Banditvilai, Choosri. "FACTORS THAT AFFECT THAI UNIVERSITY STUDENTS’ READING COMPETENCE." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.006.

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Kazanci, Zekeriya, and Erdogan Bada. "UNIVERSITY STUDENTS’ READING PLATFORM PREFERENCES AND POTENTIAL REASONS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1431.

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Liu, Chunyue. "Empirical Study on Reading Promotion in University Libraries." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.26.

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Savić, Vera. "Reading difficulties: what do we learn from young English language learners?" In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.9.

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Qehaja, Fatbardha. "The relationship between executive functions and reading comprehension in children." In University for Business and Technology International Conference. University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.141.

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Kuteeva, Galina, Boris Ershov, and Tatiana Voloshinova. "Models of mechanisms by P. L. Chebyshev in St. Petersburg University." In 2015 International Conference on Mechanics-Seventh Polyakhov's Reading. IEEE, 2015. http://dx.doi.org/10.1109/polyakhov.2015.7106745.

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Zhu, Yishui, and Shijie Gao. "A Study of the Reading Behavior of University Students." In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00086.

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Dun, Zuchun. "Cloud Service Model Based on University English Reading Database." In 2nd International Conference on Computer and Information Applications (ICCIA 2012). Atlantis Press, 2012. http://dx.doi.org/10.2991/iccia.2012.277.

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Reports on the topic "Reading at university"

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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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How far have we advanced this decade in understanding reading disorders? ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15002.

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Do we remember more when learning before bedtime? ACAMH, 2020. http://dx.doi.org/10.13056/acamh.12642.

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