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Journal articles on the topic 'Reading dimensions'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Tamburac, Esnaira, and Carlito Abarquez. "Reading Dimensions and Reading Profile of Grade Two Learners." Psychology and Education: A Multidisciplinary Journal 20, no. 4 (2024): 425–39. https://doi.org/10.5281/zenodo.11400800.

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The reading skills and traits of second-graders in the public primary schools in the East II District were assessed in this study, and the learners' profiles were categorized as independent, instructional, or frustrated. A modified survey questionnaire was used to collect data in the first quarter of the School Year 2023–2024. A sample of 175 respondents was randomly selected from 12 different schools. Ordinal regression analysis was used to look at the effects of socio-demographic profiles and the connections between reading profiles and dimensions. The results showed conflicting patter

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Lain, Sheryl. "Dimensions of Reading." Voices from the Middle 11, no. 1 (2003): 24–28. http://dx.doi.org/10.58680/vm20033039.

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Banatul, Murtafi'ah, and Hidayanto Pancoro Setyo Putro Nur. "Reinventing the Dimensions of Reading Attitude and Motivation among Santri." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 623–30. https://doi.org/10.11591/edulearn.v12i4.9117.

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A large and growing body of literature has investigated students’ reading attitude and motivation either in elementary or secondary levels. Unfortunately, there remains a paucity of similar study in the context of santri or students in Islamic boarding school. This study, therefore, examined the reading attitude and motivation dimensions among santris. Three hundred and nineteen (319) students at pesantren-based senior high schools in Yogyakarta Special Region province participated in this study by completing reading attitude survey adapted from McKenna et al. and motivation for reading

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Trasmundi, Sarah Bro, Anne Mangen, and Lydia Kokkola. "Timely Reading." Language and Literacy 27, no. 2 (2025): 62–83. https://doi.org/10.20360/langandlit29735.

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This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the DCog framework situates reading within an ecology of three closely connected dimensions: 1) mind-body-material environment coordination, 2) distributio

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Alkhafaji, Hameed Abdulameer Hameed. "THE DIMENSIONS OF INTERTEXTUALITY ON MATHEW ARNOLD’S DOVER BEACH." International journal of language, literature and culture 04, no. 06 (2024): 7–12. http://dx.doi.org/10.55640/ijllc-04-06-02.

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Texts are not only the work of a single author but rather the result of their intertextuality or how different texts are influenced by one another. The idea that a text cannot stand alone is central to intertextuality. Unlike other forms of literature, poetry may be difficult for many readers to comprehend and enjoy. In order to determine whether intertextuality enhances imaginative reading, this research will examine Arnold's Dover Beach poem. This study set out to address the question: Does Arnold's Dover Beach, which uses intertextuality, encourage more imaginative reading? In order to addr

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Li, Wu, and Yuehua Wu. "Adolescents’ social reading: motivation, behaviour, and their relationship." Electronic Library 35, no. 2 (2017): 246–62. http://dx.doi.org/10.1108/el-12-2015-0239.

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Purpose Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour. Design/methodology/approach This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China. Findings The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self

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Schutte, Nicola S., and John M. Malouff. "Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale." Reading Psychology 28, no. 5 (2007): 469–89. http://dx.doi.org/10.1080/02702710701568991.

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Murtafi'ah, Banatul, and Nur Hidayanto Pancoro Setyo Putro. "Reinventing the Dimensions of Reading Attitude and Reading Motivation among Santri." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 623. http://dx.doi.org/10.11591/edulearn.v12i4.9117.

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9

Pečjak, Sonja, Tina Pirc, and Ana Vogrinčič Čepič. "Reading Motivation Profiles in Children and Adolescents." Pedagoška obzorja 39, no. 2 (2024): 84–102. http://dx.doi.org/10.55707/ds-po.v39i2.133.

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In the comprehensive article, we elucidate the role of reading motivation in students' reading achievements. As reading motivation is a construct with numerous dimensions organized in a specific manner within an individual, it is sensible to employ a person-centred approach in research, yielding various motivational profiles of readers. These profiles represent group descriptions based on similar expressions of individual motivational dimensions and analogous connections among these dimensions. Familiarity with these reading profiles, or understanding what motivates children and adolescents to

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Ater, Aina Mae, and Joel Galibo. "Development and Utilization of Audio-Video Presentation to Improve Reading Comprehension Skills." Psychology and Education: A Multidisciplinary Journal 19, no. 6 (2024): 638–47. https://doi.org/10.5281/zenodo.11111257.

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The study aimed to determine the contribution of developing and utilizing audio-video presentations to improve the reading comprehension skills of the struggling readers at Juan B. Tabla Elementary School, South I District, Iligan City Division, in the school year 2023-2024. The study determined the pretest and posttest scores of the learners before and after using the intervention. In addition, it also answered if there was a significant difference between the pretest and posttest scores of the learners in the three dimensions of reading comprehension after using the audio-video presentations

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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 descripti

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Gfrereis, Heike. "How to read Hölderlin in a literary exhibition." Arts & Communication 1, no. 2 (2023): 1467. http://dx.doi.org/10.36922/ac.1467.

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With over 150 exhibits and various installations, the exhibition H&ouml;lderlin, Celan, and the Languages of Poetry (2020/21) at the Museum of Modern Literature of the Deutsches Literaturarchiv Marbach showcases different ways of reading H&ouml;lderlin: close reading, distant reading, scalable reading, hermeneutic and formalist-structuralist reading, text-genetic reading, production- and material-esthetic reading, as well as reception-historical-oriented reading. In addition, the exhibition explores the reading of H&ouml;lderlin&rsquo;s poems with the involvement of its visitor

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Schiefele, Ulrich, Ellen Schaffner, Jens Möller, and Allan Wigfield. "Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence." Reading Research Quarterly 47, no. 4 (2012): 427–63. http://dx.doi.org/10.1002/rrq.030.

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AbstractThis review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curio

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Baker, Linda, and Allan Wigfield. "Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement." Reading Research Quarterly 34, no. 4 (1999): 452–77. http://dx.doi.org/10.1598/rrq.34.4.4.

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Liu, Mengna. "The Effect of Mobile Learning on Students’ Reading Self-Efficacy: A Case Study of the APP “English Liulishuo”." English Language Teaching 13, no. 12 (2020): 91. http://dx.doi.org/10.5539/elt.v13n12p91.

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A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students&rsquo; reading self-efficacy, i.e. whether the use of mobile learning can improve students&rsquo; English reading self-efficacy. A questionnaire is employed to collect data from 294 non-English major students in universities. To survey the effec

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Jeffres, Leo W., and David J. Atkin. "Dimensions of Student Interest in Reading Newspapers." Journalism & Mass Communication Educator 51, no. 3 (1996): 15–23. http://dx.doi.org/10.1177/107769589605100303.

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Alexander, Douglas G., and Ann W. Engin. "Dimensions of Reading Attitude of Primary Students." Educational and Psychological Measurement 46, no. 4 (1986): 887–901. http://dx.doi.org/10.1177/001316448604600409.

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Hollands, J. G., and Ian Spence. "Integral and Separable Dimensions in Graph Reading." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (1997): 1352–56. http://dx.doi.org/10.1177/1071181397041002138.

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Subjects sorted decks of cards depicting pie charts and divided bar graphs on two criteria: the proportion shown in the graph, and the graph's overall size, or scaling. Sorting times and errors were measured. For divided bars, performance was impaired when subjects were required to sort the proportion and the overall scaling varied. No such impairment occurred for pie charts. The results suggest that proportion and scaling are integral dimensions for divided bar graphs, but separable dimensions for pie charts. Subjects can judge angles or slopes with pie charts having different scaling, but mu

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Overturf, Brenda Joiner. "Reading Portfolios Reveal New Dimensions of Students." Middle School Journal 28, no. 3 (1997): 45–50. http://dx.doi.org/10.1080/00940771.1997.11494452.

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Watts, James W. "One Text in Two Bodies." Postscripts: The Journal of Sacred Texts, Cultural Histories, and Contemporary Contexts 15, no. 1 (2024): 36–48. http://dx.doi.org/10.1558/post.27474.

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Reading scriptural texts aloud to congregations is a common practice in many religious traditions, yet receives little scholarly attention. This article encourages more scholarship on this phenomenon by focusing on the ritual manipulation of books of scriptures while reading. It analyses the social force of this religious practice by combining a theory of ritualizing scriptures in three dimensions with studies of oral readings by literacy scholars. Reading visible scriptures aloud to congregations mixes expressive and iconic ritualization, which makes it both inspiring and legitimizing. It als

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Jang, Bong Gee, and Ji Hoon Ryoo. "Multiple dimensions of adolescents’ reading attitudes and their relationship with reading comprehension." Reading and Writing 32, no. 7 (2018): 1769–93. http://dx.doi.org/10.1007/s11145-018-9926-6.

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Ley, Terry C., Barbara B. Schaer, Jone P. Wright, and Kathy S. Neal. "Relations among Dimensions of Reading Attitudes and Stages of Internalization of Reading Attitudes Held by Prospective Teachers." Perceptual and Motor Skills 67, no. 2 (1988): 407–14. http://dx.doi.org/10.2466/pms.1988.67.2.407.

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To estimate how two reading attitude scales are related, 198 prospective teachers were administered the Mikulecky Behavioral Reading Attitude Measure and the Teale-Lewis Reading Attitude Scales. The former allowed classification of subjects according to Krathwohl's five stages of internalization of attitudes, while the Teale-Lewis scale measured the value subjects placed upon individual development, utilitarian and enjoyment dimensions of reading. Canonical analysis showed that the two instruments are related, with one significant function accounting for 64% of the variance. All subscales cont

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Rothbauer, Paulette M., and Lucia Cedeira Serantes. "Reading time: exploring the temporal experiences of reading." Journal of Documentation 78, no. 1 (2021): 113–28. http://dx.doi.org/10.1108/jd-11-2020-0200.

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PurposeThe purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.Design/methodology/approachThe study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.FindingsThree registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.Research limitations/implicationsUsing lenses of time and temporalities

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Zhang, Qin. "The Influence of School Climate on Reading Literacy: A Cross-cultural Comparative Study Based on pisa 2018 Database." Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 922–40. http://dx.doi.org/10.54254/2753-7048/2/2022587.

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Despite considerable interest in research and practice in the effect of school climate on academic reading achievement, little is targeted at analyzing the generalizability and distinctiveness of the influence from various dimensions in a cross-cultural study. This research adopted the multilevel linear model (HLM) and the database of PISA 2018 (Program for International Student Assessment) to investigate the constructs of school climate perceived by two specific groups of school stakeholders, students and principals, in four countries/regions, including B-S-J-Z [China], Brazil, Switzerland an

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Setiawan, Ni Putu Udianingrum. "Relationships Among Reading Interest, Reading Self-Efficacy, And Reading Competency In The Junior High School." International Journal of Language and Literature 6, no. 1 (2023): 44–52. http://dx.doi.org/10.23887/ijll.v6i1.28282.

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The objective of this study was to describe and relate the students’ reading interest, reading self-efficacy to the students reading competency in the Junior High School in Singaraja. This study applied quantitative research. There were 94 students as samples by using cluster quota sampling. The data were collected through a reading interest scale, a reading self-efficacy scale, and an objective reading competency test. The obtained data were analyzed descriptively and inferentially. The descriptive analysis consisted of central tendency measures and dispersion. While inferential analysis, the

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Bang, Louise Rosendal. "Det’ lig’som teksten sådan bølger." Passage - Tidsskrift for litteratur og kritik 35, no. 3 (2020): 15–33. http://dx.doi.org/10.7146/pas.v35i3.123627.

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This article addresses the practice of shared readings at The Danish Academy of Creative Writing. It argues that these readings represent exploratory talk as a method of reading the aesthetic dimensions of literary texts. Moreover, it points out that both exploratory approaches and aesthetic readings are of increasing interest within the field of didactical research. The article aims to investigate the shared readings at the Danish Academy of Creative Writing as a supplement to the highly analytical classroom conversations about literature in Danish high schools.

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Ediwarman, Ediwarman, Syafrizal Syafrizal, and John Pahamzah. "Analysis and Comparison of the Theoretical Model of the Relationship between Reading and Writing." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 6, no. 2 (2022): 438. http://dx.doi.org/10.26858/eralingua.v6i2.18975.

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Abstract. This study compares and evaluates three alternative theoretical models of the relevant writing relationships. The reading dimensions of this model include components of understanding of places and parts. Dimensions include components of spelling, vocabulary, word structure, and story structure. These models differ with respect to the order in which the dimensions of reading and writing are related. The interactive model allows the use of reading knowledge in writing, and vice versa. Other models (read-to-write; write-to-read) only allow knowledge to move in one direction. These model

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Davies, Katherine. "Heidegger’s Reading(s) of the Phaedrus." Studia Phaenomenologica 20 (2020): 191–221. http://dx.doi.org/10.5840/studphaen2020209.

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In the 1920s and 30s, Heidegger developed three explicit readings of Plato’s Phaedrus. These readings emphasize different dimensions of Plato’s dialogue and, at times, seem even to contradict one another. Though Heidegger pursues quite different interpretations of the dialogue, he remains steadfast in praising this Platonic dialogue above all others. I argue that these explicit readings provide fertile ground for reconsidering Heidegger’s engagement with Plato and not just with Platonism. I further develop an argument that a fourth, implicit reading of Phaedrus can be found in Heidegger’s own

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Barber, Ana Taboada, and Susan Lutz Klauda. "How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (2020): 27–34. http://dx.doi.org/10.1177/2372732219893385.

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Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of read

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Welcome, Suzanne E., and Rebecca A. Meza. "Dimensions of the Adult Reading History Questionnaire and their relationships with reading ability." Reading and Writing 32, no. 5 (2018): 1295–317. http://dx.doi.org/10.1007/s11145-018-9912-z.

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Jiménez Pérez, Elena del Pilar, María Isabel de Vicente-Yagüe Jara, Raúl Gutiérrez-Fresneda, and Roberto Cuadros Muñoz. "Self-Assessment in Reading Competence: Memory, Attention, and Inference." Education Sciences 14, no. 6 (2024): 562. http://dx.doi.org/10.3390/educsci14060562.

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There are many reading competence tests in Spanish on the market and available in institutions like libraries or universities; some are scientifically validated whereas others lack theoretical support. Among the users of the AECL (Asociación Española de Comprensión Lectora: Spanish Association for Reading Comprehension) platform, there is an increasing demand for an easy-to-use tool aimed at older teenagers and adults, so that people can become aware of their strengths and limitations in reading comprehension. After a review of the reading competence tests in which individuals’ own recognized

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Nenadic, Filip, and Milan Oljaca. "Individual differences in literary reading: Dimensions or categories." Psihologija 52, no. 2 (2019): 179–96. http://dx.doi.org/10.2298/psi180130035n.

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Literary text reading has long been a subject of empirical research. Various measures of reader differences and reader typologies were suggested, with the most prominent being studies of literary expertise, and studies employing Literary Response Questionnaire (LRQ; Miall & Kuiken, 1995). Literary expertise is difficult to define and fails to account for potential differences within non-experts. LRQ and similar dimensional approaches neglect the possibility that a salient reader typology does exist. The main goal of this study is to test whether a salient reader classification can be forme

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Shargel, Rebecca, and B. P. (Barbara) Laster. "Partner Learning (Havruta) for Close Reading Comprehension." English Journal 105, no. 3 (2016): 63–68. http://dx.doi.org/10.58680/ej201627680.

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Ballhorn, Egbert. "The Psalter as a House of Voices." European Judaism 54, no. 2 (2021): 35–44. http://dx.doi.org/10.3167/ej.2021.540205.

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Drawing on the literary concept of heteroglossia (M. Bachtin), this article analyses the ‘voice(s) of speech’ that can be found in the literary form of the Psalter. This analysis shows a complex stacking of voices and levels, dimensions to the texts, that are woven together without depreciating the other levels. Thus, a Christian reading, with the idea of Christ as recitator of the Psalms and object of the Psalms, adds a new dimension of reading to these levels, an addition that, without changing the text or arguing against the original levels of reading, allows Christians to access the differ

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Muniroh, Siti, Sari Karmina, Utami Widiati, Nurlaila, and Dian Indah Silfia. "THE PROFILE OF INDONESIAN EFL TEACHERS’ READING ENGAGEMENT VIEWED FROM BEHAVIORAL, AFFECTIVE, COGNITIVE, AND SOCIAL DIMENSIONS." TEFLIN Journal - A publication on the teaching and learning of English 35, no. 1 (2024): 90–106. http://dx.doi.org/10.15639/teflinjournal.v35i1/90-106.

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This study describes Indonesian secondary school EFL teachers’ and students’ profiles of reading engagement, which comprises behavioral, affective, cognitive, and social dimensions. The researchers employed a survey design involving 70 teachers and 828 students of secondary schools in 50 regions in Java, Sumatra, and the Borneo Islands. The instrument used was a teacher questionnaire and a student questionnaire which contained 16 close-ended questions and 7 open-ended questions. The data from close-ended responses were tabulated and presented in percentages, while the data from open-ended resp

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Dumlao, Mildred Lerios. "HOME LITERACY ENVIRONMENTS AND THE READING LEVELS OF GRADE 2 LEARNERS: FOUNDATION FOR ENHANCED HOME READING PROGRAM." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 670–99. http://dx.doi.org/10.54922/ijehss.2024.0738.

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The purpose of this study was to determine the home literacy environment and the reading levels of Grade 2 learners, as perceived by reading facilitators in Palauig District, Schools Division of Zambales, during the School Year 2023-2024. A quantitative-descriptive research approach was utilized for this study. Data collection was conducted through a validated questionnaire. The questionnaire focused on various aspects of the home literacy environment, including reading materials, access to community resources, engagement in reading activities, and involvement in reading. Additionally, Filipin

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Plourde, Vickie, Michel Boivin, Mara Brendgen, Frank Vitaro, and Ginette Dionne. "Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence." Development and Psychopathology 29, no. 4 (2016): 1215–26. http://dx.doi.org/10.1017/s0954579416001255.

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AbstractMultiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Pa

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TIBI, SANA, and JOHN R. KIRBY. "Morphological awareness: Construct and predictive validity in Arabic." Applied Psycholinguistics 38, no. 5 (2017): 1019–43. http://dx.doi.org/10.1017/s0142716417000029.

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ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection reveal

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Bahşi, Niymet, and Ayşe Ateş. "The Correlation Between Eighth-Grade Students’ Metacognitive Reading Awareness, Reading Intrinsic Motivation, and Reading Habits." International Journal of Education and Literacy Studies 12, no. 2 (2024): 12–19. http://dx.doi.org/10.7575/aiac.ijels.v.12n.2p.12.

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Reading, which improves language and mental skills, is the most effective way to reach information from the past to the present. The study tried to determine the relationship between the metacognitive reading awareness, reading intrinsic motivations, and reading motivations of eighth-grade students. The study group consists of 132 eighth-grade students in a secondary school in the Battalgazi district of Malatya province—the research design is a relational screening model. The metacognitive reading awareness scale,” “Intrinsic Reading Motivation Scale,” and “Book Reading Habit Scale” were used

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E, Yon A., Zainal Rafli, and Nuruddin Nuruddin. "TEACHING READING BY COLLABORATIVE STRATEGIC READING: AN ACTION RESEARCH." English Review: Journal of English Education 10, no. 2 (2022): 465–74. http://dx.doi.org/10.25134/erjee.v10i2.6247.

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English language learners experienced difficulties in understanding readings in English. This research aims to improve students’ reading comprehension by implementing Collaborative Strategic Reading (CSR) at second semester students of English Department, STKIP Panca Sakti Bekasi. This research used a Classroom Action Research (CAR) was conducted in two cycles. There are qualitative and quantitative data collected in this research. The former data were gained by analyzing field note, observation sheet and interview while the latter ones were obtained from pre-test, post-test and portfolio of p

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Garcia, Anna Katherine C., and Winicel May C. Ancheta. "Parents’ Levels of Involvement and Role Construction in Children’s Reading at Home." American Journal of Multidisciplinary Research and Innovation 1, no. 6 (2022): 82–91. http://dx.doi.org/10.54536/ajmri.v1i6.1029.

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Using a descriptive research methodology, this study determined parents’ levels of involvement and role construction regarding involvement in children’s reading at home. This study surveyed 379 parents of Grade 4 pupils from the Schools Division of Ilocos Norte for school year 2019-2020. The Assessment Tool on Parents’ Levels of Involvement in Children’s Reading at Home and Levels of Role Construction Regarding Involvement in Children’s Reading at Home was used to gather data. Mean was used to describe their responses to the survey-questionnaire with respect to modeling, cognitive and behavior

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Asrate, Mulusew. "Using Qualitative Measurement to Determine Text Difficulty: Relating Experts’ Judgment of Reading Text Difficulty and Students’ Comprehension Test Results in Grade Four Amharic Reading passages." Ethiopian Journal of Education 44, no. 2 (2025): 1–19. https://doi.org/10.63990/eje.v44i2.10977.

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An objective measurement of text complexity is an important tool in the preparation and selection of texts in teaching reading. This study aims to investigate the extent to which qualitative dimensions of text complexity predict the difficulty level of reading Amharic text. Reading passages included in the fourth-grade Amharic textbook are measured qualitatively by informed experts’ judgments, and the result is compared with the comprehension test results of fourth-grade students in two Addis Ababa schools. The computation of the correlation between the two results yields a statistically signi

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Made, Frida Yulia, Harry Sulistyo Gunadi, and Yudi Cahyono Bambang. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 791–98. https://doi.org/10.11591/ijere.v9i3.20635.

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension

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Unsiah, Frida, Pratnyawati Nuridi Suwarso, Wahyu Diny Sujannah, Sugeng Susilo Adi, and Siti Maftuhah Damio. "Leveraging Collaborative Strategic Reading (CSR) on Project-Based Learning (PjBL): Text Types." Journal of Languages and Language Teaching 12, no. 3 (2024): 1514. http://dx.doi.org/10.33394/jollt.v12i3.11363.

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Reading is regarded as an essential activity in language learning, providing a valuable source of information, an exciting activity, a tool of communication, and a way to enhance one's knowledge. Collaborative Strategic Reading (CSR) is implemented in reading classes to enhance students' reading comprehension. The present study aimed to find out the correlation between students’ perceptions of Collaborative Strategic Reading (CSR) projects and their reading achievement. The participants of the study were 165 students of the second semester batch 2022/2023 taking a Reading Course in one of publ

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Menning, Nancy. "Reading Nature Religiously." Worldviews 20, no. 2 (2016): 169–88. http://dx.doi.org/10.1163/15685357-02002002.

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Our ability to live well depends not only on what we do, but also on who we are. With respect to human-land relationships, we need to become more virtuous. And virtue is cultivated through practice. This paper transforms classical spiritual reading practices into a means of cultivating environmental virtue. Lectio divina is a longstanding practice for reading scripture religiously, motivated by a desire to come to a deeper understanding of and richer relationship with the sacred dimensions of experience. I describe an adaptation of lectio divina suitable for reading nature religiously and offe

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Garcia, Anna Katherine C., and Winicel May C. Ancheta. "Parents' Levels of Involvement and Role Construction in Children's Reading at Home." American Journal of Multidisciplinary Research and Innovation 1, no. 6 (2022): 82–91. https://doi.org/10.54536/ajmri.v1i6.1029.

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Using a descriptive research methodology, this study determined parents’ levels of involvement and role construction regarding involvement in children’s reading at home. This study surveyed 379 parents of Grade 4 pupils from the Schools Division of Ilocos Norte for school year 2019-2020. The Assessment Tool on Parents’ Levels of Involvement in Children’s Reading at Home and Levels of Role Construction Regarding Involvement in Children’s Reading at Home was used to gather data. Mean was used to describe their responses to the survey-questionnaire with respect to mo

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Hristova, Natalija. "Why do we (not) read literary texts?" Bulgarski Ezik i Literatura-Bulgarian Language and Literature 65, no. 6s (2023): 50–58. http://dx.doi.org/10.53656/bel2023-6s-ns.

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The article focuses on the disturbing shift away from reading literature in children and young people today. Drawing on the studies of Antoine Compagnon, Roland Barthes and Tzvetan Todorov, it reveals some of the reasons for this drift, namely the devaluation in literary studies in the second half of the 20th century and in literature education of the subjective, existential and ethical dimensions of reading. The article calls for a rehabilitation of these dimensions of reading in school literary education, because only in this way can we show children and young people that the great texts of

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BENSAYAH, Khadidja. "THE QUR'ANIC TEXT IS A RENEWED SCIENTIFIC READING WITH ORIENTALIST DIMENSIONS (HICHAM JAAIT AS A CRITICAL ANALYTICAL STUDY MODEL)." International Journal of Humanities and Educational Research 05, no. 05 (2023): 148–65. http://dx.doi.org/10.47832/2757-5403.22.9.

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This study aimed to highlight the Quranic text under the oppression of Western modernist ideology, and alerting the Islamic mind to the danger of these studies that distorted its purposes, by highlighting and viewing HICHAM JAAIT’s contemporary reading of the Holy Quran. Moreover, to draw attention to his Western Orientalist background by revealing the features of Orientalist influence in his new reading of Islamic heritage and identifying and discussing its intellectual and methodological contradictions. In addition, this academic work aims at realizing and achieving a set of objectives, whic

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Zakaria, Azyyati, and Fonny Hutagalung. "ASSESSING PARENTAL INVOLVEMENT MODEL AND CHILDREN’S MALAY LANGUAGE READING SKILLS IN MULTICULTURAL SOCIETY: THE PANDEMIC CHALLENGE." Malaysia Online Journal of Psyhcology and Counselling 11, no. 2 (2024): 34–49. https://doi.org/10.22452/mojpc.vol11no2.3.

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Abstract The effect of the COVID-19 pandemic has marked significant changes in parental involvement in learning with young children. Parents juggled multiple roles at home, requiring them to be resourceful and ‘present’ during their child’s learning. The current study examines parental involvement dimensions on children’s reading skills in the Malay language among six-year-old children. The analyses were based on 310 dyads from one east state in Malaysia. All respondents were selected based on stratified random sampling from private kindergartens in Malaysia. The study examined parental report

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Jordan, Marean, Rita Jensen, and Cynthia Greenleaf. "“Amidst Familial Gatherings”: Reading Apprenticeship in a Middle School Classroom." Voices from the Middle 8, no. 4 (2001): 15–24. http://dx.doi.org/10.58680/vm20012350.

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Describes Reading Apprenticeship, an approach to adolescent reading improvement in which teachers apprentice students into the strategies skilled readers use. Demonstrates the program at work in one seventh and eighth grade classroom. Discusses four key dimensions of classroom life: social (building community); personal (connecting to reading); cognitive (developing a tool kit); and knowledge-building (tapping resources).

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