Journal articles: 'Reading guides'

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Ben-Tovim, David. "Reading Guides." Australian & New Zealand Journal of Psychiatry 31, no. 6 (December 1997): 892–97. http://dx.doi.org/10.3109/00048679709065520.

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Setiadi, Hermayawati. "Designing a Supplementary Reading Using Cultural Language Learning Approach (CLLA)." International Journal for Innovation Education and Research 5, no. 8 (August 31, 2017): 111–28. http://dx.doi.org/10.31686/ijier.vol5.iss8.794.

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This paper reports on a project findings concerning the design of a Supplementary Reading Book using Cultural Language Learning Approach ( CLLA). The project was conducted in Yogyakarta, Indonesia that generally aimed at designing supplementary reading materials using CLLA as a guide book for tourist guides who worked for Sonobudoyo Museum. The book is entitled “The Javanese Cultural Heritages Reserved in Sonobudoyo Museum (JCHRSM)”. This utilized a developmental research design, which consisted of three procedures, namely: (1) exploration, aiming to analyze the needs of the tour guides of Sonobudoyo Museum; (2) development, to design a supplementary reading guide book for the (candidate) tourist guides working for Sonobudoyo Museum; and (3) validation, to find the designed guide book accuracy. This study found: (1) The tour guides’ needs was JCHRSM using CLLA; (2) the designed book was matched with the tour guides’ needs; and (3) the designed guide book was judged accurate and compatible for Sonobudoyo tour guides. This was judged accurate since: (1) it was designed based on the results of the tour guide needs analysis and book’s content analysis as suggested by McDonough and McDonough; (2) the 12 times cyclical treatments resulted continually learning improvement on the trainees’ reading skills; and (3) the guide book validation through statistical analysis using Mean Difference (Md) formula and One-shot study experimental design yielded significant gain score between the average score of pretest and post-test, i.e. 8.2>5.6. Besides, the result of FGD (Focus Group Discussion) also indicated that the supplementary reading guide book was recommended as an alternative reference especially for Sonobudoyo tour guides.

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Lieu, Rebekah, Ashley Wong, Anahita Asefirad, and Justin F. Shaffer. "Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides." CBE—Life Sciences Education 16, no. 3 (September 2017): ar46. http://dx.doi.org/10.1187/cbe.16-11-0320.

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High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance.

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Adams, Anne E., Jerine Pegg, and Melissa Case. "Anticipation Guides: Reading for Mathematics Understanding." Mathematics Teacher 108, no. 7 (March 2015): 498–504. http://dx.doi.org/10.5951/mathteacher.108.7.0498.

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King, John N. "Guides to Reading Foxe's Book of Martyrs." Huntington Library Quarterly 68, no. 1-2 (March 2005): 133–50. http://dx.doi.org/10.1525/hlq.2005.68.1-2.133.

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Huerta, Melissa. "Reading Audiences, Reading Materials: Reception in Tanya Saracho’s El Nogalar." Aletria: Revista de Estudos de Literatura 29, no. 1 (March 29, 2019): 53–72. http://dx.doi.org/10.17851/2317-2096.29.1.53-72.

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Tanya Saracho’s El Nogalar (2011), adaptation of Anton Chekhov’s The Cherry Orchard, recreates the Russian’s play social context in 21st century Mexican society, going through the awakening of the violence that dominates the U.S./Mexico border. The focus of this study is the audience’s response to El Nogalar premier at the Goodman’s theater. Such analysis is conducted by reading the paratextual elements, such as the program and related material found online. By analyzing the script, playbill, reviews, and the study guide, this study calls for an increased use of supplemental material in order to critically think about audience reception. The complexity of the play, as an adaptation alone, is enough to justify the need for more knowledge of non-traditional methods to approach the text and the surrounding material, including reviews, playbills and educational guides. These elements not only provide new insight into interpreting the performance and dramatic text, but they also offer ways to approach audience reception beyond the review.

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Defrioka, Andri. "ANTICIPATION GUIDE : A STRATEGY OF TEACHING READING COMPREHENSION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 2 (April 10, 2017): 79. http://dx.doi.org/10.24036/ld.v6i2.7257.

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This paper reveals an alternative model for teaching reading comprehension at senior high schools. An anticipation guide is a comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading.

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Montelongo, José. "Text Guides: Scaffolding Summarization and Fortifying Reading Skills." International Journal of Learning: Annual Review 15, no. 7 (2008): 289–96. http://dx.doi.org/10.18848/1447-9494/cgp/v15i07/45870.

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Moraru, Andreea, and Janelle C. LeBoutillier. "21. Enhancing Undergraduate Critical Reading Skills in Neuroscience Using Instructor-Developed Study Guides." Collected Essays on Learning and Teaching 2 (June 13, 2011): 122. http://dx.doi.org/10.22329/celt.v2i0.3215.

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This study proposes an innovative instructional method for enhancing critical reading skills. Students enrolled in an undergraduate neuroscience course offered at the University of Toronto Scarborough reported that they often experience difficulty in analyzing and interpreting empirical and review journal articles. Our research focuses on student attitudes and perceptions of learning following exposure to instructor-developed study aids based on course readings from various scientific journals. The results of this study can be translated across disciplines to courses that use journal articles as part of the reading requirements, and can further impact course development to better facilitate student learning.

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Fenty, Nicole S. "Using Anticipation Guides to Support Comprehension of Science Informational Text." Intervention in School and Clinic 54, no. 3 (May 15, 2018): 141–48. http://dx.doi.org/10.1177/1053451218767902.

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Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

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Mokros, Emily. "Reading the Guides, Directories, Manuals, and Anthologies of Liulichang." East Asian Publishing and Society 7, no. 2 (October 25, 2017): 127–66. http://dx.doi.org/10.1163/22106286-12341309.

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AbstractDuring the Qing dynasty, Liulichang became a prominent bookselling and publishing district in the imperial capital. Yet, most historical and scholarly writing on Liulichang has addressed only the antiquarian and rare book trade, and has neglected the prominence of commercial publishing of informational texts in Beijing. Commercial bookseller-printers formed a significant presence in Liulichang, and their research, publishing, and marketing practices were attuned to the changing dynamics of life in the capital. For clerks, merchants, and aspirant officials, Liulichang publishers offered books such as guidebooks, official directories, examination results, forensic handbooks, and administrative anthologies. Based on an examination of hundreds of books published in Liulichang and focusing on official directories ( jinshen lu) and guidebooks, this paper demonstrates how publishers managed connections with the state, cultivated sources, recycled texts, and crafted printing practices. It argues that publishing practices in Liulichang became more standardized during the dynasty, both in reaction to the state’s loosening of controls on publishing and to the growth in the market for informational texts.

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Newman, Lori B., and David K. Dodd. "Self-Esteem and Magazine Reading among College Students." Perceptual and Motor Skills 81, no. 1 (August 1995): 161–62. http://dx.doi.org/10.2466/pms.1995.81.1.161.

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Examined was the relation between self-esteem and magazine reading among 77 college students. Self-esteem was negatively related to reading of sports magazines and television and movie guides but unrelated to reading of ten other categories of magazines.

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Billington, Sue, and John Paley. "Reading social work." Journal of Social Work Practice 4, no. 3-4 (November 1990): 89–95. http://dx.doi.org/10.1080/02650539008413445.

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Balling, Laura Winther. "No Effect of Writing Advice on Reading Comprehension." Journal of Technical Writing and Communication 48, no. 1 (March 26, 2017): 104–22. http://dx.doi.org/10.1177/0047281617696983.

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This article considers text comprehension through the integrated perspectives of language processing research and practical writing advice as expressed in writing guides and language policies. Such guides for instance include advice to use active constructions instead of passives and sentences instead of nominalizations. These recommended and problem constructions and two other contrasts were investigated in an eye-tracking experiment where 27 students read four authentic texts where the target constructions had been manipulated. A mixed-effects regression analysis showed no difference between recommended and problem constructions, while several control variables were significant. This result indicates that the linguistic manipulations are not in themselves crucial to text comprehension, and it is hypothesized that the central aspect for text comprehension is how the linguistic manipulations support cohesion and coherence in the text.

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Garner, Ross. "Insecure positions, heteronomous autonomy and tourism-cultural capital: A Bourdieusian reading of tour guides on BBC Worldwide’s Doctor Who Experience Walking Tour." Tourist Studies 17, no. 4 (December 5, 2016): 426–42. http://dx.doi.org/10.1177/1468797616680851.

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This article contributes towards debates concerning media tourism and tour guiding by using Pierre Bourdieu’s arguments regarding field and capital to analyse performed tour guide identities on BBC Worldwide’s Doctor Who Experience Walking Tour in Cardiff Bay. The article pursues three core arguments: first, a Bourdieusian framework provides an enhanced understanding of the insecure positions that tour guides occupy in what is referred to throughout as the tourism field; second, the divergent pulls between heteronomous and autonomous poles which position tour guides are magnified in officially-located media tours because of the presence of branding and theming discourses; third, drawing upon empirical data from the Doctor Who tour, the symbolic capital of official guides involves demonstrations of what is named tourism-cultural capital, but such displays do not result in an increase in individualised status as any accrued capital transfers to the institutional level.

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Rampling, Jennifer M. "Reading alchemically: guides to ‘philosophical’ practice in early modern England." BJHS Themes 5 (2020): 57–74. http://dx.doi.org/10.1017/bjt.2020.3.

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AbstractDozens of early modern treatises claim to offer straightforward instructions on the theory and practice of alchemy, including all the steps necessary to produce the philosophers’ stone and a range of medicinal elixirs. Yet the resulting works often seem to obfuscate more than they explain: omitting vital information, disguising ingredients and practices behind cover names, and describing outcomes that seem, to modern eyes, impossible. Were such ‘instruction manuals’ ever intended to offer guides for actual practice, or did they serve other ends – from attracting patrons to persuading sceptics of the truth of alchemy? Drawing upon alchemical dialogues written, compiled and annotated by English alchemists in the late fifteenth and the sixteenth centuries, I argue that these works of ‘philosophical’ alchemy could indeed serve as technical manuals, although not always of the kind we might expect. Such writings offer advice not only on practical techniques, but also on the process of reading alchemically: guiding readers through the exegetical minefield of alchemical writing, in order both to extract meaningful chemical recipes from obscure texts, and to craft the practitioner's own persona as an alchemical philosopher.

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ITO, Hisae. "Situation Model in Reading Story Guides Different Patterns of Interpretation." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1PM—066–1PM—066. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-066.

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Sidjabat, Binsen Samuel. "Discipleship through Literature: A Case Study of the Selamat Series in Indonesia." Christian Education Journal: Research on Educational Ministry 17, no. 2 (February 27, 2020): 248–63. http://dx.doi.org/10.1177/0739891319900648.

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This article emphasizes that discipleship is a fundamental task of the church. To guide Christians, particularly adults, for discipleship, literature is needed in the form of easy-to-understand reading materials. Andar Ismail, Christian educator in Indonesia, guides adult Christians to understand Jesus Christ through devotional books called the Selamat Series. Although readers find the works meaningful, they need to be used with a critical mind and attitude.

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Hellman, Jörgen. "Pilgrim guides and pilgrims in productive complicity: Making the invisible visible in West Java." Tourist Studies 19, no. 1 (August 16, 2017): 43–61. http://dx.doi.org/10.1177/1468797617723765.

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There is a growing interest in the anthropology of pilgrimage. However, as Mesaritou et al. have pointed out, the role of pilgrim guides is often peculiarly absent in the literature. The ethnography in this article builds on several pilgrimages together with a local pilgrim guide in West Java. Using this case as an example, the aim is to spur a general interest in how knowledge and authority are constructed when it comes to sites lesser known to the tourist industry (knowledge which may preexist at places that later develop as tourist sites). A key analytical question raised in this article is how guides achieve legitimacy when there exist no authoritative texts or accumulated knowledge about the site. To understand this, I introduce the analytical concept of ‘productive complicity’. The concept is used to describe how an intersubjective understanding about representations of a transcendental reality is developed at the pilgrim site. Being engaged in productive complicity enables pilgrims and their leader to collaborate in ‘reading’ the signs of transcendental presence, to reach agreement that their expectations of the pilgrimage have been fulfilled and to reinforce the legitimacy and authority of the pilgrim guide. The concept of productive complicity is easily transferred to other situations and could be used by scholars to bring out new perspectives on how pilgrim guides as well as tourist guides establish their authority.

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Glotfelty, Cheryll. "Femininity in the wilderness: Reading Gender in women's guides to backpacking." Women's Studies 25, no. 5 (July 1996): 439–56. http://dx.doi.org/10.1080/00497878.1996.9979129.

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Recher, Harry F. "Field guides, bird names, and conservation." Pacific Conservation Biology 23, no. 4 (2017): 315. http://dx.doi.org/10.1071/pc17019.

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This is an essay that began as a book review. The book reviewed is: ‘The Australian Bird Guide’ by Peter Menkhorst, Danny Rogers, Rohan Clarke, Jeff Davies, Peter Marsack and Kim Franklin, and published in 2017 by CSIRO Publishing, Clayton, Victoria, Australia (paperback, AU$49.95, ISBN 9780643097544). I enjoy reviewing books and particularly enjoyed reading and reviewing this one. I enjoyed it because the illustrations of birds are superb and because the decision of the authors to follow a global list of bird names provided me with an opportunity to once again raise questions about the names given to Australian birds. Thus, the review morphed into an essay: in part an account of my experiences over the past 60 years with field guides, names, and nomenclature, in part a book review, and in part a bit about the conservation of Australia’s birds.

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Kowalewski, Maciej. "Walking Rome without leaving home: practicing cultural geography during the COVID-19 pandemic." cultural geographies 28, no. 3 (February 7, 2021): 563–67. http://dx.doi.org/10.1177/1474474021993417.

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The time of COVID-19 lockdown has given us an opportunity to practice experimental methodologies of cultural geography. I use early-20th-century Polish guides to Rome, Italy, to provide exercises in auto-geography. The aim of these exercises is to enrich the practice of cultural geography by opening up to self-exploration and combining lectures and imagination with distanced spaces. These exercises relate to finding the hidden narrator, understanding locational formulations, and assessing the role of our own assumptions and memories in studying urban narratives. Although travel guides are typically read as sources of historical and cultural knowledge, I propose also reading them to better understand the relationship between reading practice and the researcher’s prior knowledge.

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James, Dylan. "Nearchus, Guides, and Place Names on Alexander’s Expedition." Mnemosyne 73, no. 4 (May 19, 2020): 553–76. http://dx.doi.org/10.1163/1568525x-12342496.

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Abstract The use of ὀνοµαζόµενα at Arr. Ind. 27.1 continues to puzzle scholars. This article uses the textual debate as a jumping-off point to explore Nearchus’ presentation of naval guides and their role on Alexander’s expedition, something which previous interpretations of the passage have not adequately considered. Through examination of all Nearchan fragments, I argue that providing local place names was a key aspect of a guide’s role and significant for navigation. It is also suggested that the use of this verb may additionally refer to the Macedonians’ practice of giving places new names or altering indigenous names; in this section, comparative material from New World conquest is brought to bear on the ancient evidence. In light of this analysis, I conclude that the manuscript reading of ὀνοµαζόµενα should be retained.

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Stiff, Lee V. "Understanding Word Problems." Mathematics Teacher 79, no. 3 (March 1986): 163–215. http://dx.doi.org/10.5951/mt.79.3.0163.

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For several years now, I have been asked to share with junior and senior high school mathematics teachers in North Carolina ways to improve students' reading comprehension of word problems. My work with teachers and students has given me the opportunity to field-test several strategies for improving reading skills. One such strategy uses comprehension guides (Earle 1976; Herber 1978).

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Mwangi, Francis G. "Assessment of Access of Reading Resources in Bolstering Extensive Reading Habits and Composition Writing Skills in Secondary Schools in Kenya." International Journal for Innovation Education and Research 8, no. 12 (December 1, 2020): 333–44. http://dx.doi.org/10.31686/ijier.vol8.iss12.2855.

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Reading resources in schools can help in inculcating the reading culture and reading proficiency amongst students. This may help learners develop rational skills that are crucial in dealing with the current unpredictable and dynamic world. There has been a concern from educationist and researchers about the declining reading interest among secondary school learners in Kenya and one of the causes could be unavailability of reading resources amongst other determiners. This study was prompted by the lack of adequate reading resources that can bolster and sustain reading interest among secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between availability and access of extensive reading resources and development of extensive reading habits evidenced in composition writing amongst learners. The study was guided by Piaget's (1952)) Schema Theory. The study used descriptive survey research design. Fifteen secondary schools in Laikipia County were sampled using proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) teachers of English language. A Simple random sampling technique was used to sample 327 students out of appproximately 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. A pilot study of the instruments was done to ensure their validity and reliability in a co-educational secondary school in the neighbouring county that was not involved in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient as 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. T-test was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between availability of reading resources and development of extensive reading habits captured in composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was established that learners in secondary schools with adequate extensive reading resources performed better in composition writing than those who did not. Therefore, it was established that inadequate supply of reading resources in schools had a negative impact on development of reading interest amongst learners. The study recommended that schools should collaborate with various stakeholders to solicit reading resources so as to promote access of reading materials and reading culture in schools and consequently improve learners’ composition writing skills.

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Collins, Alyson A., and Esther R. Lindström. "Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance." Intervention in School and Clinic 57, no. 1 (February 23, 2021): 23–31. http://dx.doi.org/10.1177/1053451221994806.

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Educators use reading comprehension assessments to summarize academic achievement, make decisions in diagnostic evaluations, and identify intervention needs. A challenge, however, with using different assessments in practice is that student performance may change depending on which assessment is administered. This article guides educators in evaluating student performance across multiple assessments, specifically when making decisions for students with learning disabilities (LD) in reading. First, this article provides educators with guidance in establishing a student’s foundational skills, specifically those that may contribute to low performance on reading comprehension assessments. Next, the article presents steps for examining the texts and assessment methods commonly used in measures of reading comprehension. The article concludes with recommendations for evaluating student performance when considering a student’s foundational skills and characteristics of reading comprehension assessments.

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Junaidi, Junaidi, and Baiq Mulianah. "PENGARUH KEFASIHAN MEMBACA AL-QUR’AN TERHADAP KETERAMPILAN MEMBACA PADA BIDANG STUDI BAHASA ARAB." El-Tsaqafah : Jurnal Jurusan PBA 19, no. 2 (January 8, 2021): 199–215. http://dx.doi.org/10.20414/tsaqafah.v19i2.2949.

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This study aims to determine the effect of fluency in readingal-quran on reading skills in Arabic for Class X MA. Yusuf Abdussatar,Kediri Village, Kediri District, West Lombok. This approach is quantitativeresearch, because the data collected is in the form of numbers. In this study,there are several instruments that researchers use in collecting the requiredresearch data, including: (1) Observation guidelines / guides, this can be inthe form of columns containing the variables to be observed. (2) Interviewguidelines, namely. A collection of questions made as a guide in interviewingrespondents. (3) Questionnaire, namely, a data collection tool in the formof written questions addressed to respondents. (4) Documentation, namely,a data collection tool in the form of columns containing the situation andconditions of the research object. The data analysis used is the CausalComprativ study, which is used to explain the correlation or relationshipbetween two variables. The conclusion from the results of this study isthat there is an effect of reading fluency in the Qur’an on reading skills inthe field of study in Arabic for Class X MA. Yusuf Abdussatar Kediri, WestLombok, 2019-2020 Academic Year. This is evidenced by the number thatthe researcher got after conducting the research with the results obtained byrcount is (0.041) while the r table tested at a significant level of 5% with thetotal population (N) = 20 is 0, 012. This fact shows that rcount is greater thanr table (0.014> 0.012) thus the correlation value obtained from this study issignificant.

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Junaidi, Junaidi, and Baiq Mulianah. "PENGARUH KEFASIHAN MEMBACA AL-QUR’AN TERHADAP KETERAMPILAN MEMBACA PADA BIDANG STUDI BAHASA ARAB." El-Tsaqafah : Jurnal Jurusan PBA 19, no. 2 (January 8, 2021): 199–215. http://dx.doi.org/10.20414/tsaqafah.v19i2.2949.

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This study aims to determine the effect of fluency in readingal-quran on reading skills in Arabic for Class X MA. Yusuf Abdussatar,Kediri Village, Kediri District, West Lombok. This approach is quantitativeresearch, because the data collected is in the form of numbers. In this study,there are several instruments that researchers use in collecting the requiredresearch data, including: (1) Observation guidelines / guides, this can be inthe form of columns containing the variables to be observed. (2) Interviewguidelines, namely. A collection of questions made as a guide in interviewingrespondents. (3) Questionnaire, namely, a data collection tool in the formof written questions addressed to respondents. (4) Documentation, namely,a data collection tool in the form of columns containing the situation andconditions of the research object. The data analysis used is the CausalComprativ study, which is used to explain the correlation or relationshipbetween two variables. The conclusion from the results of this study isthat there is an effect of reading fluency in the Qur’an on reading skills inthe field of study in Arabic for Class X MA. Yusuf Abdussatar Kediri, WestLombok, 2019-2020 Academic Year. This is evidenced by the number thatthe researcher got after conducting the research with the results obtained byrcount is (0.041) while the r table tested at a significant level of 5% with thetotal population (N) = 20 is 0, 012. This fact shows that rcount is greater thanr table (0.014> 0.012) thus the correlation value obtained from this study issignificant.

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Joseph, John, Peter F. Svider, Kevin Shaigany, Jean Anderson Eloy, Paulette G. McDonald, Adam J. Folbe, and Robert S. Hong. "Hearing Aid Patient Education Materials: Is There Room for Improvement?" Journal of the American Academy of Audiology 27, no. 04 (April 2016): 354–59. http://dx.doi.org/10.3766/jaaa.15066.

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Purpose: The purpose of this study was to analyze and compare the readability of patient education materials (PEMs) from leading manufacturers of behind-the-ear style hearing aids and popular hearing aid information Web sites to determine if they meet guidelines recommended by public health agencies. Research Design: Analysis of hearing aid PEMs. Methods: Printed user guides from six of the leading manufacturers of BTE hearing aids and 15 of the most popular hearing aid–information Web sites were accessed online and analyzed for readability using the Gunning-Fog Index, New Fog Count, Raygor Estimate Graph, Simple Measure of Gobbledygook, and Flesch Reading Ease score. Results: Overall average grade–level readability for all six printed manufacturer user manuals was calculated to be written at a 10th grade reading level. Overall average grade-level readabilities for all 15 popular online hearing aid–information Web sites representing professional organizations, suppliers, and health information services were calculated to be written at 10th, 10th, and 11th grade reading levels, respectively. Average Flesch Reading Ease scores for all printed guides and online patient information Web sites were calculated to fall within the fairly difficult category for readability. Conclusions: PEMs provided by top hearing aid manufactures and popular hearing aid Web sites are written well above the reading level recommended by the National Institutes of Health. Consideration should be given toward simplifying these materials in order to enhance user experience and increase compliance among behind-the-ear hearing aid users.

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Jordan, Joshua. "Book Review: Creating Literacy-Based Programs for Children: Lesson Plans and Printable Resources for K-5." Reference & User Services Quarterly 57, no. 2 (December 28, 2017): 146. http://dx.doi.org/10.5860/rusq.57.2.6532.

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R. Lynn Baker returns with another useful guide for youth services librarians. As in her previous book, Counting Down to Kindergarten (ALA, 2015), Baker’s passion for reading readiness and innovative services to K-5 children is abundant throughout this streamlined and practice-based volume. In clear language, Baker advocates for organized and thoughtful approaches to program planning in public libraries. She provides readers with succinct chapters on best practices in programming from inception to evaluation. All planning activities are undergirded by the five modes of multiliteracy: textual, social, digital, multisensory, and visual literacy. This foundation guides programmers through the entire process.

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Nosek, Anna. "Recommendations for reading fiction in Polish reading guides from the period between World War I and World War II." Linguodidactica 16 (2012): 157–67. http://dx.doi.org/10.15290/lingdid.2012.16.11.

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Graveline, Laura. "Book Review: Providing Reference Services: A Practical Guide for Librarians." Reference & User Services Quarterly 57, no. 3 (March 16, 2018): 220. http://dx.doi.org/10.5860/rusq.57.3.6615.

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Providing Reference Services is number 32 in the Practical Guides for Libraries series. Beginning with a brief history of library reference service and a discussion of library stereotypes, the authors quickly move on to identifying criteria for building and maintaining a reference collection, as well as key points to consider when providing reference service, with particular emphasis on the reference interview. The authors note the need to incorporate emotional intelligence into reference work. Emotional intelligence is a topic that has recently garnered increasing interest in the business world, and it is good to see it addressed here in the context of libraries and reference services. This guide does not give detailed plans for implementing reference services but instead highlights key points and concerns to consider when developing reference services. The authors’ approach is broadly based, and the key points can be adapted by small public libraries as well large academic institutions. Each chapter ends with a helpful bibliography of sources and additional reading, and the authors also refer to another guide in the series for readers seeking more detailed help; this kind of continuity within the Practical Guides for Libraries series is useful and appreciated.

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Setiawati, Rini, and Khomsahrial Romli. "PEMBINAAN KEAGAMAAN DAN EKONOMI BAGI MUALAF OLEH DEWAN DAKWAH ISLAMIYAH INDONESIA DI LAMPUNG." Jurnal Dakwah Risalah 30, no. 2 (December 15, 2019): 154. http://dx.doi.org/10.24014/jdr.v30i2.8368.

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Converts are people who are new to Islam and do not understand much about Islam. They need guidance regarding Islamic teachings. DDII (Dewan Dakwah Islam Indonesia) Lampung through the Laznas Council of the Da'wah Board of Trustees who are "Guided Residents" also pay attention to the lives of converts around Lampung. The purpose of this study is to describe the implementation of religious and economic guidance for converts by DDII in Lampung. This research is a descriptive qualitative research. The data is analysed interactively. The results of this study are religious guidance activities for converts carried out by firstly instilling the understanding, goals and values of the Islamic religion. These activities conduct regular studies which presenting religious guides to the target villages. Secondly, providing practical religious guidance in reading Iqra and Al-Quran; teaching religious practices and recitation. Thirdly, providing Iqra books, Al-Qur’an or reading books, and prayer tools. While the economic development carried out in three ways namely business training, assistance and investment.

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Horton, Steven V., and Thomas C. Lovitt. "A Comparison of Two Methods of Administering Group Reading Inventories to Diverse Learners." Remedial and Special Education 15, no. 6 (November 1994): 378–90. http://dx.doi.org/10.1177/074193259401500606.

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This study examined the level of agreement between two methods of administering group reading inventories, computer and pencil and paper, leading to placing 72 secondary students, 38 males and 34 females, into three instructional groups—teacher directed, dyadic, and independent. The students, 13 with learning disabilities, 16 remedial, and 43 normally achieving, were enrolled in science and social studies classes in middle school and high school. In one condition, students read textbook passages presented on computer, completed study guides, and took 15-item tests on computer. In the other condition, the same students read passages from their textbooks, completed study guides, and took 15-item tests with pencil and paper. An equivalent time samples design was arranged, with four computer assessments and four pencil-and-pape r assessments randomly assigned. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analysis significantly favored the computer overall on factual questions, with individual analyses indicating few significant differences resulting from the two types of group reading inventories. On interpretive test items, the results of group analysis revealed no significant difference between the two assessment methods, a finding generally corroborated by the individual analyses. Correlation coefficients substantiated significant positive relationships between the dependent measures and the group reading inventories. Overall, the placement of students in three instructional groups was identical for each type of group reading inventory in 72% of individual comparisons. Several recommendations for teachers are presented and discussed.

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den Toonder, Jeanette, Saskia M. Visser, and Sandra van Voorst. "Cultural transfer in reading groups: From theory to practice and back." Research for All 1, no. 1 (January 1, 2017): 52–63. http://dx.doi.org/10.18546/rfa.01.1.05.

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People who discuss books in reading groups are playing a role in transferring cultural values, norms and ideas about themes present in the literature they read. How this cultural transfer takes place, and in which ways the process can be enhanced, has to date not been examined. Therefore, the University of Groningen, the Netherlands collaborated with two public libraries and a community organization to set up a research project addressing different aspects of the process from inside reading groups. The results imply that readers who are focusing on reflection and interpretation of literature play an important role in cultural transfer, which can be assisted by the use of reading guides. The collaboration between scholars and non-academic partners proved fruitful in co-creating knowledge that can be used in further research and to improve service to reading groups.

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Wahyuni, Nini. "Developing an Interactive Multimedia of Reading for Junior High School Students Grade VII." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 5, no. 1 (March 28, 2018): 1–13. http://dx.doi.org/10.30630/polingua.v5i1.15.

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The aim of this research is to develop an interactive learning multimedia of reading for grade VII students of SMP N 1Piyungan, Yogyakarta. This research is a research and development (R&D) study. The development of the interactive learningmultimedia of reading was carried out through several steps, namely needs analysis, course grid design, product development,product validation, product revision, try-out, and final product development. There were some respondents involved in the study, i.e.one content expert and one media expert, 75 students or needs analysis, and 48 students for try-out. The data were collected throughclassroom observation, interview, and questionnaire. The instruments of data collection were observation guides, interview guides,expert validation sheets, and questionnaires for the students. The data were analyzed descriptively. The needs analysis data show thatthe students have various needs in learning reading through the interactive learning multimedia. For the learning needs, the studentschose various reading topics, such as hobbies (73.81%), stories (54.76%), things around us (42.86%), life in school (27.38%), andteenage life (26.19%). Some of them (40.48%) preferred reading text with 100-200 words of length. Meanwhile, for the target needs,the students preferred learning reading to improve their vocabulary (71.43%), find the main idea (58.33%), find the moral (47.62%),find the general information (48.81%), and find the meaning of words in the reading text. Some of them preferred the pictured-cueditem (46.43%), the multiple-choice (44.05%), matching (40.47%), the comprehension questions (40.47%), the short-answer (40.48%),and the ordering tasks (29.76%) for the reading learning activities. Besides, the appropriate interactive learning multimedia ofreading for grade VII students in junior high schools consisted of four reading units, namely Things around Us (descriptive text),Professions (descriptive text), Foods and Drinks (procedure text), and Hobbies (procedure text). Every unit made up of the fivecomponents: Playing with Words, Let’s Read , Did You Know, Upgrade Your Reading, and Mini Dictionary. The experts’ validation datashow that the developed interactive learning multimedia of reading was "good" based on a total mean of 4.17 on a 5-1 Likert scale.The content aspect data analysis results show a mean of 4 and the media aspect shows a mean of 4.35. In addition, the results of thetry-out indicate that the content aspect is in the "good" category with the mean of 4.01, the presentation aspect is in the "good"category with the mean of 3.83, and the media aspect is in the "good" category with the mean of 4.01.

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Võ, Melissa Le-Hoa, Sage EP Boettcher, and Dejan Draschkow. "Reading scenes: how scene grammar guides attention and aids perception in real-world environments." Current Opinion in Psychology 29 (October 2019): 205–10. http://dx.doi.org/10.1016/j.copsyc.2019.03.009.

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Delgado, José Lucas Delgado, Yolanda Inés España Bone Bone, Maholy Antonella García Lascano Lascano, and Saskia Giorlet García España España. "Dyslexia as learning problem and its pedagogical intervention." International journal of health sciences 3, no. 3 (September 3, 2019): 1–7. http://dx.doi.org/10.29332/ijhs.v3n3.333.

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The purpose of this work is to analyze the learning disorder known as dyslexia, which influences the teaching-learning process of both reading and writing. This difficulty has detected in the first years of his school stage at the time the child undertakes his first steps of reading, omitting or replacing some syllables with others; It has also reflected in writing since learning has not fully assimilated and is carried out with great difficulty. Given this, it is necessary for teachers to adopt measures or strategies that help to reduce this disorder, always relying on the diagnoses and guides of the specialists.

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Woodward, Arthur. "Taking teaching out of teaching and reading out of learning to read: A historical study of reading textbook teachers’ guides, 1920–1980." Book Research Quarterly 2, no. 1 (March 1986): 53–77. http://dx.doi.org/10.1007/bf02683601.

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Vlasova, Elena G. "Space Narrativisation in the First Travel Guides around the Urals." Izvestia of the Ural federal university. Series 2. Humanities and Arts 23, no. 2 (2021): 175–88. http://dx.doi.org/10.15826/izv2.2021.23.2.033.

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This article is devoted to the role of the first Ural travel guides in the general process of the formation of geo-cultural image of the Urals. The author refers to guidebooks from between 1899 and 1904 prepared by the famous Ural journalist V. A. Vesnovsky, which became the first attempt at a holistic description of the region addressed to the general reader. The article focuses on the techniques of space narrativisation, which are actively used by guidebooks, unlike reference books. Narrativisation is seen in its functional aspect: as a way to engage the audience through an emotionally told story. J. Bruner’s idea of the dual landscape of narrative: the landscape of action and the landscape of consciousness is used as the main methodological approach. The analysis reveals the main subject areas of narrativisation in guidebooks, as well as the psychological effects of the stories presented. It is revealed that the narrativisation of space occurs at different levels of the guide: at the level of macrostructure, it is implemented in the travel route, while at the level of content — in the description of attractions, which are the basis of any guide. The discursive narrative methods are methods of the emotional engagement of the reader: reportage description inviting to joint observation and dynamic panoramic vision borrowed from travel essays; an appeal to the reader’s personal experience, as well as dramatisation of the narrative associated with a focus on the characters who act and feel. In the long run, it is concluded that the first Ural travel guides were actively involved in the processes of combining the geo-cultural values of Ural space, proposing subjects for its holistic reading and a variety of involving narratives dedicated to individual locations.

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Brooks, Charles N., and James B. Talmage. "Impairment Tutorial: The Lower Extremities: Challenges with Chapter 17, The Lower Extremities." Guides Newsletter 7, no. 5 (September 1, 2002): 10–11. http://dx.doi.org/10.1001/amaguidesnewsletters.2002.sepoct03.

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Abstract Like all multi-authored texts, the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) presents some challenges and inconsistencies, and in March 2002 AMA published an errata. The latter has only one correction for Chapter 17, The Lower Extremities, and this article reviews some additional problems and inconsistencies in Chapter 17. For example, the AMA Guides, Fifth Edition, gives inconsistent instructions about measurements of muscle atrophy, and this article recommends simple, unambiguous directions such as measuring thigh and leg circumferences 15 cm superior and inferior to the medial joint line of the knee, respectively. One could argue that no goniometer should be included in Figure 17-1a, Using a Goniometer to Measure Flexion of the Right Hip; in Figure 17-1b, the goniometer should be placed with its axis at the center of rotation of the right hip. In Figure 17-1c, the limb of the goniometer overlying the left femur should instead be parallel to the tabletop. Additional sections of the article discuss joint ankylosis; peripheral nerve injuries; causalgia, complex regional pain syndrome, and reflex sympathetic dystrophy. A careful reading of Chapter 17 uncovers some problems, none of which is critical, but all should be noted by frequent users of the AMA Guides.

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Thomas, Kaemanje. "INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 17. http://dx.doi.org/10.25134/erjee.v7i1.1492.

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Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.

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Daiute, Colette, and John Kruidenier. "A self-questioning strategy to increase young writers' revising processes." Applied Psycholinguistics 6, no. 3 (September 1985): 307–18. http://dx.doi.org/10.1017/s0142716400006226.

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AbstractResearchers who study the writing process have found that beginning writers do little spontaneous revising of their own texts. This study explores the possibility that beginning writers do not revise because they do not read their own writing. The assumption behind the study is that explicit self-questioning strategies would engage young writers in reading their texts; thus they would become more active revisers. The experimental intervention is a question-prompt computer program (added to a word processing program) that guides the 11 to 16-year-old subjects to examine their own writing by asking themselves questions about their texts. This process was intended to engage the subjects in reading the text closely and revising more extensively. Analyses of the number and nature of revisions indicate that self-reflective question-prompts engage students in reading their texts and lead to significant changes in revising strategy.

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Magdalena, Ina, Marifatul Ulfah, and Siti Zaedatun Nikmah. "Pembelajaran antara Minat Membaca dan Motivasi Belajar Siswa Kelas V SDN Karolina." AS-SABIQUN 2, no. 2 (September 30, 2020): 17–29. http://dx.doi.org/10.36088/assabiqun.v2i2.999.

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The development of learning to read can be done through the use of three channels of character education implementation, namely through teaching materials, learning models, and authentic assessment. Authentic assessment is the most important channel because the use of authentic assessment will include the selection of teaching materials and learning models. Authentic assessment guides learning through the creation of various learning activities carried out by students during the learning process which contains character content. Learning between Reading Interest and Learning Motivation of Class V SDN KAROLINA Students. The purpose of this study was to obtain clarity and objective information about learning between reading interest and learning motivation of grade V SDN KAROLINA students. The method used in this research is descriptive method with the form of research is a learning study. This means that there is significant learning between reading interest and learning motivation of grade V SDN KAROLINA students.

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Zhuravkov, Mikhail A., Vladimir P. Savchuk, and Michael A. Nikolaitchik. "Analytical model of skip motion taking into account influence of head and balancing ropes." Journal of the Belarusian State University. Mathematics and Informatics, no. 2 (August 5, 2021): 105–13. http://dx.doi.org/10.33581/2520-6508-2021-2-105-113.

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The article describes an analytical model of mine skip dynamics taking into account the presence of the head and balancing ropes and the existing curvilinearity of the guides. Expressions for the forces acting on the skip from the side of the guides have been constructed. It is shown, that the frequencies of natural vibrations of skip depend on the vertical acceleration and the distance traveled during its lifting. A graph (diagram) of skips vertical speed which observance does not lead to the appearance of skips vertical vibrations due to elasticity of the ropes is developed. An algorithm for finding the forces principal vector and the forces principal moment acting on the skip based on the reading of three accelerometers recording horizontal accelerations of skip during its movement is presented.

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Kanori, John Njoroge, Odundo Paul Amollo, and Hellen Nasimiyuh Inyega. "Influence of Bachelor of Education Teacher Trainees’ Information Searching Ability on Utilization of E-resources At University of Nairobi Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 17, 2018): 5179–86. http://dx.doi.org/10.18535/ijsshi/v5i12.14.

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Utilization of electronic resources is a reading culture that benefits bachelor of education teacher trainees (BEDTTs) by directly exposing the learners to up-to-date and vast subject content in motivating multimedia presentations. The BEDTTs benefits from utilizing e-resources by retrieving information faster than print resources. The BEDTTs use the time saved to do more academic work. The study examined the relationship between information searching ability and utilization of e-resources by BEDTTs. The objective of the study sought to establish the relationship between BEDTTs’ searching ability and utilization of e-resources. The study adopted descriptive research design. Data was collected using questionnaires, interview guides and document analysis guides. Stratified random sampling was used to draw a sample of 370 learners. Purposeful sampling method was used to obtain 30 staff who interact with BEDTTs either in class, library or administratively. Validity was ascertained using experts from the department of educational communication. The instrument demonstrated high internal consistency (>.90) using test-retest method. Validity was ascertained using Cronbachs’ alpha coefficient. Data was collected using questionnaires, interview guides and document analysis guide. Data was analyzed using descriptive and inferential statistical techniques. The findings revealed a significant relationship between BEDTTs’ information searching ability and utilization of e-resources. The findings recommended implementation of embedded information skills lessons from first year to fourth year, joint IL curriculum mapping between lecturers, library staff and information skills librarians, intense marketing of the availability of e-resources to the University community and teaching BEDTTs a wide range of searching techniques. The study recommended a replication of a longitudinal study on influence of information literacy instruction on utilization of e-resources.

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van Es, Nicky, and Stijn Reijnders. "Making sense of capital crime cities: Getting underneath the urban facade on crime-detective fiction tours." European Journal of Cultural Studies 21, no. 4 (July 8, 2016): 502–20. http://dx.doi.org/10.1177/1367549416656855.

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Crime-detective fiction tours are increasingly popular in cities around the world, providing both international and domestic tourists alike the possibility to visit and experience urban space through its associations with their favorite novels and adaptations. Engaging in a comparison between guided literary tours through Sherlock Holmes’ London, Philip Marlowe’s Los Angeles and Lisbeth Salander’s Stockholm, this research aims to answer the question of how and in what way(s) these crime-detective fiction tours create a sense of place in the postmodern metropolis. Based on participant observation, as well as interviews with the guides and/or organizers of these tours, results show that each of these literary tours is particularly corresponding to the act of reading crime-detective fiction in general: the tours perform a re-enactment of the text, as the guide-as-detective takes the participants to unknown urban locations, in pursuit of unraveling hidden histories of the city. The locations addressed on the tours are all, to varying extents, made sense of through a combination of multiple narratives, derived from both historical fact and fiction. In gradually exposing, analyzing and unraveling these narrative layers of significance on location, the tours convey a distinctively modernistic myth of a presumed core identity of the city.

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Hagen, Sara L., Alejandro Cremaschi, and Cynthia Stephens Himonides. "Effects of extended practice with computerized eye guides for sight-reading in collegiate-level class piano." Journal of Music, Technology and Education 5, no. 3 (January 1, 2013): 229–39. http://dx.doi.org/10.1386/jmte.5.3.229_1.

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Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (April 18, 2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.

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Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

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Estrella-Ramón, Antonia, and Fiona Ellis-Chadwick. "Do different kinds of user-generated content in online brand communities really work?" Online Information Review 41, no. 7 (November 13, 2017): 954–68. http://dx.doi.org/10.1108/oir-08-2016-0229.

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Purpose Due to the fact that user-generated content (UGC) and online brand communities (OBCs) are gaining popularity, the purpose of this paper is to identify the type of UGC that has a real effect on product success, in terms of the number of owners, within a popular OBC associated with video games. Design/methodology/approach Different types of UGC for 205 video games were manually collected (the number of positive and negative comments, discussions, screenshots, artwork, videos, guides developed by users and the presence of a workshop) to test their influence on product success. The proposed hypotheses were tested using multiple ridge regression analysis. Findings Results show that users look for simple and quick reviews and content about products in OBCs (i.e. guides developed by users, comments, artwork and screenshots). However, results also show that users do not guide their purchases based on UGC when the process of gaining understanding is more time consuming (i.e. reading discussions, watching videos) or requires more active involvement (i.e. workshop presence). Originality/value Limited research has been conducted on the type of UGC found in OBCs. This study contributes to the understanding of the potential influence of different types of UGC on product success. In addition, it offers managerial insights for companies into how to manage content in online communities.

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Journal articles on the topic 'Reading guides'

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