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Relevant bibliographies by topics / Reading comprehension. Group reading. Discussion

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Academic literature on the topic 'Reading comprehension. Group reading. Discussion'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Reading comprehension. Group reading. Discussion"

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Rizwan, Muhamad, and Cynantia Rachmijati. "TEACHING READING COMPREHENSION USING GROUP DISCUSSION." PROJECT (Professional Journal of English Education) 4, no. 2 (2021): 185. http://dx.doi.org/10.22460/project.v4i2.p185-192.

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English as the first foreign language in Indonesia has important learn. Some aspects in leaning English cover listening, speaking reading and writing. All aspects are crucial for learners to be mastered thus, reading can be the essential aspect of all. In English reading, the difficulties that occur during the lesson is the activity. It is necessary for teachers to establish a good reading activity to cover the teaching and learning activity. The author implemented group discussion to answer the problem in reading activity. The research is established by quantitative method quasi experimental

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Tyas, Novita Kusumaning. "Students’ Attitude Towards Small Group Discussion In Reading Comprehension." Jurnal Ilmiah Pendidikan Scholastic 3, no. 3 (2019): 8–13. http://dx.doi.org/10.36057/jips.v3i3.377.

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In this globalization era, English becomes an important language that has to be mastered by all people around the world. There are four skills of English language; listening, speaking, reading, writing. All of the skills is important and integrated each other. Almost all activity in the classroom has relationship with reading. As stated in Sukirah Kustaryo (1998) “Reading is a process of making sense of written text through meaningful interpretation in relation to reader’s use of text and experimental/conceptual background for concept of written language, story structure, purpose and content o

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Hidayat, Dadan, and Titi Dewi Rohati. "The Effect of Extensive Reading on Students Reading Comprehension." Wanastra: Jurnal Bahasa dan Sastra 12, no. 1 (2020): 58–64. http://dx.doi.org/10.31294/w.v12i1.7519.

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This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after

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Dartini, Dartini. "IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS BY USING SMALL GROUP DISCUSSIONS AT THE GRADE X A MA KMI OF DINIYYAH PUTERI PADANG PANJANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, no. 1 (2009): 13. http://dx.doi.org/10.24036/ld.v3i1.7366.

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Most of the students got difficulties in comprehending narrative reading texts. It could be seen from the result of exams given by teacher. Thus, this study is aimed at finding out (1) To what extent Small Group Discussion could improve the students’ reading comprehension on narrative text at tenth grade MA KMI of Diniyyah Puteri Padang Panjang and (2) What factors could influence the students’ reading comprehension of narrative text by applying small group discussions. The Classroom Action Research (CAR) has been conducted in three cycles. The participants were twenty three students of class

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Dadara, Astriliani, and Sudiyono Sudiyono. "THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD." PROJECT (Professional Journal of English Education) 4, no. 4 (2021): 599. http://dx.doi.org/10.22460/project.v4i4.p599-603.

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This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group. The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching

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Sumarsono, Dedi, Ahmad Hanan, Abdul Kadir Bagis, and Ayumaryani P.P. "PARTNER READING; PUMPING UP THE STUDENTS’ READING COMPREHENSION?" Journal of Languages and Language Teaching 8, no. 3 (2020): 297. http://dx.doi.org/10.33394/jollt.v8i3.2596.

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Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This leads the students to feel free to express their prior knowledge during the discussion with their pair. This study examined the effect of Partner Reading on students' reading comprehension. This research was an experimental study with one group pre-test and post-test design. The research was conducted at one of MTs in West Lombok. The independent variable of this research was a teaching strategy that is partner reading. Students' reading comprehension was considered as a depend

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Fajarina, Maskhurin, and Sayid Ma’rifatullah. "MINI GROUP DISCUSSION: COOPERATIVE LEARNING IN TEACHING READING." Prosodi 15, no. 1 (2021): 91–100. http://dx.doi.org/10.21107/prosodi.v15i1.10491.

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The aim of the research is to determine mini-group discussion as a cooperative learning in teaching reading. In the article, the method used is quantitative and descriptive qualitative which focus on teaching reading English text of Unhasy Students non-English department. It focus on some problems, those are How the implementation of mini group discussion (mindis) in teaching reading English and How the influence of (Mindis) into students’ enhancement in reading English comprehension. The researcher used test as an instrument and interview of the students. The result of the research are Mindis

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Mariage, Troy V., Carol Sue Englert, and Mary F. Mariage. "Comprehension Instruction for Tier 2 Early Learners: A Scaffolded Apprenticeship for Close Reading of Informational Text." Learning Disability Quarterly 43, no. 1 (2019): 29–42. http://dx.doi.org/10.1177/0731948719861106.

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This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text. The teacher utilized an apprenticeship approach to provide explicit instruction and scaffolding to support four phases of close reading (discussion norms, main ideas, annotating text, discussion). Curriculum-based probes indicated that students improv

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Feng, Qian, and Liping Chen. "A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension." Journal of Language Teaching and Research 7, no. 6 (2016): 1174. http://dx.doi.org/10.17507/jltr.0706.15.

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The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face

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Pilonieta, Paola, Jennifer Hathaway, Adriana Medina, and Amanda Casto. "The Impact of Explicit Comprehension Strategy Instruction on First- and Second-Grade At-Risk Students." Journal of Education 199, no. 3 (2019): 128–41. http://dx.doi.org/10.1177/0022057419854346.

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This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students’ strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control group). Treatment group participants developed more specific knowledge of strategies, were more likely to apply those strategies during reading, and demonstrated statistically significant growth in reading comprehension. Strong correlations appeared b

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Dissertations / Theses on the topic "Reading comprehension. Group reading. Discussion"

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Reninger, Kristin Bourdage. "Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180009715.

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Chang, Po-lin Pauline. "Effects of collaborative discussion on students' reading performance." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23519769.

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Leung, Won-gay. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35377392.

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Chang, Po-lin Pauline, and 鄭寶連. "Effects of collaborative discussion on students' reading performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962191.

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Leung, Won-gay, and 梁韞璣. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35377392.

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Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.

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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant lite

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Suffel, Brent D. "Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.

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Sturesson, Emma. ""Ska vi skriva bokrecension sen, eller?" : En studie om arbete med läsförståelse på högstadiet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65999.

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The aim of the study is to investigate how theories of close reading and literature conversations can be used in the practice of teaching. As a way to achieve insight into this, I have applied the method of action research to study different strategies for reading comprehension. Action research is a suitable method to acquire knowledge about one’s own work for purposes of development. The result indicates that a classroom where more than one voice can be heard and where different forms of conversation can be represented can further the pupils’ experience of and engagement in the teaching. The

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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experiment

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Buskist, Connie. "Transcript analysis and teacher study group improving comprehension instruction /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BUSKIST_CONNIE_7.pdf.

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Books on the topic "Reading comprehension. Group reading. Discussion"

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The book club companion: A comprehensive guide to the reading group experience. Berkley Books, 2006.

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Hartman, Amanda. Series book clubs. Heinemann, 2015.

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Mary, Ehrenworth, ed. Tackling complex texts: Historical fiction in book clubs. Heinemann, 2010.

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R, Dillon Deborah, and O'Brien David G, eds. Using discussion to promote reading comprehension. International Reading Association, 1987.

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The ultimate small-group reading how-to book: Building comprehension through small-group instruction. Zephyr Press, 2005.

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1959-, Frey Nancy, and Lapp Diane, eds. Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Solution Tree Press, 2012.

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Weldon, Fay. The reading group: A play. Samuel French, 1999.

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Sullivan, Palincsar Annemarie, ed. Comprehension instruction through text-based discussion. International Reading Association, 2013.

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1943-, Nessel Denise D., ed. The comprehension experience: Engaging readers through effective inquiry and discussion. Heinemann, 2011.

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Paz & Associates. Reading group choices: Selections for lively book discussions. Paz & Associates, 2002.

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Book chapters on the topic "Reading comprehension. Group reading. Discussion"

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Brown, C. J. "Flipping the ESL/EFL Academic Reading Classroom: A Group Leader Discussion Activity." In Innovations in Flipping the Language Classroom. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_11.

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Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.

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AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.

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Zhao, Jing, and MaryAnn Christison. "Using Literature Circles Instruction to Develop Reading Comprehension Skills." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch017.

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This chapter introduces readers to the interactive methodology of literature circles instruction. The chapter shows how this methodology is effective for the development of literacy skills for linguistically and culturally diverse groups of language learners. Literature circles instruction is supported by two key theoretical perspectives in second language acquisition, namely, sociocultural theory (SCT) and the basic tenets of reader-response theory. Also in this chapter is a brief overview of the research on literature circles instruction in two areas: (1) the development of reading comprehension skills and (2) the attributes of effective literature circles instruction, including a discussion of the issues related to the use of literary texts and the importance of student-led discussion groups. The second part of the chapter provides information for classroom practitioners, showing how the principles for literature circles instruction can be enacted in classrooms with diverse language learners.

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"Reading Group Discussion Guide." In From Miniskirt to Hijab. Potomac Books, 2019. http://dx.doi.org/10.2307/j.ctvn5twsc.39.

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McClanahan, Barbara J. "Studying and Addressing Listening Levels of Children in a Rural Poverty-Stricken Area." In Poverty Impacts on Literacy Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch011.

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This chapter reports the work of a teacher educator/researcher as she supported teacher candidates to assess and tutor struggling readers in a public school in a rural, economically depressed, yet diverse, area. Alerted by the scores for listening comprehension the candidates were finding over several semesters that indicated little reading potential for the students being assessed, she worked with the school's principal to reassess one group of students at the end of the year to determine growth, and therefore potential success, of the school's new intervention program in raising listening levels. No significant results were found, yet school personnel made no change in their program to address it. The teacher educator/researcher subsequently followed the implications of the research to provide instruction in listening skills to students in two other schools. The chapter closes with a discussion of what may truly make a difference in developing listening skills for the children in this community beyond a commercial program.

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"Comprehension and Discussion of Text." In Handbook of Research on Reading Comprehension. Routledge, 2014. http://dx.doi.org/10.4324/9781315759609-36.

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Ian Hanauer, David. "Poetry Reading and Group Discussion in Elementary School." In Talking Texts. Routledge, 2017. http://dx.doi.org/10.4324/9781315087450-15.

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Wiener, Harvey S. "Reading Warm-Ups." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0008.

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I've told you that this book will help you help your child be a better reader. After our discussion of the power and glory of words, you're probably expecting me to gun the accelerator across the vast reading roadways beckoning your son or daughter. But no, not yet. We're still not ready to talk about reading as you probably think of it, the moment that your youngster opens a science or social studies or "reading" book and starts her journey through the pages. Why the delay? We have some troubleshooting to do. You have to be able to prepare for those times at home when your guidance can improve comprehension dramatically. You have to stimulate your child to read with the highest possible degree of attention and to get the most from his or her print experience with minimal frustration. To reach those goals, before we do anything else we need to talk about warm-up activities, essential but often neglected areas of reading's domain. Warm-up is a familiar phrase: When you warm up, you prepare to achieve something you want to do well. Runners push against a fence or wall to stretch their muscles before an early morning jog. Pitchers toss a few practice shots before flinging the first ball to the opposing batter. On land swimmers shake their arms and wriggle their legs before taking the big plunge. Mentally, competitive athletes warm up by "imaging," a technique in which they picture all the details of the upcoming meet, project themselves into it, and try to feel all the attendant sensory responses. Warming up is as important and as useful an activity for readers as it is for exercisers and athletes. The warmup session is one that teachers pay little attention to at school; although they may show the whole class some of the strategies I'm about to recommend, they don't often help children apply some of these warm-up techniques on their own.

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Auer, Natalia. "Promoting Strategic Reading Using the iBooks Author Application." In Advancing Higher Education with Mobile Learning Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6284-1.ch010.

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Students are increasingly bringing their own mobile devices into the classroom. However, they do not take advantage of the various features that technology offers for supporting learning. The focus of the chapter is on digital reading in learning and particularly in foreign language learning with tablets. The author reviews the literature on digital reading and discusses briefly the use of reading strategies to promote reading comprehension. This is followed by a discussion of how the application iBooks Author was used in a research project in September 2012 in an Adult Education Centre in Denmark. The aim of the project was to determine to what extent students employ reading strategies when using tablets and which functions in the tablets support reading comprehension. Using a theoretical framework for learning strategies, the author discusses the design of digital material embedding reading strategies. The chapter concludes with practical suggestions for teachers and educational designers for promoting strategic reading using the iBooks Author application.

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Liman Kaban, Aysegul. "Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes." In Digital Pedagogies and the Transformation of Language Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6745-6.ch003.

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The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of the primary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and its influence on reading comprehension performance in an EFL class. Focus group interviews were conducted to support the data collection process in terms of students' and teachers' digital attitudes. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive digital attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to increase the digital attitude of the students in educational settings.

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Conference papers on the topic "Reading comprehension. Group reading. Discussion"

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Prieto Sanz, Helena. "Do text discussions improve the academic skills of students of HE? Andorra University case." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11211.

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Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the da

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Prieto Sanz, Helena. "Impact of Text Discussions on the Professional Identity of Higher Education Students." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12983.

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Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne &amp; Carlino, 2004; Gottschalk &amp; Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva &amp; Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the stu

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Xu, Jiajun. "Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70478.

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Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed a

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Helmy, Yocha Falentina, Jufrizal, and Jufri. "Investigating the Effect of Buzz Group Technique on Students’ Reading Comprehension." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.048.

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Linake, Manthekeleng Agnes, and Adetokunboh Abayomi Adepoju. "GROUP LEARNING DURING ENGLISH READING COMPREHENSION LESSONS AMONG PRIMARY SCHOOL PUPILS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0722.

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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning str

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Rathod, Mulchand S. "Ergonomics of Learning in a Very Descriptive Applied Human Factors Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79719.

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Teaching profession continues to hold its status as a noble profession and university faculty are held with high esteem by the general population. Some faculty teaching in engineering and technical programs have begun to address the pedagogy of learning in recent years. This is supported by a number of initiatives at the national level. Besides funding of such activities by organizations such as the National Science Foundation, engineering professional societies have created forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper addresses an

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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.

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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides fundi

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