Relevant bibliographies by topics / Reading materials

Contents

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

Academic literature on the topic 'Reading materials'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Reading materials"

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Shohet, Lauren. "Reading Dark Materials." International Journal of the Book 8, no. 4 (2011): 129–34. http://dx.doi.org/10.18848/1447-9516/cgp/v08i04/36909.

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Kurniawan, Heri. "Global materials versus local materials for students’ reading comprehension: a library research." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 49. http://dx.doi.org/10.26418/jeltim.v2i1.32831.

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This study scientifically aimed to investigate whether or not local materials influences reading comprehension towards students in general instructional settings, compared to global materials. The researcher conducted the study by collecting 20 empirical research articles from 2009 till 2018 through computer searches from the database and through book readings, related to global and local materials and experimental studies for investigating the effectiveness between the global and the local materials towards learner's reading comprehension. As soon as the researcher gathered the articles, the articles were then analyzed and synthesized into data results and discussion related to the theories. The researcher also consulted data result and consultation with the experts of the English Language Teaching Materials. The result had synthetically shown that the local materials, integrated local culture content inside were more active compared by the global materials for reading comprehension because of students' background knowledge of their local cultural familiarity in the target language materials. It also emphasized the strong influence of the usage of it for students' reading comprehension improvement.
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Kemp, Glin. "Reading across the curriculum: matching reading skills to reading materials." Support for Learning 1, no. 1 (February 1986): 7–12. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00209.x.

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Labinska, B. I., N. M. Vyspinska, T. P. Koropatnitska, and D. V. Paranyuk. "STRATEGIES AND CRITERIA FOR FOREIGN LANGUAGE READING MATERIALS SELECTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 165–72. http://dx.doi.org/10.32342/2522-4115-2022-1-23-20.

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Reading is of great importance for the modern educational process, as it opens access to leading sources of information, expands people’s outlook, etc. Naturally, reading as a communicative skill and a means of communication is always used at the FL classes. However, the foreign language competence of most Ukrainian teachers remains insufficient. The purpose of the article is to single out the strategies and criteria for selecting the educational material to improve the level of teachers’ foreign language competence in reading. Thus, the current study presents the criteria for selecting the foreign language texts for reading in a due regard to educational, psycholinguistic, linguistic, technical, socio-cultural aspects, with an appropriate set of options for each of them. The strategies of selecting foreign language texts, offered in this research, are relevant to the current tendencies prevailing in the formation of foreign language competence in reading. They include focusing on the topic envisaged by the curriculum and the objectives of the FL class; fixing linguistic, speech, sociocultural aspects that are necessary for the class; applying different ways of highlighting / marking the lexical units and grammar structures; enlarging fonts; providing audio support for students with special educational needs (visually impaired students). The developed strategies and criteria suggest that students with special educational needs should also be able to use the texts. With the aim of determining the level of Ukrainian teachers’ foreign language competence in reading, a survey was conducted, which has enabled the authors to вуеукьштуt the peculiarities of teachers’ work with foreign texts, the lack of foreign texts that contain topics on various literary genres and reveal a sociocultural component. Eventually, the article offers certain approaches to the adaptation of foreign texts in terms of the learning objectives and students’ communicative needs. The srrategies and criteria, developed and proposed in this study, are a significant extension of the already existing tools that take into account new challenges in modern methods of foreign languages teaching. The prospective areas of further research are the study of the reading materials search engines and their effect on teachers’ foreign language competence in reading.
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Jiménez Arias, Ivannia. "Selecting Reading Materials Wisely." LETRAS, no. 41 (January 30, 2007): 131–51. http://dx.doi.org/10.15359/rl.1-41.7.

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Se analizan criterios por tenerse en cuenta en la selección de materiales para el desarrollo de la comprensión de lectura en una segunda lengua. Se propone una alternativa para elegir textos. La exploración de estos aspectos resulta muy útil en los cursos de comprensión de lectura al tenerse al estudiante como punto de partida.An analysis is carried out on criteria for selecting materials for the development of reading comprehension in a second language. A proposal for selecting reading texts is described. This approach is very useful in reading comprehension courses because it is student-centered.
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Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.

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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.
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Gulnara, Abdullayeva. "USING AUTHENTIC MATERIALS TO DEVELOP STUDENTS’ CRITICAL READING ABILITY." International Journal Of Literature And Languages 4, no. 6 (June 1, 2024): 7–11. http://dx.doi.org/10.37547/ijll/volume04issue06-02.

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This article uncovers the potential of authentic materials, such as real-world texts, materials and resources, in developing students' critical reading abilities. It argues that traditional textbook-based approaches often fail to engage students in meaningful ways and lack the complexity and relevance required for fostering critical thinking skills. The article examines specificstrategies for incorporating authentic materials into the classroom, highlighting their effectiveness in motivating students, promoting deeper understanding of content, and developing essential critical reading skills such as analysis, evaluation, and synthesis. The benefits of using authentic materials for various subject areas and age groups are discussed, alongside practical tips and resources for educators.
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Akmal, Saiful, Ikhwanna Dhivah, and Mulia Mulia. "Investigating students’ interest on reading journal articles: Materials, reasons and strategies." Studies in English Language and Education 7, no. 1 (March 2, 2020): 194–208. http://dx.doi.org/10.24815/siele.v7i1.15358.

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This article investigates students’ reading materials, reasons for reading journal articles, and strategies in handling its difficulties. The data was collected by the use of qualitative method with structured interview. A number of eight students were purposely selected as the participants of this study, each representing eight different units studying in the seventh semester at a university in Banda Aceh, Indonesia. In analyzing the data, this research employed the qualitative descriptive analysis of data organization, data examination and data explanation. The findings showed that the favorite reading materials for students are website articles and social media captions, followed by non-fiction readings and newspapers. It is also found that preparing assignment is the utmost popular reason for reading journal articles for the students. Students also said that looking up in dictionary, internet surfing, consulting friends and lecturers, more practices, predicting the meaning of the words, and partial reading were some strategies they used to tackle the problems of reading journal articles. The implication of this study can be of actual practice to the academic reading course and curriculum and material development, especially for future improvement on students’ reading performance and proficiency.
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Murakami, Kazue. "“Yomi” (readings) in bibliographic data for materials in Japanese." JLIS.it 13, no. 2 (May 5, 2022): 113–27. http://dx.doi.org/10.36253/jlis.it-450.

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In bibliographic and authority data of materials in Japanese, it is necessary to represent kanji (Chinese characters) and its reading as a pair. Readings, called “yomi” in Japanese, are represented in katakana or the alphabet (romanization form). The readings in Japanese language have many variations depending on the context, so Japanese bibliographic information needs to provide both kanji and its reading as a pair to avoid misunderstandings.The JAPAN/MARC is a machine readable version of the Japanese National Bibliography and provides sets of kanji, katakana-yomi and romaji-yomi (romanization form) of bibliographic and authority data. This paper introduces how readings of bibliographic and authority data in Japanese have been expressed and handled mainly in JAPAN/MARC, compared with international standards.
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Amalia, Novika. "Extended reading: college students’ attitudes In selecting reading materials." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 25. http://dx.doi.org/10.26418/jeltim.v2i1.37231.

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Appraising the trend that students are welcomed to independently make their own choices in learning, this study investigated college students’ preferences and considerations on self-chosen materials for extended reading (ER). A survey was conducted on 32 college students majoring in ELT who has taken reading courses. The survey consisted of ten questions, all related to their preferences and considerations in choosing the materials to read for ER activities. The results extracted led to the conclusions that authentic materials are more favorable over graded readers, and the difficulty level of the text considered as the foremost priority. Interested researchers are apprised to conduct an experiment that allows better and deeper analysis to gain insights on providing materials for ER in the EFL contexts for the students to select by themselves.
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Dissertations / Theses on the topic "Reading materials"

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Kiefer, Marvin R. "An ESP Reading Course: Methods and Materials." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1708.

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Thesis (M.A.)--Indiana University, 2008.
Title from screen (viewed on August 27, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Aye Nu E. Duerksen, Honnor Orlando. Includes vita. Includes bibliographical references (leaves 68-70).
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Rupsingh, Shahidah Ishmael. "Understanding first-grade teachers' use of materials for reading instruction /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.

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This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation.

Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation’s AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval.

Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading.

The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.

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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.

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Adler, Kajsa, and Rebecca Ljundahl. "How does text design affect reading comprehension of learning materials?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41021.

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All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.
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Champley, Jill Leslie Scherz Julie. "An analysis of reading materials and strategies used by older adults." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Thesis (Ph.D.)--Wichita State University, College of Education.
"May 2005." Title from PDF title page (viewed on August 21, 2006). UMI number: AAT3189237 Thesis adviser: Julie Scherz. Includes bibliographic references (leaves 61-68).
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Lonsdale, Maria dos Santos. "Effects of the typographic layout of reading examination materials on performance." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428297.

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McCormick, Floyd G., David E. Cox, and Glen M. Miller. "Effectiveness of Instructional Materials Altered for Students with Varying Reading Abilities." College of Agriculture, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/607099.

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Jones, Danielle N. "Selecting And Utilizing Recreational Reading Materials For The Middle School Classroom." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237835249.

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Guns, Christine. "A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2893.

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Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.
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Books on the topic "Reading materials"

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Library, University of Warwick, ed. [Reading recovery materials]. Coventry: University of Warwick, Westwood Library, 1993.

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National Conference on the General Practitioner (1986 Saint Louis, Mo.). Advance reading materials. [Chicago, Ill.]: The Association, 1994.

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Library of Congress. National Library Service for the Blind and Physically Handicapped., ed. Sources of braille reading materials. Washington, DC: National Library Service for the Blind and Physically Handicapped, Library of Congress, 1996.

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Radomski, Harry B. Insurance law: Supplementary reading materials. [Toronto: Faculty of Law, University of Toronto, 1994.

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Redmond, Linda. Sources of braille reading materials. Washington, D.C: National Library Service for the Blind and Physically Handicapped, the Library of Congress, 1986.

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University of Toronto. Faculty of Law, ed. Applied corporate law: Reading materials. 2nd ed. Toronto]: Faculty of Law, University of Toronto, 2009.

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Foresman, Pearson/Scott, ed. Pearson reading street: [program materials]. Glenview, Ill: Pearson, 2010.

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Library of Congress. National Library Service for the Blind and Physically Handicapped, ed. Sources of braille reading materials. Washington, D.C: National Library Service for the Blind and Physically Handicapped, the Library of Congress, 1986.

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Linda, Redmond, and Library of Congress. National Library Service for the Blind and Physically Handicapped, eds. Reading materials in large type. Washington, D.C: Library of Congress, National Library Service for the Blind and Physically Handicapped, 1987.

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Haug, Christine, Franziska Mayer, and Madleen Podewski, eds. Popular Judaism. Media, Debates, Reading Materials. Berlin, New York: Walter de Gruyter – Max Niemeyer Verlag, 2009. http://dx.doi.org/10.1515/9783484971042.

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Book chapters on the topic "Reading materials"

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Cao, Longbing, Chengqi Zhang, Philip S. Yu, and Yanchang Zhao. "Reading Materials." In Domain Driven Data Mining, 221–23. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-5737-5_12.

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Saraceni, Claudia. "Materials for developing reading skills." In The Routledge Handbook of Materials Development for Language Teaching, 233–43. London: Routledge, 2022. http://dx.doi.org/10.4324/b22783-20.

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Mukundan, Jayakaran, Abdolvahed Zarifi, and Seyed Ali Rezvani Kalajahi. "Developing Reading Materials for ESL Learners." In Issues in Materials Development, 65–73. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-432-9_6.

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Dent, Benjamin, and Ray Collins. "Further reading and biographies." In A manual for agribusiness value chain analysis in developing countries, 104–8. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789249361.0004.

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Abstract This section provides reading materials and biographies of people of started using the Value Chain Thinking approach. The researchers encourage the readers to make use of the available materials listed in this section.
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Zakaria, Dadang Sunendar, and Vismaia Sabariah Damaianti. "Cultural Literacy-Based Reading Materials for Elementary School Students." In Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021), 150–57. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-21-3_17.

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Ward, Natalia, Nora Vines, and Rachael Gabriel. "Early Reading Instruction: Politics and Myths About Materials and Methods." In How Education Policy Shapes Literacy Instruction, 89–119. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08510-9_4.

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Dederichs, Natalie. "4. Reading Matters, Material Readings." In Atmosfears: The Uncanny Climate of Contemporary Ecofiction, 157–200. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839465875-005.

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Qiu, Wangjian, Qiang Wang, and Yan Shi. "Optimization of Chinese Reproduction on Mobile Terminal Based on Reading Experience." In Advanced Graphic Communications, Packaging Technology and Materials, 387–94. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0072-0_50.

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Olsen, Redell. "Reading and Writing Through Found Materials: From Modernism to Contemporary Practice." In Teaching Modernist Poetry, 140–57. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230289536_9.

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Priyatni, E. T., A. R. As’ari, Nurchasanah, and Suharyadi. "The development of instructional materials for reading literacy using the WISE approach." In Community Empowerment through Research, Innovation and Open Access, 53–58. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003189206-11.

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Conference papers on the topic "Reading materials"

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Laserko, V. A., and I. F. Maximova. "SMART MATERIALS." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-227-235.

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Heilman, Michael, Le Zhao, Juan Pino, and Maxine Eskenazi. "Retrieval of reading materials for vocabulary and reading practice." In the Third Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1631836.1631846.

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Atmazaki, Atmazaki. "Developing Context-Based Reading Materials." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.1.

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Rahmi, Winda, Atmazaki Atmazaki, and Ermanto Ermanto. "Development of Context-Based Reading Materials." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.34.

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Putri, Delsy Arma, Atmazaki Atmazaki, and Ermanto Ermanto. "Development of CTL-Based Reading Materials." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.44.

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Sukmawan, S., and L. Setyowati. "Authentic Reading Materials in Storybirds for Reading to Write: The Students‘ Voices." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284954.

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Dania, Rahma, and Annisha Dyuli Adha. "Students’ Strategies in Reading Online Authentic Materials." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.028.

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Utiyama, Masao, Midori Tanimura, and Hitoshi Isahara. "Organizing English reading materials for vocabulary learning." In the ACL 2005. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1225753.1225783.

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Utami, Elva, and Lisa Rakhmanina. "Developing Reading Materials Based on Local Wisdom." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.028.

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Kotov, Vladimir B. "Reading of temporal image trains in clarifying materials." In Optical Information Science and Technology, edited by Andrei L. Mikaelian. SPIE, 1998. http://dx.doi.org/10.1117/12.304930.

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Reports on the topic "Reading materials"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Lynk, John. PR-610-163756-WEB Material Strength Verification. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2019. http://dx.doi.org/10.55274/r0011573.

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DATE: Tuesday, April 30, 2019 TIME: 11:00 a.m. ET CLICK THE DOWNLOAD/BUY BUTTON TO ACCESS THE WEBINAR REGISTRATION LINK Join the PRCI Integrity and Inspection technical committee for a pipeline operator driven discussion regarding PRCI research related to non-destructive technologies for the purpose of pipe material verification and how operators have applied this research in the field. This webinar will include; research project overview, operator case studies and analysis of current technology gaps. Panelists: Mark Piazza, Manager Pipeline Compliance and R and D, Colonial Pipeline Company Mike Kern, Director of Gas Transmission Engineering, National Grid Oliver Burkinshaw, Senior Materials Engineer, ROSEN Simon Bellemare, Founder and CEO of Massachusetts Materials Technologies John Lynk, Program Manager, Integrity and Inspection and Subsea Technical Committees, PRCI Expected Benefits/Learning Outcomes: - In-ditch non-destructive evaluation for material yield strength that has been utilized on in-service lines to confirm incomplete records of pipe grades and/or to evaluate acquired assets - How the data has been utilized to collect opportunistic data as part of external corrosion direct assessments to provide a basis for maximum allowable operating pressure, as well as prioritizing and setting criteria for further inspection and potential capital projects. - The ability to differentiate specific manufacturing processes, such as low frequency and high frequency electro-resistance welded longitudinal seams, have been successfully applied on a number of pipeline integrity projects - Enhancement of inline inspection technologies combined with verification digs have demonstrated the potential to apply pipe joint specific strength data in fitness-for-service, as opposed to lower minimum values set by pipe grade or by nominal conservative assumptions. Who should attend: - Pipeline integrity engineers, specialists and management - Pipe materials specialists Recommended pre-reading: PR-610-163756-R01 Hardness Stength and Ductility (HSD) Testing of Line Pipes Initial Validation Testing Phase I PR-335-173816-MV Validation of insitu Methods for Material Property Determination CLICK THE DOWNLOAD/BUY BUTTON TO ACCESS THE WEBINAR REGISTRATION LINK Not able to attend? Register anyway to automatically receive a link to the webinar recording to view on-demand at your convenience.
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Van Hemelrijck, Adinda. Resilience in Bangladesh: Impact Evaluation of the Promoting Sustainable Building in Bangladesh (PSBiB) Project. Oxfam GB, January 2020. http://dx.doi.org/10.21201/2020.5617.

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The ‘Promoting Sustainable Building in Bangladesh’ (PSBiB) project was implemented together with 3 partner organizations between 2016 and 2019. It aimed to reduce the negative impacts of the construction and house building industry in Bangladesh on the environment, livelihoods and communities, by enabling a transition from unsustainable Traditional Bricks (TB) to sustainable Alternative Building Blocks (AB). This Effectiveness Review examines the effectiveness and relevance of the PSBiB project, with a focus on policy changes and contributions to strengthening the country’s resilience. It adopted the Participatory Impact Assessment and Learning Approach (PIALA) as well as Contribution Tracing. The results provide evidence that the project’s strategies and interventions were significant and relevant in achieving the necessary changes in policies and legislation for promoting sustainable building materials and halting the extraction of topsoil from fertile land and protected areas. The evaluation also investigates the project’s contributions to triggering the market and to the capacities of resilience. Find out more by reading the full report now.
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Tovey, Sylvia. The Use of Telegraphic Reading Material by Aphasic Patients. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2499.

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6

Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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7

Kennedy, Alan, Jonathon Brame, Taylor Rycroft, Matthew Wood, Valerie Zemba, Charles Weiss, Matthew Hull, Cary Hill, Charles Geraci, and Igor Linkov. A definition and categorization system for advanced materials : the foundation for risk-informed environmental health and safety testing. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41803.

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Novel materials with unique or enhanced properties relative to conventional materials are being developed at an increasing rate. These materials are often referred to as advanced materials (AdMs) and they enable technological innovations that can benefit society. Despite their benefits, however, the unique characteristics of many AdMs, including many nanomaterials, are poorly understood and may pose environmental safety and occupational health (ESOH) risks that are not readily determined by traditional risk assessment methods. To assess these risks while keeping up with the pace of development, technology developers and risk assessors frequently employ risk-screening methods that depend on a clear definition for the materials that are to be assessed (e.g., engineered nanomaterial) as well as a method for binning materials into categories for ESOH risk prioritization. In this study, we aim to establish a practitioner-driven definition for AdMs and a practitioner-validated framework for categorizing AdMs into conceptual groupings based on material characteristics. The definition and categorization framework established here serve as a first step in determining if and when there is a need for specific ESOH and regulatory screening for an AdM as well as the type and extent of risk-related information that should be collected or generated for AdMs and AdM-enabled technologies.
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Garcia, Lyan, James Rowland, and Jeb Tingle. Evaluation of geocell-reinforced backfill for airfield pavement repair. Engineer Research and Development Center (U.S.), December 2021. http://dx.doi.org/10.21079/11681/42550.

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After an airfield has been attacked, temporary airfield pavement repairs should be accomplished quickly to restore flight operations. Often, the repairs are made with inadequate materials and insufficient manpower due to limited available resources. Legacy airfield damage repair (ADR) methods for repairing bomb damage consist of using bomb damage debris to fill the crater, followed by placement of crushed stone or rapid-setting flowable fill backfill with a foreign object debris (FOD) cover. While these backfill methods have provided successful results, they are heavily dependent on specific material and equipment resources that are not always readily available. Under emergency conditions, it is desirable to reduce the logistical burden while providing a suitable repair, especially in areas with weak subgrades. Geocells are cellular confinement systems of interconnected cells that can be used to reinforce geotechnical materials. The primary benefit of geocells is that lower quality backfill materials can be used instead of crushed stone to provide a temporary repair. This report summarizes a series of laboratory and field experiments performed to evaluate different geocell materials and geometries in combinations with a variety of soils to verify their effectiveness at supporting heavy aircraft loads. Results provide specific recommendations for using geocell technology for backfill reinforcement for emergency airfield repairs.
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Barnes, Eftihia, Jennifer Jefcoat, Erik Alberts, Hannah Peel, L. Mimum, J, Buchanan, Xin Guan, et al. Synthesis and characterization of biological nanomaterial/poly(vinylidene fluoride) composites. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42132.

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The properties of composite materials are strongly influenced by both the physical and chemical properties of their individual constituents, as well as the interactions between them. For nanocomposites, the incorporation of nano-sized dopants inside a host material matrix can lead to significant improvements in mechanical strength, toughness, thermal or electrical conductivity, etc. In this work, the effect of cellulose nanofibrils on the structure and mechanical properties of cellulose nanofibril poly(vinylidene fluoride) (PVDF) composite films was investigated. Cellulose is one of the most abundant organic polymers with superior mechanical properties and readily functionalized surfaces. Under the current processing conditions, cellulose nanofibrils, as-received and 2,2,6,6-tetramethylpiperidine-1-oxyl radical (TEMPO) oxidized, alter the crystallinity and mechanical properties of the composite films while not inducing a crystalline phase transformation on the 𝛾 phase PVDF composites. Composite films obtained from hydrated cellulose nanofibrils remain in a majority 𝛾 phase, but also exhibit a small, yet detectable fraction of 𝛼 and ß PVDF phases.
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Brockmeier, Martina. A Graphical Exposition of the GTAP Model. GTAP Technical Paper, September 2000. http://dx.doi.org/10.21642/gtap.tp08.

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This paper offers a graphical exposition of the GTAP model of global trade. Particular emphasis is placed on the accounting, or equilibrium, relationships in the model. It begins with a treatment of the a one region version of GTAP, thereafter adding a rest of world region to highlight the treatment of trade flows in the model. The implementation of policy instruments in GTAP is also explored, using simple supply-demand graphics. The material provided in this paper was first developed as an introduction to GTAP for participants taking the annual short course. Based on its success in that venue, this paper has been placed on the "highly recommended" reading list for individuals seeking an introduction and overview of the GTAP framework. This paper offers a graphical exposition of the GTAP model of global trade. Particular emphasis is placed on the accounting, or equilibrium, relationships in the model. It begins with a treatment of the a one region version of GTAP, thereafter adding a rest of world region to highlight the treatment of trade flows in the model. The implementation of policy instruments in GTAP is also explored, using simple supply-demand graphics. The material provided in this paper was first developed as an introduction to GTAP for participants taking the annual short course. Based on its success in that venue, this paper has been placed on the highly recommended reading list for individuals seeking an introduction and overview of the GTAP framework.
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