Relevant bibliographies by topics / Reading, fiction

Contents

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

Academic literature on the topic 'Reading, fiction'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Reading, fiction"

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Skoblow, Jeffrey. "Reading Fiction/Teaching Fiction/Reading Teaching." Pedagogy 1, no. 2 (April 1, 2001): 399–404. http://dx.doi.org/10.1215/15314200-1-2-399.

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Simon, Harvey B. "Reading Fiction." American Journal of Medicine 127, no. 4 (April 2014): 356–57. http://dx.doi.org/10.1016/j.amjmed.2013.11.017.

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Fathallah, Judith. "Reading real person fiction as digital fiction: An argument for new perspectives." Convergence: The International Journal of Research into New Media Technologies 24, no. 6 (January 19, 2017): 568–86. http://dx.doi.org/10.1177/1354856516688624.

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‘Real person fiction’ (RPF) is a subset of fanfiction that has gone largely unnoticed by academics. A handful of articles have argued for the justification of stories about real (living) people as a legitimate and morally sound art form, but only a very few studies have begun to consider RPF as a genre with its own aesthetics and conventions. This article argues that, to understand fannish RPF, we need to incorporate tools developed by scholars of digital fiction. Almost all fanfic is now produced for and on digital platforms, and moreover, the natural fit between RPF specifically and the study of metalepsis, or self-conscious movement between ‘levels’ of reality and fiction, makes this tool and others imported from the study of digital fiction an illuminating set of lenses through which read it. Along the way, I will incorporate further narrative theory to suggest that we understand appeals to the putative subject of RPF as directed to a ‘fictiona lized addressee’, that is, an addressee who is neither purely fictional nor purely nonfictional, but a construct of mediated activity that demonstrates fandom’s participation in the construction of the subcultural celebrity.
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Askarova, V. Ya. "To Understand, to Guess, to Feel the Reader." Observatory of Culture, no. 3 (June 28, 2015): 119–21. http://dx.doi.org/10.25281/2072-3156-2015-0-3-119-121.

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To Understand, to Guess, to Feel the Reader (by Violetta Askarova) gives review of the book “Typology of Fiction Reading and Fiction Readers” by M. Y. Serebryanaya and G. N. Shevtsova-Vodka. This publication includes an analysis of fiction reading. The process of reading is displayed; the theory of reading and the scientific approaches to the classification of fiction readers are examined. Some basic concepts of the typology of reading are described. The authors analyze the typifications of fiction readers. Results received by different researchers in this field are summarized. The publication will help with the choice of literary and fictional works to read, with their most complete perception.
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Wilhelms, Lina. "“Esa zona indeterminada donde se cruzan la ficción y la verdad": Ficciones, realidades y la lectura como agentes críticos en El camino de Ida de Ricardo Piglia." Philologica Canariensia, no. 30 (2024) (June 22, 2024): 569–87. http://dx.doi.org/10.20420/phil.can.2024.691.

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This article analyses Ricardo Piglia's last novel, El camino de Ida (2013), which is influenced by the emphatic concept of fiction and the epistemological potential of literature, postulated by its author. The article discusses how the author aims to develop through his crime fiction a capacity for critical reading allowing us to recognise and read the state and economic fictions that, according to Piglia, fill reality. It will be shown how Piglia deliberately plays with fictional and factual elements at various levels of the complex narrative to provoke a critical and even suspicious attitude and to incite a reflection on reading. Thus, the novel anticipates on a meta-level central aspects of the recent debate between "critique and postcritique".
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Stock, Kathleen. "Knowledge from Fiction and the Challenge from Luck." Grazer Philosophische Studien 96, no. 3 (September 12, 2019): 476–96. http://dx.doi.org/10.1163/18756735-09603015.

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In order for true beliefs acquired from reading fiction to count as knowledge proper, they must survive ‘the challenge from luck’. That is, it must be established that such beliefs are neither luckily true, nor luckily believed by readers. The author considers three kinds of true belief a reader may, she assumes, get from reading fiction: a) those based on testimony about empirical facts; b) those based on ‘true in passing’ sentences; and c) those beliefs about counterfactuals one may get from reading a ‘didactic’ fiction. The first group escape the challenge from luck relatively easily, she argues. However, things turn out to be more complicated with the second group. The author examines Mitchell Green’s suggestion, effectively, that knowledge of fictional genre may see off the challenge from luck here, but rejects this in the form presented by Green, adapting it substantially to offer beliefs of this kind a more promising escape route. The author finishes by following Green’s lead once again, and discussing the category of ‘didactic’ fiction, as he calls it. She argues that any true beliefs about counterfactuals gained from such fictions are likely to be lucky. The author concludes however that things are much more promising for any true beliefs gained about oneself as a result of engaging with what Green calls an ‘interrogative’ fiction.
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Jacobs, Arthur M., and Roel M. Willems. "The Fictive Brain: Neurocognitive Correlates of Engagement in Literature." Review of General Psychology 22, no. 2 (June 2018): 147–60. http://dx.doi.org/10.1037/gpr0000106.

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Fiction is vital to our being. Many people enjoy engaging with fiction every day. Here we focus on literary reading as 1 instance of fiction consumption from a cognitive neuroscience perspective. The brain processes which play a role in the mental construction of fiction worlds and the related engagement with fictional characters, remain largely unknown. The authors discuss the neurocognitive poetics model ( Jacobs, 2015a ) of literary reading specifying the likely neuronal correlates of several key processes in literary reading, namely inference and situation model building, immersion, mental simulation and imagery, figurative language and style, and the issue of distinguishing fact from fiction. An overview of recent work on these key processes is followed by a discussion of methodological challenges in studying the brain bases of fiction processing.
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Zigo, Diane, and Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading." English Journal 94, no. 2 (November 1, 2004): 85–90. http://dx.doi.org/10.58680/ej20044186.

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Former high school teachers Diane Zigo and Michael T. Moore argue that science fiction deserves greater respect and a place in high school literature classes. They recommend titles and suggest activities for incorporating science fiction into English language arts instruction.
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Fisher, Judith L., and Andrew Blake. "Reading Victorian Fiction." South Central Review 8, no. 3 (1991): 94. http://dx.doi.org/10.2307/3189252.

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Djikic, Maja, Keith Oatley, and Mihnea C. Moldoveanu. "Reading other minds." Scientific Study of Literature 3, no. 1 (May 31, 2013): 28–47. http://dx.doi.org/10.1075/ssol.3.1.06dji.

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The potential of literature to increase empathy was investigated in an experiment. Participants (N = 100, 69 women) completed a package of questionnaires that measured lifelong exposure to fiction and nonfiction, personality traits, and affective and cognitive empathy. They read either an essay or a short story that were equivalent in length and complexity, were tested again for cognitive and affective empathy, and were finally given a non-self-report measure of empathy. Participants who read a short story who were also low in Openness experienced significant increases in self-reported cognitive empathy (p .05). No increases in affective empathy were found. Participants who were frequent fiction-readers had higher scores on the non-self-report measure of empathy. Our results suggest a role for fictional literature in facilitating development of empathy.
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Dissertations / Theses on the topic "Reading, fiction"

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Coban, Osman. "Reading choices and the effects of reading fiction : the responses of adolescent readers in Turkey to fiction and e-fiction." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30686/.

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In surveying the cultural context of modern-day Turkey it must be acknowledged that, historically, there have been critical problems between different ethnic (Turkish and Kurdish) and religious groups in Turkey arising from prejudice, intolerance and leading to hatred and conflict. One way of easing the tension between these groups could be by challenging prejudice through developing empathy, understanding and respect. Among a number of ways this could be done, researchers in the field of literacy and children’s literature have stressed the positive effects of reading books that emerge from the transaction between the reader and the text which have the potential to raise awareness about prejudice (Arizpe et al., 2014b; Farrar, 2017). However, research suggests that young people’s amount of reading books is low in Turkey (OECD, 2009; OECD, 2012); in addition, the Board of National Education in Turkey (BNET) and education policies in Turkey have not paid attention to young people’s reading interests or their reading for pleasure (BNET, 2011a and b). Based on the theoretical tenet that reading fiction can affect readers’ thoughts and emotions, the wide aim of this study was to explore the potential of reading fiction for developing empathy and understanding. Given that young people’s reading interests have not been considered in Turkey in detail, this thesis had to begin by investigating what kind of books were preferred and what effects they had on adolescent readers in that country. In order to accomplish this, a case study method with a mixed method design was employed and it was decided that an approach using the Transactional theory of reading as well as Cognitive Criticism would help to achieve this goal. In total, 381 students (aged between 16 and 18) responded to an online questionnaire and 10 of these students participated in interviews and reading activities. The data was analysed using the IBM SPSS 22 statistical analysis program and NVivo qualitative analysis software. The findings of the study identified the significant impact that gatekeepers and facilitators (government, publishers and social community) have on Turkish adolescents’ reading attitudes and choices. It was also found that, although young people liked reading contemporary fiction and online texts, so far this has not been taken into account in the Curriculum and in the promotion of reading in Turkey. The study has identified a major gap between what schools offer and what students read (or between in-school and out-of-school practices), a key aspect in reducing students’ interest in reading books and therefore a missed opportunity for raising awareness about prejudice. Finally, this study provides strong evidence about the potential of reading and discussing books with a small group of adolescent readers, an activity that enabled them to express their thoughts about serious issues and thus supported them in developing self-understanding and understanding of others.
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Ciccoricco, Dave. "Repetition and recombination: Reading network fiction." Thesis, University of Canterbury. English, 2005. http://hdl.handle.net/10092/4770.

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Repetition and Recombination: Reading Network Fiction is the first full-length study devoted to network fiction. Network fictions are narrative texts in digitallynetworked environments that make use of hypertext technology in order to create emergent and recombinatory narratives (unlike interactive, or "arborescent," fictions that employ mutually exclusive plotlines). They represent a coalescence of works that predate and postdate the World Wide Web but share an aesthetic drive that exploits the networking potential of digital composition and foregrounds a distinctive quality of narrative recurrence and return. The thesis consists of (1) a critical and theoretical component that returns to printbased narratology in light of digital literature; (2) analyses of network fictions from the first-wave of digital literature published as stand-alone software applications; and (3) analyses of second-wave network fictions published on the World Wide Web. The analyses each focus on the interplay of the material, formal, and semantic elements of network narrative, an jnterplay that is framed by the dynamics of repetition. Furthermore, the thesis illustrates how concepts of orientation, immersion, constraint, and mobility, which have long informed the experience of reading narrative fiction, take on new meaning in digital environments. The primary contribution of the thesis is to an aesthetic and narratological understanding of this nascent form of digital literature. However, cybertext theory, systems theory, postfeminist theory, and post-structuralist and deconstructionist theory (when dissociated from early hypertext theory that claimed to literalize, embody, or fulfill it) all inform its critical understanding. The movement in the arts away from representation and toward simulation, away from the dynamics of reading and interpretation and toward the dynamics of interaction and play has led to exaggerated or alarmist claims for the endangerment of the literary arts. At the same time, some have simply doubted that the conceptual and discursive intricacy of print fiction can migrate to the screen, where performativity and immediacy are privileged. Against these claims, the thesis attests to the verbal complexity and conceptual depth of a body of writing created for the surface of the screen.
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Walsh, Richard. "Novel arguments : reading innovative American fiction /." Cambridge (GB) : Cambridge university press, 1995. http://catalogue.bnf.fr/ark:/12148/cb369680734.

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Goodman, Lesley Anne. "Indignant Reading." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10980.

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In 1871, R. H. Hutton criticized George Eliot for "unfairly running down one of her own characters": Middlemarch's Rosamond Vincy. Hutton blamed Eliot for being cruel to her own creation and used his role as a reader and a critic to lodge a public complaint on Rosamond's behalf. Indignant Reading identifies this response--dissatisfaction and even anger with an author for his/her perceived mistreatment of a fictional character--as a common occasion for literary criticism in the nineteenth century. The indignant readings found in Victorian reviews, letters, and prefaces advance conceptions of plot, characterization, and fictionality distinct from those offered in modern narratological criticism or historicist accounts of Victorian novel practice or literary criticism. Rather than abstracting the aesthetic and ethical concerns from the emotional terms common to Victorian criticism, I see these concerns emerging in conjunction with serious emotional demands and significant, if sometimes inchoate, beliefs about the "rights" of fictional characters. In my discussion of indignation resulting from crimes of plot, I argue that insufficiently motivated events were interpreted by Victorian critics and readers as arising from the author rather than from the text. Discussions of crimes of characterization reveal an implicit tri-partite model of fictional character, in which authors might be incorrect about their own characters as well as cruel toward them. This manner of thinking about authorial accuracy and justice implies, I argue, a conception of fictionality that de-emphasizes the distinction between fiction and non-fiction, modeling the author’s relationship to his fiction on that of the historian to his text. This approach to fiction changes, however, in the twentieth century, alongside restrictive attitudes about the role of affect in performing literary criticism. While indignant reading re-enters the academy as one type of feminist criticism, which emphasizes the ethical at the expense of the affective, indignation in its most emotional form has become a primary mode of expression for fan communities.
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Papargyriou, Eleni. "Reading games in twentieth-century Greek fiction." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433282.

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Strecker, Geralyn. "Reading prostitution in American fiction, 1893-1917." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213148.

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Many American novels of the late nineteenth and early twentieth centuries discuss prostitution. Some works like Reginald Wright Kauffman's The House of Bondage, (1910) exaggerate the threat of "white slavery," but others like David Graham Phillips's Susan Lenox: Her Fall and Rise (1917) more honestly depict the harsh conditions which caused many women to prostitute themselves for survival. Contemporary critical interpretations of novels addressed in this dissertation began before major shifts in women's roles in the workplace, before trends towards family planning, before women could respectably live on their own, and especially before women won the right to vote. Yet, a century of progress later, this vestigal criticism still influences our study of these texts.Relying on primary source materials such as prostitute autobiographies and vice commission reports, I compare fictional representations of prostitution to historical data, focusing on the prostitute's voice and her position in society. I examine actual prostitutes' life stories to dispel the misconception that prostitution was always a lower-class business. My chapters are ordered in regards to the prominence of the prostitute characters' voices: in Stephen Crane's Maggie: A Girl of the Streets (1893) the heroine seldom speaks for herself; in two Socialist novels--Upton Sinclair's The Jungle (1906) and Estelle Baker's The Rose Door (1911)--prostitutes debate low wages, political corruption, and organized vice; and in Phillips's Susan Lenox, the title character is almost always allowed to speak for herself, and readers can see what she is thinking as well as doing. As my chapters progress, I demonstrate how the fictions become more like the prostitutes' own autobiographies, with self-reliant women telling their stories without shame or remorse. My conclusion, "Revamping `Fallen Women' Pedagogy for Teaching American Literature," suggests how social history and textual scholarship of specific "fallen women" novels should affect our teaching of these texts.
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Holden, James. "Intersections : reading science fiction and critical thought." Thesis, Loughborough University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445655.

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Gasston, Aimee. "Reading matter : modernist short fiction and things." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/259/.

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Looking at Katherine Mansfield, Virginia Woolf and Elizabeth Bowen, this thesis examines the ways in which the everyday ‘things’ of their modernist short fiction reflect the aesthetics of their creators. Looking specifically at Mansfield and snack food, Woolf and armchairs and Elizabeth Bowen and hats and gloves, it explores the ways in which each type of object models a particular way of reading. Pitched against conceptions of the novel as the most apt literary vehicle for ideas and modernism as a highfalutin and inaccessible enterprise, it argues that the modernist short story is a philosophical form which encourages revelatory reading in quotidian contexts. Through examination of the intrinsic interrelation between stories and everyday objects, each fitting ergonomically around the other in terms of their production, consumption and contents, this thesis calls for a reappraisal of the importance of the short fiction genre to the development of modernist aesthetics. It conceives of Katherine Mansfield’s short fiction as a type of literary snack: accessible, quickly consumed and working against restrictive traditions. Examining moments of snacking in Mansfield’s short fiction via Walter Benjamin’s conception of Jetztzeit (from ‘Theses on the Philosophy of History’, 1940) – time that is poised, abundant and filled with potential revolutionary energy – it argues that snacks and stories allow access to the insight enabled by the ‘presence of the now’. Next, it goes on to consider how the armchair functions in Woolf’s stories as both noun and adjective; a space for reading stories and the wider world, which also encourages a democratising, amateur perspective. Employing Martin Heidegger’s concept of phenomenology as necessitated by a questioning mode of being (as set out in Being and Time, 1927), it suggests both the armchair and story as routes to authentic being. Finally, it examines Bowen’s short fiction, exploring peripheral detail as epitomised by hats and gloves as philosophical expression of her emphasis on the eccentric. Using Jacques Derrida’s notion of the parergon from The Truth in Painting (1987) as a framework for examining Bowen’s aesthetics, it establishes accessory detail in her stories as a rich and anarchic site of meaning which encourages eccentric and creative reading practices. This thesis argues that in modelling ways of reading, these modernist stories also recommend ways of being.
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Hallissy, Margaret. "Reading Irish-American fiction : the hyphenated self /." Basingstoke : Palgrave Macmillan, 2006. http://catalogue.bnf.fr/ark:/12148/cb401445882.

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Armstrong, Nancy Jane. "Reading girls reading pleasure : reading, adolescence and femininity." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/661.

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This thesis is concerned with the reading girl and the potential pleasures and transgressions she experiences through popular fiction. Throughout modernity, the western bourgeois girl has been directed towards texts that both validate proper, and caution against improper, forms of femininity. This practice continues within the institutions of family and education as well as through the public library system and commercial booksellers. Although the contemporary girl is subjected to feminism, culture continues to insist on her domestic role. The notion of identification is central to societal fears about the material that finds its way into the hands of reading girls. Because the reading girl can align herself imaginatively with characters, commentators worry that she might absorb passivity from passive characters, wanton habits from wanton characters, or murderous habits from murderous characters. Reading theory tends to reinforce these fears through a particularly disparaging assessment of popular fictions. The girl‘s identifications with characters in popular fiction continue to worry her familial, educational, psychological and moral guardians.Using a methodology based on the psychoanalytic theories of Jacques Lacan, I consider the girl reader as a subject split between her unconscious and the identity she cobbles together through identifications with embodied and representational others. Because of this foundational split, she can never fully articulate reading pleasures and their effects can never be calculated with consequence. Reading participates in the girl‘s struggle to achieve the precarious feminine position, and provides her with pleasures along the way. To demonstrate some of the pleasures available to the girl, I undertake readings of texts associated with adolescence and femininity. I examine young adult fiction that is directed at the adolescent reader to expose the pleasures that lie beneath the injunction to adopt a heteronormative adult identity. From books addressing the girl, I move to melodramatic and sensational adult fictions located in the domestic. In these fictions, the girl is stifled and distorted because she is captive to her family and cannot escape to establish the direction of her desire and seek the recognition of the social Other. Finally, I look at texts marked by violence. Taking one fictional text from the horror genre, and one non-fictional true crime text, I explore the unspeakable pleasures of reading about blood and death.In these readings, I investigate both conservative and transgressive pleasures. These pleasures co-exist in all of the fictions explored in this thesis. All reading tends towards the cautionary, and the book cannot corrupt the normally constituted reading girl. Through identifying with characters, she can build up a repertoire of feminine masks and develop an awareness of the precarious position of womanliness. In the end, I argue, the adolescent reading girl cannot be determined or totalised despite the best efforts of the book and its commentators.
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Books on the topic "Reading, fiction"

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Minot, Stephen. Reading fiction. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Sarah, Schmidt, ed. Reading fiction. Chicago: Contemporary Books, 1991.

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Gunn, James, Marleen S. Barr, and Matthew Candelaria. Reading Science Fiction. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8.

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Mitchell, Kate, and Nicola Parsons, eds. Reading Historical Fiction. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137291547.

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Blake, Andrew. Reading Victorian Fiction. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19768-2.

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1923-, Gunn James E., Barr Marleen S, and Candelaria Matthew 1973-, eds. Reading science fiction. New York: Palgrave Macmillan, 2009.

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1928-, Chatman Seymour Benjamin, and Attebery Brian 1951-, eds. Reading narrative fiction. New York: Macmillan, 1993.

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Ciccoricco, David. Reading network fiction. Tuscaloosa: University of Alabama Press, 2007.

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Hallissy, Margaret. Reading Irish-American Fiction. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983275.

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McCracken, Scott. Pulp: Reading popular fiction. Manchester [England]: Manchester University Press, 1998.

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Book chapters on the topic "Reading, fiction"

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Bell, Ian A. "Reading Defoe." In Defoe's Fiction, 14–41. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003153276-2.

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Gunn, James. "Reading Science Fiction as Science Fiction." In Reading Science Fiction, 159–67. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_14.

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Hoben, John. "Reading Alien Suns." In Science Fiction and Speculative Fiction, 95–117. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-380-5_6.

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Bell, Ian A. "Reading Popular Fiction." In Defoe's Fiction, 42–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003153276-3.

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Henderson, Desirée. "Reading Diary Fiction." In How to Read a Diary, 95–127. London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315198057-4.

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Miller, Joseph D. "Neuroscience Fiction Redux." In Reading Science Fiction, 199–211. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_17.

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Rabkin, Eric S. "Defining Science Fiction." In Reading Science Fiction, 15–22. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_2.

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Hughes, Linda K., and Michael Lund. "Serial Reading." In Teaching Nineteenth-Century Fiction, 148–67. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281264_10.

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Freedman, Carl. "Marxism and Science Fiction." In Reading Science Fiction, 120–32. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_11.

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Benford, Gregory. "Physics Through Science Fiction." In Reading Science Fiction, 212–18. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_18.

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Conference papers on the topic "Reading, fiction"

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Didkovskaya, Viktorya. "Children's Reading As A Source Of Intertextual Inclusions In Fiction." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.15.

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Carlsson, Fredrik, Magnus Sahlgren, Fredrik Olsson, and Amaru Cuba Gyllensten. "GANDALF: a General Character Name Description Dataset for Long Fiction." In Proceedings of the 3rd Workshop on Machine Reading for Question Answering. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.mrqa-1.13.

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Catana, Elisabeta simona. "E-LEARNING TOOLS AND TASKS FOR DEVELOPING THE ENGINEERING STUDENTS' READING COMPREHENSION SKILLS IN ENGLISH FOR ACADEMIC AND WORK PURPOSES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-228.

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Arguing for the importance of e-learning in developing the engineering students' reading comprehension skills in English for achieving proficiency for academic and work purposes in the multicultural 21st century society, this paper shows that a special focus on using e-learning tools such as e-readers and certain recommended websites plays an important role in meeting our teaching objective and in fulfilling the students' educational needs. These e-learning tools motivate and encourage the engineering students to read at least a minimal bibliography in English to enable them to successfully meet the demands for professional communication, argumentation and writing in the English language seminars in a technical university. Using e-readers and the specialized websites, including the online libraries, to read English fiction and non-fiction to advance the engineering students' knowledge of English and to develop their reading comprehension skills for the Cambridge English exams, for academic and career purposes will lead to achieving proficiency in this foreign language. Not only will these e-learning tools help the students to advance their knowledge of English, but they will also enable them to broaden their cultural and knowledge horizon, to be up-to-date with the latest societal, career changes and challenges in our society. That is why this paper will enlarge upon: 1) the importance of using e-learning tools such as e-readers and specialized websites to develop the engineering students' reading comprehenshin skills in English for achieving proficiency in this language for academic and career purposes; 2) the students' perspective on the importance of e-learning tools for developing their reading comprehension skills in English; 3) a methodological approach to developing the engineering students' reading comprehenshion skills in English using e-learning tools. Being fond of using technology for e-learning purposes, the engineering students will be motivated to use e-readers to read more recommended English texts, including fiction, non-fiction and specialized technical literature, in order to develop their reading comprehension skills in English for linguistic, academic and career purposes.
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Guo, Xiaoxiao, Mo Yu, Yupeng Gao, Chuang Gan, Murray Campbell, and Shiyu Chang. "Interactive Fiction Game Playing as Multi-Paragraph Reading Comprehension with Reinforcement Learning." In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.624.

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5

Krone, Beth. "Reconsidering Literary Reading Through Fan Fiction Writing in a High School English Classroom." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114442.

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Šūmane, Ilze, and Līga Āboltiņa. "Subjective Perception of Literary Texts to Promote Text Comprehension in the Fifth Grade." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.51.

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The ability to read and perceive a text is one of the foundations necessary for a person to work with diverse texts in different life situations. Thus, the proficiency of reading competence in the last decade is a topical study object. Observations show that at the end of the first stage of primary education (at the end of the third grade), students demonstrate technically good reading skills, that is, they can clearly read written texts, follow the boundaries of sentences and read in appropriate intonation. To promote reading competence successively in the second stage of primary education, reading skills must be continuously improved by using various texts, in addition to fiction. As an art of word, literature creates, encourages and develops different experiences of each future reader. The subjective perception of a literary work is related to the awareness of the reader’s experience, synthesis of images, visualisation and awareness of fiction and reality, which is a prerequisite for understanding the text. This research aims to explore the methodology used in literature acquisition to promote text comprehension by fifth-grade students through activating the subjective perception of literary work. The objectives of this study are (1) to analyse research on the promotion of text comprehension and the subjective perception of literary work and (2) identify and analyse the text and subjective perceptions of fifth-grade students. Results of the text comprehension test and survey are examined in the study. The study involved 96 fifth graders.
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Song, Xiaoping. "Time, History and Self in Chinese Fiction in the 1980s: A Reading from New Perspectives." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312171.

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Abdullayev, a. Umida. "AMERICAN LITERATURE AT ENGLISH CLASSES: AUTHOR’S STYLE ANDLANGUAGE ACQUISITION." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/palr8965.

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The article represents the significant role of reading American literature at the class of English in universities. Discussion has put forward several positive sides of reading novels and short stories while learning any foreign language. Notable examples of these kinds of challenges include inadequate comprehension of lexical and phraseological units, trouble grasping grammatical structures, etc. The above-mentioned challenges might be resolved by developing deeper vocabulary, phraseology, and grammar understanding in group or individual classes. But even a deep degree of expertise will not be sufficient to fully comprehend the original works because writers frequently employ dialects and unique forms of English, such Black English, inaddition to the conventional language used in fiction.
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Temnova, Elena, and Anastasia Lazareva. "DEVELOPING LEXICAL COMPETENCE IN TECHNICAL UNIVERSITY STUDENTS THROUGH SCIENCE FICTION READING AS PART OF ESP CURRICULUM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2596.

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Légrádi, Miklós. "‘Find the book that speaks to you! – A qualitative pilot study for research on Book Consumption." In Egyesület a Marketing Oktatásért és Kutatásért XXIX. Nemzetközi Konferencia. Egyesület a Marketing Oktatásért és Kutatásért, Szegedi Tudományegyetem Gazdaságtudományi Kar, 2023. http://dx.doi.org/10.62561/emok-2023-19.

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Sales numbers in printed books have been on the slope since many years in Hungary and in many other countries too. Finding the motivations among these decreasing trends of reading and book consumption may eventually help in turning the book industry’s way on this downhill backwards and putting the book consumption on rising trails again. A series of interviews and focus group interviews are coming up within the frames of a doctoral research targeting the exploration of motivators for book consumption and the consumer behavior of book consumers. This article presents a pilot study done in the exploratory phase of the research. The study is a mini focus group interview conducted with fiction reader participants. The article summarizes the theoretical background for book consumption. Being a white spot in the academic discussion, the study outlines the Book Consumption areas for exploration: Reading habits; Parallel Reading; Preferences over E-book v. Printed books; Preferences over the physical attributes of a book; Ways of choosing books to read; Motivations for reading; Re-reading; Process of Book purchasing; Giving Feedback and Recommendations. Analyzing the group discussion the article identifies research topics to be covered in future qualitative studies and suggests potential variables for quantitative research. The study makes suggestions for future research.
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Reports on the topic "Reading, fiction"

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Appley, Becky. The effectiveness of fiction versus nonfiction in teaching reading to ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5639.

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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