To see the other types of publications on this topic, follow the link: Reading habit.
Dissertations / Theses on the topic 'Reading habit'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reading habit.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Bentley, Clyde H. "Make my day : ritual, dependency and the habit of newspaper reading /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978247.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-236). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978247.
2
Wilson, Brenda Chaffin. "A newspaper reading habit in college students: family newspaper literacy practices, K-12 newspaper exposure, and civic interest : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=66&did=1400959021&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1254944459&clientId=28564.
Full text
3
Netherland, Judy L. "A comparison of students' and parents' habits and attitudes toward reading in Title I and non-Title I schools." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1101104-172425/unrestricted/NetherlandJ111204f.pdf.
Full textAbstract:
Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-1101104-172425 Includes bibliographical references. Also available via Internet at the UMI web site.
4
Megas, Alexandra, and Merna Kifork. "Äppel, päppel, pirum, parum... : En litteraturstudie om barns läsförståelse i ämnet svenska." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28800.
Full textAbstract:
Reading in Sweden has not always looked like it does today. Reading and reading comprehension has a history and it has been influenced by different factors, earlier as well as today. Today the society has a different view of reading and reading comprehension than before. Reading today is more like a central part of a human’s everyday life where we are surrounded by different forms of writing that requires reading constantly. The purpose of this essay is to examine how the past and current research looks at children´s reading and reading comprehension in Sweden, within the school subject Swedish. What the literature says about how the society sees reading today what it looked like in the past and also its development over time. This study also aims to analyze if there are any socio-economic factors that affects children's reading and reading comprehension. In order to pursue this study, we have chosen to use the following questions: What does the previous research say about reading comprehension? How does the previous research look at reading in a historical perspective? What does the previous research say about children's reading comprehension today? Which socio-economic factors have influence on children’s reading and reading comprehension? We have chosen to do a literature-study which is based on previous research about children´s reading and reading comprehension, both national and international. In order to obtain relevant research for our area, the research was made on different databases such as DiVA, ERIC and the school library. We have chosen to look at the previous research through the transactional theory made by Louise Rosenblatt (2002). This study showed that the view of reading and reading comprehension has changed through time. The study showed that the socio-economic factors as gender, heredity and environment has an effect on children´s reading and reading comprehension.
5
Ray, Spencer Colay. "Holding selected young adults at First Baptist Church, Gallatin, Missouri, accountable through small groups to build the habit of daily Bible reading into their lives." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p054-0288.
Full text
6
Martin, Sean Swain. ""Reading Custom as Illative Sense": A Theological Account of John Henry Newman's Appropriation of a Realist Interpretation of David Hume." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437750040.
Full text
7
Costa, Patrícia. "Hábito de leitura e compreensão de textos: uma análise a partir da realidade de pós-graduados em administração." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/4735.
Full textAbstract:
The present research was developed with the purpose of studying the habit and level of reading comprehension that the administrator professional postgraduated in courses of specialization in Administration present, considering the variants that influence the learning and teaching process. The reading is a complex activity, plural, which is developed in a lot of directions. Ruled by the constructivism learning orientation related to the process of learning manifest in adults, with the worry of studying the habits and the reading comprehension, while a phenomenon inherent in the human condition in the current situation, the study is justified by the moment which is marked by paradigmatic changes in science, in the values, in the organizations. It requires, by one hand, a wider comprehension of the environment, which is in constant transformation and, by the other hand, a permanent individual, collective and organizational learning, trying to search for the human being s self achievement. 12 subjects postgraduated in Administration took part in this study, 6 of them graduated in Administration and the 6 of them graduated in the most different areas of knowledge. The university environment of the postgraduate course lato sensu is taken as a space for the research, it is studied with the qualitative method of analysis and the technique of analysis of the content for the data treatment; the model proposed by Witter (1997) for the validation of the results related to the reading habits and Cloze s technique for the analysis of the level of reading comprehension. The results point out that the model proposed by Witter (1997) does not fit the reality of the students postgraduated in Administration, the ones who have a universe as readers constituted by the life history as readers, familiar contingences, academic contingences, personal characteristics and future perspectives of the clinic form, differently from the model proposed, the one which highlights the availability of material as one of the influencing variants in the process of learning through the reading. The evaluation of the level of text comprehension revealed that the most significant part of the responding subjects (41,67%) possess an instructional reading level, that is, they present difficulties of comprehension in some parts of the text, but they are able to understand the thematic. Compared to other professionals, the administrators are not in the same level of text comprehension. It is suggested that other works, aiming to identify the specific difficulties that are present in the text comprehension, can be carried out with a wider sample than the one used in this study, involving the teachers tooA presente pesquisa foi desenvolvida com o propósito de estudar o hábito e o nível de compreensão de leitura que o profissional administrador pós-graduado em cursos de especialização em administração apresenta, considerando as variáveis que o influenciam no processo ensino-aprendizagem. A leitura é uma atividade complexa, plural, que se desenvolve em várias direções. Pautado na orientação construtivista da aprendizagem em relação ao processo de aprendizagem manifestada em adultos, na preocupação em estudar os hábitos e a compreensão da leitura, enquanto fenômeno inerente à condição humana na situação atual, o estudo justifica-se pelo momento marcado por mudanças paradigmáticas na ciência, nos valores, nas organizações. Isso requer, por um lado, uma maior compreensão do ambiente, que está em constante transformação, e, por outro, um aprendizado permanente em nível individual, grupal e organizacional, como meio de buscar a auto-realização do ser humano. Participaram do estudo doze sujeitos pós-graduados em Administração, sendo seis formados em Administração e seis nas mais diversas áreas do conhecimento. Toma-se como espaço da pesquisa o ambiente universitário em nível de pós-graduação lato sensu, estudado com o método qualitativo de análise e a técnica análise de conteúdo para tratamento dos dados; o modelo proposto por Witter (1997) para validação dos resultados relativos aos hábitos de leitura e a técnica de Cloze para análise do nível de compreensão de leitura. Os resultados apontam que o modelo proposto por Witter (1997) não se identifica com a realidade dos pós-graduados em Administração, os quais possuem um universo como leitor constituído pela história de vida como leitor, contingências familiares, contingências acadêmicas, características pessoais e perspectivas futuras de forma cíclica, diferentemente do modelo proposto, o qual destaca a disponibilidade de material como uma das variáveis influenciadoras do processo de aprendizagem pela leitura. A avaliação do nível de compreensão de leitura revelou que a maior (42%) parte dos sujeitos respondentes possui nível instrucional em relação à leitura, ou seja, apresentam dificuldades de compreensão em alguns trechos do texto, mas conseguem abordar a temática. Comparativamente a outros profissionais, os administradores não se apresentam no mesmo nível de compreensão de textos. Sugere-se que sejam desenvolvidos outros trabalhos com uma amostra maior que a utilizada neste estudo com o objetivo de identificar as dificuldades específicas que se apresentam na compreensão de textos
8
Dunstan, Vivienne. "Reading habits in Scotland circa 1750-1820." Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/c05493c3-3b04-47d9-b260-3b9ab2ebf4cd.
Full textAbstract:
This thesis examines reading habits in Scotland between circa 1750 and 1820, a subject surprisingly little studied by historians before, given the backdrop of the Enlightenment, and traditional ideas about Scottish education and literacy. From a methodological viewpoint, reading as an activity at this time is often little recorded, frequently invisible in surviving historical records. Nevertheless, enough evidence exists for it to be studied analytically, using individual case studies alongside larger data sets, and varied records such as contemporary accounts and later memoirs, library catalogues and borrowing registers, and evidence for book ownership, such as after-death inventories and records of booksellers. To aid the analysis, a three-part subject classification system is introduced in this thesis to differentiate between different categories of reading - religious, entertainment and improvement - and to facilitate comparisons between individual examples of reading. Successive chapters explore how opportunities for reading evolved, how Scots fitted reading into their lives, what they chose to read, their reasons for reading and styles of reading, and book ownership and its relationship to reading. Each of these chapters explores a particular aspect of reading habits in more detail than has been done before. The final concluding chapter collates the evidence to explore the wider question of change over time. In particular, it argues for the growth of reading, a dramatic change in the subjects people chose to read - specifically the growth of improvement and self-education reading - and a marked permeation of reading throughout Scottish society by the end of the period, not being confined to the leisured classes. In addition, distinctive aspects of Scottish reading during this period are highlighted and discussed, and Scotland compared with England. Overall, the importance of reading to Scottish people during this period is clear, providing a valuable insight into Scottish minds and attitudes two centuries ago.
9
Janes, Jill L. "Families, motivation, and reading pre-adolescent students and their reading motivation and family reading habits /." [Ames, Iowa : Iowa State University], 2008.
Find full text
10
Özkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.
Full textAbstract:
The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.
11
Curry, Ben. "Reading conventions, interpreting habits : Peircian semiotics in music." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/54429/.
Full textAbstract:
The influence of Peircian semiotics on the study of music has grown during the last two decades due to the recognition of Robert Hatten's achievements, a major study by Naomi Cumming, the prolific final years of Raymond Monelle and the continued success of Eero Tarasti's work with the International Association of Semiotic Studies. Peirce's thought is extraordinarily rich and rigorous but this thesis identifies a tendency amongst musicologists deploying Peircian thought to reinscribe a number of ideological convictions. In broad terms these convictions can be described as the reification and legitimization of a body of music, and more specifically as an attempt to stabilize musical meanings whilst locating them within a 'music-in-itself. It is in this sense that Peircian semiotics has been used to resist developments in popular and new musicologies. The role of Peirce's theory in this discourse needs careful re-examination. The work of Robert Hatten in its search for meaning through and around the contextual (or intertextual) relations of a 'work' represents the most successful application, to date, of Peircian semiotics to music. But Hatten's emphasis upon composers, structure and stylistic contexts, and his relative neglect of listeners, subjectivity and social forces renders his project incomplete. Through a detailed explanation of some of the central insights offered by Peirce's philosophical project this thesis develops a theory of musical meaning which has listening processes and the formation of identity/subjectivity at its centre. A key tool in developing this theory concerns the dimensions of time and their coordination with Peirce's universal categories. The possibility of informing and developing the close-reading practices that still dominate the tradition of musical analysis will be explored through a discussion and analysis of the Allegro of Mozart's 'Prague' Symphony in the light of the theories developed in earlier chapters, with particular reference to Peirce's concept of valency.
12
Gower, Samantha M. "Boys' reading habits as children and their college grades." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269271019.
Full text
13
McAleer, Joseph. "Popular literature and reading habits in Britain, 1914-1950." Thesis, University of Oxford, 1989. http://ora.ox.ac.uk/objects/uuid:7cf39377-41a1-4a44-bb62-0786b297fc37.
Full textAbstract:
This thesis is an examination of the mass-market publishing industry in Britain after the First World War and of the 'literature' read by the lower-middle and working classes: novels and weekly magazines. We chronicle the development of the industry both generally and through the experiences of three publishers, examine the activity and motivations of the reading public and consider the treatment of contemporary issues and attitudes within popular fiction as a useful barometer for the historian. There are seven chapters. Chapter 1 considers the period before 1914 in order to provide the necessary background for an understanding of the focus of this study, 1914-1950. The origins of the popular publishing industry and Wilkie Collins' 'Unknown Public' are examined and continuities with post-1914 popular literature traced. In Chapter 2 a broad overview of our period is conducted: the development of the industry and of the market, the influence of war and the depression, and the effect on reading of the growth of other leisure activities. Chapters 3 and 5 look at the reading habits of adults and children/adolescents from the lower-middle and working classes. In both cases contemporaries and readers themselves seemed to think 'escapism' was paramount in the selection of 'light' fiction and there was therefore a significant continuity between child and adult reading. Finally, Chapters 4, 6 and 7 focus on the histories and influence of three publishers of popular fiction during this period. These include two of the most successful (Mills and Boon, D.C. Thomson) and in contrast, a prominent but declining firm (The Religious Tract Society). In each case the complex relationship between market forces and editorial policies is discussed. We conclude that a reciprocal relationship existed between publisher and reader, with the latter dictating much of what was published. Popular fiction, moreover, served to reinforce predominant stereotypes and ideological views of society rather than to impose specific doctrine.
14
Jurf, Dima R. M. "Utilisation of digital media in improving children's reading habits." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
Full textAbstract:
Although digital media has been exploited to improve digital libraries,
social networking sites, and book promotion for adult and child
stakeholders, but encouraging children who have the choice to either
read from a book or on a screen remains limited worldwide, including
Jordan. This interest has meant that data about children¿s reading habits
were needed, and the present study was intended as a contribution
towards this aim.
Interviews were conducted with Jordanian writers, publishers, child
specialists, and various children¿s cultural centres. The managers and
personnel unanimously showed that Jordanian children are not good
readers and that a limited number of books are published for children as
there are actual boundaries preventing Jordanian writers from publishing
books.
In particular, subjecting the typical sorts of children¿s websites ¿ 'Club
Penguin', 'PBS Kids', 'A Story before Bed', 'Baraem', 'Storyline Online',
and 'Raneen' ¿ to evaluation showed that 'Club Penguin' got the highest
rank among the other websites in terms of multimodal features, usability,
and language, while 'PBS Kids' got the highest rank regarding
interactivity, and 'A Story before Bed' got the highest rank in reading
activities. Although it was realised that most children were satisfied with
the aspects of usability and ease of use rather than the structure or the
aesthetic of the website, and were more attracted to the websites that
provide multimodal features such as special characters, narration,
gesture, and interactivity.
The targeted websites¿ parameters obtained from the survey were used
as guidance in the design structure of the KITABAK website, as a virtual
reading environment for children¿s reading practices. The evaluation
results that were obtained showed that there is a significant correlation
towards encouraging children¿s reading habits and reading from printed
books accompanying the website; girls showed more interest in reading
iv
than boys; and there is an obvious willingness for the adaptation of the
website as a part of the Jordanian school curriculum. In addition, the
KITABAK website was accepted significantly more than 'Club Penguin',
mainly because the KITABAK website has facilities, games and reading
activities. Also, results showed that children who were subjected to
testing the KITABAK website for a one-week period proved to accept the
website significantly more than those who were subjected to testing it
once.Applied Science University
15
Myrick, Harriet Jane. "Education journal reading habits of public elementary school teachers." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3343.
Full textAbstract:
Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.
16
Jurf, Dima Rafat Mohammad. "Utilisation of digital media in improving children's reading habits." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
Full textAbstract:
Although digital media has been exploited to improve digital libraries, social networking sites, and book promotion for adult and child stakeholders, but encouraging children who have the choice to either read from a book or on a screen remains limited worldwide, including Jordan. This interest has meant that data about children's reading habits were needed, and the present study was intended as a contribution towards this aim. Interviews were conducted with Jordanian writers, publishers, child specialists, and various children's cultural centres. The managers and personnel unanimously showed that Jordanian children are not good readers and that a limited number of books are published for children as there are actual boundaries preventing Jordanian writers from publishing books. In particular, subjecting the typical sorts of children's websites - 'Club Penguin', 'PBS Kids', 'A Story before Bed', 'Baraem', 'Storyline Online', and 'Raneen' - to evaluation showed that 'Club Penguin' got the highest rank among the other websites in terms of multimodal features, usability, and language, while 'PBS Kids' got the highest rank regarding interactivity, and 'A Story before Bed' got the highest rank in reading activities. Although it was realised that most children were satisfied with the aspects of usability and ease of use rather than the structure or the aesthetic of the website, and were more attracted to the websites that provide multimodal features such as special characters, narration, gesture, and interactivity. The targeted websites' parameters obtained from the survey were used as guidance in the design structure of the KITABAK website, as a virtual reading environment for children's reading practices. The evaluation results that were obtained showed that there is a significant correlation towards encouraging children's reading habits and reading from printed books accompanying the website; girls showed more interest in reading iv than boys; and there is an obvious willingness for the adaptation of the website as a part of the Jordanian school curriculum. In addition, the KITABAK website was accepted significantly more than 'Club Penguin', mainly because the KITABAK website has facilities, games and reading activities. Also, results showed that children who were subjected to testing the KITABAK website for a one-week period proved to accept the website significantly more than those who were subjected to testing it once.
17
Ansari, Sanaullah. "Researching Sindhi and Urdu students' reading habits and reading performance in a Pakistani university context." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581885.
Full textAbstract:
This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.
18
Owens, Megan E. "Reading as a Resource: Exploring Reading Habits and Multicultural Awareness and Acceptance in Undergraduate Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3095.
Full textAbstract:
Considerable research has been conducted examining the benefits of diversity on campus and diversity programming for undergraduate students. However, minimal research has been focused on connecting reading fiction as a potential resource for diversity programming. Diversity courses, racial awareness workshops, and service learning opportunities are all supported by research for their transformational influence on students’ attitudes and perceptions towards minority and underrepresented groups on campus. Emerging studies have established that reading narrative fiction can enhance readers’ empathic and multicultural attitudes, shift perspectives and outlooks, and enhance moral reasoning. Benefits such as these could be harnessed to cultivate a campus culture that is inclusive and celebrates diversity.
The purpose of this quantitative research study was to explore the relationship between self-reported reading habits of undergraduate students and multicultural awareness and acceptance scores, measured by the Survey of Self-Reported Reading Habits and Diversity Orientation of Undergraduate Students. A 33-item paper survey was distributed to 389 students enrolled in courses in the College of Business, College of Education, and College of Nursing at a public university in East Tennessee. Three hundred eighty-three usable surveys were collected from a sample size of 389, a 98% response rate.
Results from the 2-way ANOVA analysis on the 9 research questions indicated that respondents who read at an avid or moderate level typically had higher scores revealing more openness and appreciation for diversity. Also, the majority of respondents reported reading at least at a moderate frequency level and fiction is one of the most preferred reading genres. The findings provide further support that reading literary fiction is a credible resource for fostering empathy and increasing tolerance on this campus.
19
Vladut, Andreea. "Swedish upper secondary pupils' reading habits and reading comprehension in English in the digital age." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62673.
Full textAbstract:
The aim of this study is to investigate if the levels of attainment in national reading comprehension tests in English reflect the types of reading texts which pupils encounter inside and outside the classroom. A further aim is to find out if there is a gender distinction between boys’ and girls’ levels of reading comprehension which can be related to existing reading habits. A questionnaire was completed by upper secondary school pupils of Englishin order to investigate the threeresearch questions. The questionnaire involved 10 questions about the pupils’ reading habits. Furthermore, two reading comprehension tests that were created by The Swedish National Agency for Education were also used and distributed to the pupils to complete. The pupils’ results from the reading comprehension test were used by the author to answer the three research questions thatthis study is based on. The results of this study showthat the types of texts the pupils encounter inside and outside the classroom affect their results on the reading comprehension tests. Regarding the second question that this study investigates, there is no gender distinction between boys’ and girls’ levels of reading comprehension, whichcan be related to existing reading habits. Concerning the third research question in this study, the results show that both girls and boys spend more time on social media than reading English fiction. These results might indicate the fact that technology such as the Internet and social media are very popular and important in the pupils’lives. Moreover, technology and theuse of social mediamightas well affect the pupils’ reading habits and reading comprehension.
20
Sääf, Alexander. "Reading Habits and Literacy : A Qualitative Study of Upper Secondary Students' Reading Habits, Their Home-Environment, and the Perceived Literary Practices of the School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45125.
Full textAbstract:
The purpose of this essay is to explore the relationship between students’ reading habits, the reading habits of their home-environment, and how these are perceived to relate to the literary practices of the school. This study examines the reading habits of 14 students at an upper secondary school in Stockholm, Sweden, and Skolverket’s proposed methods of developing reading-skills among students. The data was empirically gathered through qualitative interviews with students enrolled in the course English 7. The results show that while the students do read frequently, and a variety of different text-types, they do not perceive their reading habits to be beneficial to their schoolwork. There is a clear disassociation in students’ minds in regards to the reading that they undertake as part of their daily routine and that which they engage in at school. The results indicate a need for further studies on the subject due to the small scope of the gathered data.
21
Gilroy, Shawn. "Relationships between reading habits and the development of study skills /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.
Full text
22
Robinson, Cherrell Victoria. "The voluntary reading interests and habits of Jamaican sixth graders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28045.pdf.
Full text
23
Leung, Hei-man Heman, and 梁羲文. "Newspaper reading habits of secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895165.
Full text
24
Du, Toit Cecilia Magdalena. "The recreational reading habits of adolescent readers a case study /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12192005-115229/.
Full text
25
XAVIER, ALICE PEREIRA. "YOUTH ELITE SCHOOLS: A SOCIOLOGICAL ANALYSIS OF THE READING HABITS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14486@1.
Full textAbstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOEste trabalho empreende uma análise sociológica dos hábitos de leitura dos alunos de duas instituições, uma confessional e uma pública, consideradas elites escolares, do município do Rio de Janeiro. Com base nas respostas ao survey aplicado em 2004 no contexto da pesquisa Processo de Produção da Qualidade do Ensino. Escola, família e cultura do SOCED, Grupo de pesquisas em Sociologia da Educação, da PUC – Rio investigou-se o conteúdo e o volume de leitura em diferentes fontes a partir da catalogação dos títulos indicados pelos alunos. O trabalho teve continuidade com o encaminhamento da pesquisa para além das homogeneidades, singularidades institucionais e seus efeitos sobre os processos de escolarização. Considerando os hábitos de leitura, a relação com a linguagem e o domínio da norma culta como estruturas componentes do capital cultural valorizado pelas escolas, investigou-se, em uma segunda etapa, a relação dos estudantes com a leitura por meio de suas percepções e impressões, além das práticas pedagógicas desenvolvidas por professores e outros agentes escolares na formação de alunos com altos níveis de engajamento em leitura. Depreende-se da análise que os alunos destas escolas desenvolveram um habitus de leitura amplo e diversificado que engloba gêneros da literatura nacional e estrangeira, destinada a diferentes públicos. O trabalho propõe ainda, a existência de perfis pedagógicos que, de forma diferenciada, influenciam o desenvolvimento de leitores, sua manutenção e desenvolvimento.
This study concerns a sociological analysis about reading habits of the students from two institutions, a confessional (catholic) and a public one, both considered elite schools in the city of Rio de Janeiro. Based on the answers of the survey applied in 2004 and according to the research “Production Process of Education Quality: School, family and culture” from SOCED (a research group in Education Sociology from PUC - Rio University), the content and volume of reading from different sources based on a cataloging of titles listed by the pupils was investigated. The study was continued by taking the research beyond the institutional homogeneities, institutional features and their effects on the educational processes. Considering the students reading habits, their relationship with the language and mastery of standard language as structures that comprise the cultural capital valued by schools, investigation was carried out, in a second stage, of the students relationship with reading through their perceptions and impressions, in addition to the teaching practices developed by teachers and other school staff in training students with high levels of engagement in reading. It appears from the analysis that students of these schools have developed a wide and diverse literacy habitus which includes national and foreign literature genres for different audiences. The study also proposes the existence of educational profiles that, in different manners, influence the readers formation, their maintenance and development.
26
Leung, Hei-man Heman. "Newspaper reading habits of secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.
Full text
27
Álvarez, Bernardo. "The relationship of self-reported reading habits and declarative memory." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122205.
Full textAbstract:
The present study examined the possibility that reading books might support declarative memory, and potentially contribute to the cognitive reserve and thereby minimize age-related decline in memory functions. It was a crosssectional study, where data were taken from 566 Betula Study participants, as well as the scores of declarative memory assessment tasks, and book reading reports. The tasks of episodic memory were sentence learning with and without encoding enactment –free and cued recall. The tasks of semantic memory were word fluency, initial letter A, M fivewords, B profession names, and SRB –vocabulary. Three-way analysis of variance was performed for hypothesis testing. The results showed that book reading might support declarative memory. There was a significant relationship between education and book reading. Was not found if book reading might minimize age-related decline. In conclusion, the study showed that book reading and years of education might support declarative memory.Denna studie undersökte om läsandet av böcker stödjer deklarativt minne, och eventuellt främjar den kognitivareserven, vilket medför en minimerad åldersbaserad reduktion i minnesfunktioner. I denna tvärsnittsstudie ingick datafrån 566 deltagare i Betulaprojektet som testats med avseende på deklarativa minnesfunktioner, samt enlitteraturanalys. Utvärderingarna som baserades på episodiskt minne var; menings-inlärning med och utan 'encodingenactment' -både fri och stödd återgivning. Test av semantiskt minne var ordflöde med första bokstav A, M fem-ord,B yrkesnamn, och SRB-ordförråd. Tre-vägs variansanalyer genomfördes för hypotestestning. Resultaten visade på enkoppling mellan utbildning och läsandet av böcker. Det är dock fortfarande oklart om läsandet av böcker minimeraråldersbaserad minnes-reducering. Sammanfattningsvis, visade studien att läsning och utbildning kan stödja deklarativtminne.
28
Smith, Nichole Lynnette Day Barbara. "A study of middle grades students' reading interests, habits, and achievement." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2929.
Full textAbstract:
Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
29
Hardy, Christine Anne. "To read or not to read : adult reading habits and motivations." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435450.
Full text
30
Hedman, Marika. "Reading in English in Swedish Classrooms : A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30095.
Full textAbstract:
This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT). This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.
31
Godée, Elinor, and Helena Lundgren. "En studie om läsintressets förutsättningar i skolan och hemmet." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5227.
Full textAbstract:
Samhället står i ständig förändring, och vi lever i ett informationssamhälle där vi ideligen kommer i kontakt med olika former av texter, vilket har fått till följd att det ställs andra krav på människans läsutveckling. Då forskning har visat på minskad läsförmåga hos elever i årskurs 4, ansåg vi det intressant att utveckla kunskap om hur elevers läsintresse kommer till uttryck i och utanför skolan, vilket också är studiens syfte. I denna studie har kvantitativ och kvalitativ metod kombinerats. För att få svar på vilka förutsättningar som har betydelse för elevers läsintresse utanför skolan, genomfördes en enkätundersökning. Elevernas enkätsvar användes som stöd när lärarna därefter intervjuades. Lärarna kunde också ge svar på vilka förutsättningar som har betydelse för elevernas läsvanor i skolan. Det centrala som studiens resultat pekar på är att det, finns fysiska och intellektuella redskap. Då studien utgår ifrån ett sociokulturellt perspektiv kan det fysiska redskapet förklaras som böcker, medan det intellektuella redskapet kan förklaras som läsintresset. Det har betydelse för elevers läsintresse, att de fysiska och intellektuella redskapen samverkar med varandra.The society is constantly changing, and we live in an information society where weoften get in contact with different forms of texts. Because of that we can see other typesof demands on peoples reading development. Research has shown reduced readingability in students in grade four, therefore we thought it would be interesting to gainknowledge about the condition regarding interests of reading for students in grade four,both in and outside school, which also is the purpose of this study.In this study, quantitative and qualitative methods were combined. To get the answersto what conditions are relevant to the students’ interest in reading outside the school, asurvey was made. The students’ survey responses were then used as support when theteachers thereafter were interviewed. The teachers could also provide the answers onwhat conditions are relevant to the students’ reading habits at school.The most important result of this study is that there are physical instrument andintellectual instrument. As the study is based on a socio cultural perspective, thephysical instrument can be explained as books, whilst the intellectual instrument can beexplained as interests of reading. In order to motivate students’ interest in reading, it isimportant that these instruments interact with each other.
32
Axell, Henric, and Erik Wister. "Ungdomars läsvanor/Reading Habits among High School Students : A Study of Reading, Focusing on Gender, Class and Ethnicity." Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-643.
Full textAbstract:
Denna uppsats baseras på en enkätundersökning bland elever i årskurs 2 i gymnasiet. Den syftar till att undersöka om det finns skillnader i läsvanor och attityder till läsning när det gäller kön, klass och etnicitet. Undersökningen kommer fram till att de stora skillnaderna finns mellan könen. Flickor är mer positivt inställda till läsning än vad pojkar är och de läser mer. Drygt 85 procent av flickorna svarade att de tycker om att läsa, medan endast 47 procent av pojkarna har samma inställning. 70 procent av pojkarna och 20 procent av flickorna angav att de inte läser på fritiden. Mer än dubbelt så många flickor som pojkar läser fler än sju böcker per år. Möjliga förklaringar till detta är att det saknas attraktiv litteratur för tonårspojkar, att pojkar finner det svårt att läsa, och att det anses omanligt att läsa.
Även klass spelar roll. Den grupp av elever i denna undersökning som läser allra minst är pojkar med lågutbildade föräldrar som går ett yrkesförberedande program. Däremot visar inte undersökningen någon entydig bild av läsvanor när det gäller etnisk bakgrund. En slutsats som kan dras om elever som har ett annat ursprung än svenskt är att de utnyttjar biblioteket mer än andra.
33
Nilsson, Emilia. "Where did the book go? - An empirical study about reading habits and reading ecologies of Swedish Kindle-users." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22404.
Full textAbstract:
Through the introduction and popularisation of e-books and e-readers, the way books are read is changing. This paper aims to investigate the reading habits of five Swedish-based Kindle users to understand their reading ecologies and what place the Kindle has in their reading ecologies. The Kindle proves an interesting research focus as it is one of the most sold e-readers in the world, but has yet to establish itself on the Swedish market. The research focuses on three main themes: the reading ecologies and habits of the interviewees; why they use the Kindle; and how they use reviews on Kindle Store. The research uses the methods of communicative ecology mapping and qualitative interviews for collecting empirical data, which is then contextualised and analysed through the theories of communicative ecology, mediatization, and media as practice. The research shows that the interviewees prefer reading on digital devices, and that particular practices of reading are done in specific spatial dimensions. Three practices of reading are visible in the interviewees’ reading ecologies: news-reading, social media-reading, and Kindlereading. The interviewees use the Kindle as a replacement of the physical book, which is shown in the way the interviewees list the e-ink technology and lack of backlit screens as motivations for using the device, in addition to the vast amount of niched literature available on Kindle Store. Moreover, reviews on Kindle Store are valuable to the interviewees when buying books, but the type of book changes how much validity the reviews hold. The reviews, no matter if they are being read or written by the interviewees, are viewed as helping the community of readers who use Kindle in finding ‘good’ literature.
34
Mukwaya, Maureen. "When and what do teenagers read. : A study of teenagers' reading habits." Thesis, Umeå universitet, Institutionen för språkstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60555.
Full textAbstract:
Abstract Forskningen syftar till att studera läsvanor hos tonåringar. Frågor att svara på är: När och vad läser ungdomar i skolan? När och vad läser ungdomar utanför skolan? På vilket sätt kopplas skolans läsning med fritidsläsning? Vilka skillnader har iakttagits mellan pojkars och flickors läsning? Kvalitativa intervjuer har använts i denna studie för att samla in uppgifter från de undersökta eleverna, lärare och bibliotekarier. Deltagarna är 12 elever, hälften pojkar och hälften flickor, en lärare och en bibliotekarie från en skola belägen i en mellanstor svenskstad. De viktigaste resultaten från studien är: Tonåringar läser så ofta som möjligt både i skolan och under fritiden. De läser allt som intresserar dem från romaner till sms. Det finns ingen skillnad av skönlitteratur läste av pojkar eller flickor. Medan flickorna är allvarliga läsare och njuter läsning utanför klassen, pojkarna har lågt intresse att läsa för nöjes skull. Tonåringar idag kommer i kontakt med litteratur genom film, böcker, nätet och Ipad/telefon mobiler. Lärare och bibliotekarier hjälpa tonåringar att öva läsning för att väcka ett intresse för läsning
35
Jackson, Tanya D. "Reading attitudes, interests, and habits and their relation to giftedness and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ47137.pdf.
Full text
36
Gerrard, Teresa A. "Unearthing the English common reader : working class reading habits, England 1850-1914." Thesis, University of Bedfordshire, 2004. http://hdl.handle.net/10547/315631.
Full textAbstract:
This thesis uses a number of sources to piece together evidence of working-class reading habits during the period 1850 to 1914: autobiographies, library borrowing records, middle-class contemporary observations, and answers to correspondents pages in popular periodicals. Middle-class dominance of literary production through the publishing industry, librarians, editors, and book reviews helped to shape working class autobiographical representations of reading. Literary conventions of autobiographies limit them as a source. By portraying the authors' life as a success story the genre puts greater emphasis on the reading of accepted classics and canonical works. Studies of two early libraries show how notions of class and gender affected the provision of texts in libraries. Later records prove that reading for leisure purposes had increased dramatically over the period from 1850 to 1914 and that juvenile literature was popular even with adult readers. Changes in the publishing industry and the popularity of genres are reflected in the library stock. An alternative source confirms these trends. The answers to correspondence pages of the London Journal, Reynolds' Newspaper and the Family Herald reveal that a number of common readers wanted to read in order to better themselves socially and intellectually. A popularised version of autodidact culture was both promoted and sought in the pages of popular periodicals. The thesis concludes that two distinct trends in reading are evident through the period: reading for self-improvement subtly shaped by autodidact culture, and an increase in leisure reading
37
Kamhieh, C. "The leisure reading habits of first-year, female Emirati university students : an investigation." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11359/.
Full textAbstract:
Educators the world over are concerned about a perceived lack of interest in leisure reading among tertiary level students, particularly in the Gulf Arab states where indigenous cultures have always been predominantly oral. This thesis provides the first in-depth exploration of the leisure reading habits of a convenience sample of first-year female university students in the United Arab Emirates, using data which was gathered through interviews, journal entries, snapshot surveys, questionnaires, conversations and emails and analyzed using a grounded theory approach. Its contribution to the research is that it provides a better theoretical understanding of many key factors related to leisure reading among this particular group. We find their reader identities shaped by their reading habitus which readers are continually developing, in a Bourdieuian sense. It was found that while there is a keen interest in reading the Holy Qura’n, there is a generally low incidence of reading in Arabic, which has serious implications for the current policy on the teaching of Arabic in the region. Two distinct subcategories of reasons for reading were also found, which I refer to as purposes and qana’a. Readers regularly refer to what I labeled qana’a for reading, which are distinct from attitude in that they do not appear to stem from reasoned action or purposes for reading. It is one key factor which distinguishes readers from non-readers. Other findings include: • a three-stage reading journey showing how students become readers; • an expansion of our understanding of encouragement as two distinct factors; • the conditional element of attitudes toward reading whereby attitudes which were previously considered negative or positive are really conditional; • an exploration of the importance of affect vis-à-vis beliefs in bringing about reading.
38
Mosley, Mattie Jacks. "The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
Full textAbstract:
The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.
39
Michel, Patricia Marie. "Food label reading habits of low-income women and women from the general population." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07292009-090255/.
Full text
40
Thraves, Philip. "An investigation into students reading attitudes and habits using a children’s literature intervention programme." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1922.
Full textAbstract:
Thesis (Magister Technologiae (Education))--Cape Peninsula University of Technology, 2010This study traces the effects of a children’s literature intervention on first year B Ed students’ reading habits and attitudes. A review of relevant literature includes concepts of literacy, with specific reference to family literacy, adolescent literacy and critical literacy; effective literacy practices; reading, reader response and theoretical perspectives of literature, including children’s literature, and its application in the classroom; motivation and reader-identity. A variety of quantitative and qualitative methods were used to gather data over a period of eighteen months. The data captured attitudes to reading and traced changes in attitudes, habits and motivation resulting from an intervention that required students to engage in reading a range of children’s literature texts. Findings showed movement from apathy to engagement at the lowest levels of change and from extrinsic to intrinsic motivation at successive levels of change. Most significantly, the intervention caused discontinuous (permanent) change in students’ constructions of themselves as readers. Key words: critical literacy; adolescent literacy; reader response; children’s literature; extrinsic / intrinsic motivation; discontinuous change; reader identity.
41
Picha, Katharine Agnes. "Leisure reading habits and preferences of anglophone grade 6 early French immersion students related to book promotional activities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28265.
Full textAbstract:
This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
42
McKool, Sharon Sundin. "Factors that influence the decision to read : an investigation of fifth grade students' out-of-school reading habits /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full text
43
Nordberg, Olle. "Avkoppling och analys : Empiriska perspektiv på läsarattityder och litterär kompetens hos svenska 18-åringar." Doctoral thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-319969.
Full textAbstract:
This dissertation examines young people’s reading of fiction in the digital age, with a special focus on the aspects of attitude and competence. The literary reading of respondents in their upper teens is considered from several perspectives—especially those of the respondents themselves. The discussion is based on three larger empirical studies of the reading attitudes and practices of 18-year-olds. These studies build on and complement each other in relation to the overarching research questions through a triangulating process combining qualitative and quantitative methods. The studies are, however, freestanding and were conducted using different empirical methods. The first study is diachronic in that it compares national test essays on the topic of reading from the year 2000 with essays written according to the same instructions twelve years later. The main aim of this study is to reveal possible differences between the two generations in terms of attitudes and approaches to reading fiction, and to relate them to issues of literary legitimization and competence. The second study consists of a questionnaire about a short story read by the respondents, as well as about their general reading and media habits. A connection is drawn between media habits and reading frequency, on the one hand, and the results of the essay study, on the other. The respondents’ reception and understanding of the story is analyzed separately. A summary of the first two studies reveals several complex issues with contradictory patterns. The third study, which examines these issues more closely, was conducted through focus-group interviews. All three studies have been carried out among groups of pupils in the third year of upper secondary school in Sweden. The final part of the dissertation summarizes the results of the three studies, applying a pedagogical perspective to literature pedagogy within the subject of Swedish at the upper secondary level. This discussion points out several opportunities for literature teachers today.
44
Karadima, Athanasia-Ioanna. "The use and effect of comic book reading on the reading attitudes and reading habits of Greek (typically developed and dyslexic) EFL learners in a mixed ability EFL classroom." Thesis, University of Bolton, 2016. http://ubir.bolton.ac.uk/1129/.
Full textAbstract:
ability classroom, is not only that pleasure reading is somewhat marginalized, but, most importantly the significance of reading attitudes and subsequent reading habits, generally, are not factored. This study reports on an investigation of 9 Greek, dyslexic and typically developed, EFL learners' (L2) reading attitudes and habits within a mixed ability EFL classroom, aiming at identifying the perceived effect(s) that the use and reading of comic books had on them. A case study method was employed whereby multiple tools of data collection were used across 6 weeks during Spring 2014. Tools included: McKenna and Kear's (1990) Elementary Reading Attitude Survey (ERAS), Semi-Structured, Focused Interviews, Targeted Questionnaires, Field Notes derived from Participant Observations, and Focus Group-like Literature Circle Discussion Groups. The data were analyzed descriptively using SPSS (quantitative data) and content analysis (qualitative data). Findings suggest that participants, dyslexic and typical, held mostly positive, yet, utilitarian views of English reading and learning, and did not generally engage in English pleasure reading, despite mostly liking reading and learning English. Moreover, by the end of the study, extensive comic reading was shown to be an effective means by which to engage learners in reading and reading-related practices, such as active participation in Literature Circle Discussion Groups and a comic book borrowing library. Additional findings indicate that most participants were gradually more interested, enthusiastic, willing and dynamic in their participation, providing longer, more accurate responses as the study progressed. Upon completion of the study, practically all students, as well as their parents and EFL teacher supported witnessing some beneficial effect on the students' reading attitudes and habits. The data lends itself to the conclusion that extensive comic reading and comic-related reading practices may be of benefit to developing positive reading attitudes and habits to English reading, as well as numerous other skills, indirectly and/or directly, effected and enhanced via the procedures (reading speeds, comprehension, oral and vocabulary skills and positive group dynamics). This study emphasizes the significance of considering learners', dyslexic or otherwise, reading attitudes as well as interest, during the curriculum design and teaching practices of (EFL) educators.
45
Johnson, Kurt W. "Parental Perceptions of the Influence of Digital Media and Technology on Children's Reading Habits at Home." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2186.
Full textAbstract:
This study explored parental perceptions of the influence of digital media and technology on children’s home reading habits, the routines and repeated activities related to reading that occur within the homes of six families located in a mixed rural/urban area of Northern Utah. Data gathered showed how parent’s childhood experiences influenced the creation of rules, spatial arrangements, routines, and family identity. Comparisons were made to Bronfenbrenner’s ecological systems model, specifically in the areas of dyads, N + 2 systems, microsystems, molar activities, settings, roles, and transitions. Findings showed parents have concerns about how to best foster reading at home within a society inundated by technology and digital media. Recommendations are given for schools to consider and leverage roles played by parents in development of reading and literacy skills at home and how technology and digital media can support those skills.
46
Grefbäck, Anna. "Bildens betydelse vid läsning : - En studie av barns läsförståelse och läsvanor i skolår 2." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3468.
Full textAbstract:
Abstract
My curiosity of students' use of images for reading led me to seek knowledge of the students view on the text illustrations in the literature and through interviews. This study is about how pupils in the school year 2 experience reading, especially with images. The purpose is to investigate the significance of illustrations in reading for students in school year 2. I also want to find out how students see themselves as readers and how the survey material believes that the students comprehend reading. Eight children, both girls and boys have participated in the interview. They had to read from three books in different formats with the same approach and questions. Interview and reading aloud were recorded and analyzed. The results suggest that the students are not always aware of their own development of reading process and the importances of the images are not considered as high among students. Notably, many of them used the images to get the information they needed to answer questions. Those who read other than books at home believe that they do not read, even if reading is about decoding information and messages. ´The broadens the concept of text´, which means that the text also includes the message that is mediated by other than through the written word, seems unfamiliar to the students. You can see that it is of importance for their reading comprehension among the students who read a lot at home.
Sammanfattning
Min nyfikenhet över elevernas användande av bilder vid läsning ledde mig till att söka kunskap om elevernas syn på textillustrationer, i litteratur och genom intervjuer. Den här studien handlar om hur elever i skolår 2 upplever läsning, och då främst med bilder. Syftet består i att undersöka vad illustrationer kan ha för betydelse vid läsförståelse för elever i skolår 2. Jag vill också ta reda på hur eleverna ser sig själva som läsare och var eleverna befinner sig enligt olika kartläggningsmaterial om läsförståelse. Åtta barn, både tjejer och killar har deltagit i intervjun. De fick läsa högt ur tre böcker i olika format med samma tillvägagångssätt och frågor. Intervju och högläsning har spelats in och analyserats. Resultatet tyder på att eleverna inte alltid är medvetna om sin egen läsutvecklingsprocess och att betydelsen av bilder inte anses så stor bland eleverna. Noterbart är att många av dem använde sig av bilderna för att få den information de behövde för att svara på frågorna. De som läser annat än böcker hemma anser sig inte läsa, även om det innebär att avläsa information och meddelanden. Det vidgade textbegreppet, som innebär att text också innefattar budskap som medieras på annat sätt än genom det skrivna ordet, verkar obekant för eleverna. Det märks att det är av betydelse för deras läsförståelse bland de elever som läser mycket hemma.
47
Palmer, Gillian. "Recreational reading : a case study of recreational reading habits of some primary school pupils and the role of the teacher-librarian in intervention strategies." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13398.
Full textAbstract:
Bibliography: leaves 101-107.An interest in the topic of recreational reading was prompted by the observations and experience of the researcher. The study that followed was intended to confirm or refute the theory of the decline of reading. A perceived decline in reading has concerned teachers and librarians and strategies have been devised to reverse this trend. The strategies used by the researcher were adopted and adapted to meet the pupils' recreational reading needs. Methods that were likely to reverse the trend in the decline of reading were used with the expectation that the reading programme would affect reading behaviour and that pupils would be encouraged to read for pleasure. The case study method which included both a questionnaire and discussion with the pupils was used. Studies of this kind are scarce and out-dated, but this investigation has been of value to the pupils, teachers and the researcher as teacher-librarian, for all have benefitted from the stimulating and interesting input from the interventive strategies. A number of the results proved to be unforeseen, such as a decline in recreational reading generally throughout the group, and also the children's perception of the short amount of time they spend viewing television. These were contrary to the findings of all previous studies and should be treated with circumspection. The role of the school library and the teacher-librarian are essential in schools today as they are of great benefit to the whole school community. The study has proved without a doubt that availability of reading resources and guidance to the pupils in making stimulating and interesting choices should be the aim of all concerned with children's reading so that their needs can be met and the reading habit fostered.
48
Jhusey, Luján Maricielo Sofía, Pérez Ximena Alejandra Rodríguez, Rincon José Eduardo Ruiz, Ramos José Adrián Torres, and Ojeda Pierina Aracelli Valdivia. "FABU KIDS." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652749.
Full textAbstract:
El presente proyecto fue elaborado debido a que identificamos un problema grave en los estudiantes de primaria. Los resultados de la última Evaluación Censal de Estudiantes (ECE) llevada a cabo a fines del 2018 no fueron nada alentadores, ya que la mitad de niños de primaria no comprendía lo que leía.
Fabu Kids es una plataforma web que promueve el hábito de lectura en niños y jóvenes a través de recursos didácticos, divertidos y personalizados para hacer del proceso de lectura una experiencia única. De esta manera, crear en ellos un gusto por la lectura a través de pruebas que no resulten tediosas o aburridas, sino que le ofrezcan un momento de diversión que a su vez les deje una lección.
El canal que usaremos es un aplicativo móvil fácil de usar, este servicio incluirá niveles de dificultad de acuerdo con la edad de los niños y su avance las lecturas. Además, conforme van superando los niveles, la experiencia se convertirá de forma sutil de algo más cercano a un juego a una pequeña librería personal para el usuario, con cada vez menos dinámicas visuales pero una mayor calidad y profundidad en las lecturas que impulse en cierta medida la preferencia del usuario de los medios escritos sobre los audiovisuales.
La principal fuente de ingreso será la suscripción del servicio Premium de Fabu Kids, que otorgará mayor contenido a los usuarios y vales en centros de entretenimiento.This project was prepared because we identified a serious problem in elementary students. The results of the last Student Census Evaluation (ECE) carried out at the end of 2018 were not encouraging, since half of primary school children did not understand what they were reading. Fabu Kids is a web platform that promotes the reading habit in children and young people through educational, fun and personalized resources to make the reading process a unique experience. In this way, create in them a taste for reading through tests that are not tedious or boring, but offer them a moment of fun that in turn leaves them a lesson. The channel that we will use is an easy to use mobile application, this service will include levels of difficulty according to the age of the children and their reading progress. In addition, as levels are passed, the experience will subtly convert from something closer to a game to a small personal user library, with less and less visual dynamics but a greater quality and depth in the readings that drives a certain Measure the preference of the user of written media over audiovisual media. The main source of income will be the subscription to the Fabu Kids Premium service, which will grant more content to users and vouchers in entertainment centers.
Trabajo de investigación
49
Anica, Ana Sofia Borralho. "Hábitos de leitura dos utilizadores da Biblioteca Municipal de Estremoz." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15489.
Full textAbstract:
Nesta sociedade da informação em que se vive actualmente, a leitura ocupa um papel
de destaque na vida das pessoas. Mas, apesar da função desempenhada pela leitura, são
muitos os estudos, nacionais e europeus, que chegam à conclusão que os hábitos de
leitura dos portugueses são praticamente inexistentes.
Este estudo baseou-se num estágio realizado na Biblioteca Municipal de Estremoz,
que ocorreu de 28 de Fevereiro a 23 de Maio de 2011, e que permitiu uma observação
directa das actividades realizadas pelos utilizadores da instituição, o que contribuiu para
uma conclusão mais completa. Ao longo do estudo pretende-se alcançar os seguintes
objectivos: traçar o perfil dos utilizadores da Biblioteca Municipal de Estremoz;
verificar o uso que os utilizadores fazem do espaço que têm à disposição, e quais as
actividades mais praticadas pelos mesmos; identificar o tipo de actividades realizadas
pela Biblioteca; analisar o número de empréstimos domiciliários efectuado pela
instituição; analisar os hábitos de leitura dos utilizadores da Biblioteca; e, por fim,
identificar a época do ano em que a Biblioteca tem mais movimento. A metodologia
utilizada é predominantemente qualitativa, com algumas características de estudo de
caso, onde foram combinados métodos qualitativos e quantitativos.
Ao longo do estudo foi possível constatar que a esmagadora maioria dos utilizadores
da Biblioteca Municipal de Estremoz não têm hábitos de leitura regulares. Foi possível
também constatar-se que a população do concelho de Estremoz parece alheia à
existência da instituição, não lhe dando grande importância. Tal pode dever-se ao facto
de a Biblioteca realizar poucas actividades para os adultos e idosos; ABSTRACT:In information society in which we live today, reading occupies a prominent role in
people's lives. But despite the role played by reading, there are many studies, national
and European, who come to the conclusion that the reading habits of the Portuguese are
almost nonexistent.
This study was based on a stage made of Estremoz in the Municipal Library, which
took place from 28 February to 23 May 2011, which allowed a direct observation of
activities undertaken by users of the institution, which contributed to a more complete
conclusion. Throughout the study aims to achieve the following objectives: to profile
the users of the Library of Estremoz, verify that users make use of the space they have
available, and what the most popular activities for them; identify the type of activities
undertaken by the Library, to analyze the number of loans made by home-based
institution; analyze the reading habits of library users, and, finally, identify the time of
the year in which the Library has more movement. The methodology is largely
qualitative, with some characteristics of a case study, which were combined qualitative
and quantitative methods.
Throughout the study, we determined that the overwhelming majority of users of the
Library of Estremoz have regular reading habits. It can also be seen that the population
of the municipality of Estremoz seems oblivious to the existence of the institution, not
giving great importance. This may be due to the fact that the Library takes place a few
activities for adults and the elderly.
50
Särnholm, Eva. "Förutsättningar för undervisning och lärande : Fyra litteraturläsare i årskurs nio och sju år senare." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10917.
Full textAbstract:
Abstract This study is based on my work as a secondary school teacher of literature and the Swedish language and rooted in my interest in developing knowledge about the importance of teaching literature in order to both cultivate young people’s reading habits and their view of themselves as readers. The more concrete purpose of this study is to examine a reading project that focuses on theories of literary perception and teaching literature. I examine four pupils who, in 2003, participated in the reading project as readers and compare this description with their view of themselves as readers seven years later. I complete the study by examining how they discuss reading and the teaching of literature. The method is qualitative and the empirics include materiel collected in two different time periods: first in 2003, in a class I taught in a secondary school; and second in 2010, when I examined four of the former pupils who participated in the project from 2003. The material contains documentation of the reading project, teacher’s notes and observations during the reading project, transcribed recordings of interviews, the pupils’ written reading logs and written inquiries about reading habits. The study shows a variety in literary perception among the pupils and attitudes towards reading. The study also shows that enlightened teaching can contribute to pupils’ motivation to read literature. One of the didactic challenges concerning these findings is that the teacher — before planning and executing the lesson — should be aware of the pupils’ reading habits and attitudes towards reading in order to be able to adjust the teaching process to the pupils’ conditions. The teacher should also be aware of the societal context of which pupils are a part and try to integrate the use of media other than literature. Finally, the teacher should be both skillful at utilizing different literature teaching methods and at choosing literature.