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Relevant bibliographies by topics / Reading preferences

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Academic literature on the topic 'Reading preferences'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Reading preferences"

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Azkia, Irena Azka, Mansyur Srisudarso, and Sumarta Sumarta. "Exploring EFL Students’ Preferences in Extensive Reading." INTERACTION: Jurnal Pendidikan Bahasa 8, no. 2 (October 5, 2021): 303–15. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i2.1455.

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In the context of teaching language, a suitable teaching approach in the classroom affects teaching reading to language learners to be successful. The extensive reading can be used as an alternative approach to teach reading which provides many advantages for language learners specially to foster their reading skills. Many researchers have been conducted the extensive reading study, however, the majority of existing studies about the solution to teach language using extensive reading does not appear to be helpful to find students’ preference from the component of extensive reading. Therefore, this present qualitative study attempts to explore students’ preferences in the component of extensive reading. The findings present that the highest students' preference from the component of extensive reading is easy reading. Meanwhile, the smallest students’ preference from the component of extensive reading is about teacher orientation & guide. A future researcher is suggested to study extensive reading in other aspects besides exploring students' preference to increase the quality of next extensive reading implication to be better.

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Bouchamma, Yamina, Vincent Poulin, Marc Basque, and Catherine Ruel. "Impact of Students’ Reading Preferences on Reading Achievement." Creative Education 04, no. 08 (2013): 484–91. http://dx.doi.org/10.4236/ce.2013.48070.

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Parodi, Giovanni, Tomás Moreno-de-León, Cristóbal Julio, and Gina Burdiles. "Google or Gutenberg Generation: Chilean university students’ reading habits and reading purposes." Comunicar 27, no. 58 (January 1, 2019): 85–94. http://dx.doi.org/10.3916/c58-2019-08.

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It has always been in the public interest to know the reading habits of readers of various ages and levels of schooling, as well as their opinions with regard to the consumption of reading materials. Lately, researchers have given increased attention to digital texts. Although progress on these topics has been made as reported in published research, there is yet incomplete information regarding readers’ habits and opinions at university and professional levels. This study describes the self-reported habits of university students belonging to two disciplinary domains (Human Sciences and Economic and Business Sciences) regarding reading on paper or on digital media for three purposes: academic, entertainment, and information seeking. The results reveal that the readers’ preferences vary according to the three purposes. These readers reported using different media but had a clear preference for paper; they also reported distinguishing between cognitive processes (memory, comprehension, and learning), with the discipline to which they belonged having no radical effect on their preferences. All of this leads us to conclude that currently there exists a generation in transition, a ‘Gutenberg-Google’ generation, which still recognizes the relevance of paper, in particular for academic purposes. Conocer los hábitos de lectura de sujetos de diversas edades y niveles de escolarización, así como su opinión respecto del consumo de materiales de lectura, ha estado siempre en el interés público. En los últimos tiempos, mayor énfasis se ha puesto en los textos digitales. Si bien se ha avanzado en la investigación en estas áreas, aun es parcial la información a nivel universitario y profesional. En este estudio se describen los hábitos declarados por estudiantes universitarios de dos áreas disciplinares (ciencias humanas y ciencias económicas y administrativas) respecto de lectura en formato papel y en digital en virtud de tres propósitos: académico, entretenimiento y búsqueda de información. Para ello, se diseñó y aplicó una encuesta a una muestra de 894 estudiantes en dos universidades chilenas y en cinco carreras. Los resultados revelan que los lectores muestran variación en sus preferencias de lectura según los tres propósitos. En otras palabras, estos lectores declaran emplear soportes diferentes, pero con una clara tendencia a preferir mayoritariamente el sustrato papel, y distinguir procesos cognitivos diversos (memoria, comprensión y aprendizaje), sin que el área disciplinar de procedencia incida de modo radical en sus preferencias. Todo ello, en general, nos lleva a concluir que en la actualidad existe una generación en transición «Gutenberg-Google», la cual aún reconoce y otorga alta relevancia al soporte papel, en particular frente a propósitos académicos.

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Priajana, Nana. "STUDENT TEACHERS’ READING HABITS AND PREFERENCES." Journal on English as a Foreign Language 3, no. 2 (December 25, 2015): 71. http://dx.doi.org/10.23971/jefl.v3i2.65.

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Aydın, Gülnur, and Bilge Bağcı Ayrancı. "Reading Preferences of Middle School Students." World Journal of Education 8, no. 2 (April 17, 2018): 127. http://dx.doi.org/10.5430/wje.v8n2p127.

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Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.

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Delin, Catherine R., Peter S. Delin, and Laura Cram. "Patterns and preferences in recreational reading." Australian Library Journal 44, no. 3 (January 1995): 119–31. http://dx.doi.org/10.1080/00049670.1995.10755713.

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Treiman, Rebecca, and Zainab Allaith. "Do reading habits influence aesthetic preferences?" Reading and Writing 26, no. 8 (January 5, 2013): 1381–86. http://dx.doi.org/10.1007/s11145-012-9424-1.

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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.

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Graham, Norris A., and John R. Kershner. "Reading Styles in Children with Dyslexia: A Neuropsychological Evaluation of Modality Preference on the Reading Style Inventory." Learning Disability Quarterly 19, no. 4 (November 1996): 233–40. http://dx.doi.org/10.2307/1511209.

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This study assessed the neuropsychological validity of the modality preference measures from the Reading Style Inventory (RSI), an instrument that claims to measure left-hemisphere (analytic, sequential, auditory) and right-hemisphere (holistic, simultaneous, visual) reading styles. Older fluent readers (age-matched to the children with disabilities) rated their reading styles more strongly auditory and visual than nondisabled beginning readers (reading-level-matched to the children with disabilities) and children with dyslexia. Compared to both control groups, the dyslexia group was unique in failing to demonstrate a high incidence of children with strong preferences in either modality. RSI ratings were unrelated to dichotic listening and, by inference, not related to the relative activation of the cerebral hemispheres in linguistic processing. RSI performance was also unrelated to reading comprehension, word recognition, word attack, and verbal/performance IQ. The results do not support the underlying biological rationale of the RSI or its claims to accurately profile nondisabled novice readers and children with dyslexia in terms of their cerebral hemispheric preferences. However, the results do suggest the potential usefulness of the RSI in educational contexts.

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Anggraini, Anggraini, and Siti Wahyu P. "THE EFFECT OF GENDER ON GENRE PREFERENCES AND READING ACHIEVEMENT TO NINTH GRADE STUDENTS’ OF JUNIOR HIGH SCHOOL." MEDIA BINA ILMIAH 14, no. 4 (November 7, 2019): 2493. http://dx.doi.org/10.33758/mbi.v14i4.360.

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This study aims to identify the effects of gender on genre preferences (narrative, recount, descriptive, report and procedure) and reading achievement, and also to analyze the correlation between genre preference and reading achievement. The sample of this study was 30 students of Junior High School 15 Mataram. To gather the data, a closed questionnaire was given to collect students’ genre preferences; reading test was given to get students’ score in reading; and the open questionnaire was given to collect the factors that affect students’ reading interest and achievement. The data were analyzed by using Regression analysis test. The result of the analysis indicates that there is significant effect of gender on genre preference. It is evidenced by the result of f-test and t-test, where the value of fcount is higher than ftable (4.435 > 3.354) and the value of tcount is higher than ttable (2.106>1.699). Meanwhile, there is no significant effect of gender on students’ reading achievement. It is evidenced by the result of f-test and t-test. The value of fcount is lower than ftable (0.000<3.354) and the value of the tcount is lower than ttable (0.57 < 1.699). Furthermore, the result of Partial Correlation showed that there is no significant correlation between genre preference and reading achievement. It proofed by the result of probability value that higher than significant level (0.232 > 0.05) and the result of reading test presents that both genders were fail on genre that they prefer in.

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Dissertations / Theses on the topic "Reading preferences"

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Millard, Elaine. "Differently literate : an enquiry into the cultural and social factors that influence the differences between boys' and girls' positioning within the school language curriculum, with a particular focus on the attitudes and reading preferences of boys." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387758.

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Rasana, Nomakhosazana Hazel. "The reading preferences of grade 11 ESL learners in Grahamstown." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003604.

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This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.

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Preston, Julie L. "Progressive Addition Spectacle Lenses: Design Preferences and Head Movements while Reading." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218650262.

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Eastman, Vicki L. "Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.

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Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
Department of Elementary Education

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Hoover, Kathy S. "TEXT PREFERENCES OF A STUDENT WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: A CASE STUDY." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300738195.

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Saunders, Linda Catherine. "Aliteracy in the young New Zealand adolescent : an exploration of reading preferences, selection techniques and motivations for recreational reading." Thesis, St Mary's University, Twickenham, 2012. http://research.stmarys.ac.uk/506/.

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Aliteracy defines those who can read adequately but who choose not to read for their own interest and pleasure. Adolescent aliteracy is an international issue (OECD, 2000, 2010a). Dissonance between what schools and students consider as ‘engaging reading’ is widening (Ivey & Broadhuss, 2001; Wilheilm & Smith, 2002). Recent evidence of poor literature knowledge amongst teachers and pre-service teachers (Cremin, Mottram, Bearne, & Goodwin, 2008; Nathanson, Pruslow, & Levit, 2008) highlights the need for pragmatic ways to empower adolescent students to address aliteracy for themselves. The aim of this thesis was to explore the conceptual basis for adolescent aliteracy in the 11-13 year old age groups alongside pedagogy to support currently aliterate adolescents. A mixed methods approach used 8 sets of data to explore reading preferences, reading motivations and self-selection behaviours in a mixed and stratifed sample of currently aliterate students over 6 months. The tools were: a reading preference survey, a Title Recognition Test (Cunningham & Stanovich, 1991), the Motivations for Reading Questionnaire, (Wigfield, Guthrie, & McGough, 1996), library observations, student and teacher interviews, library borrowing records and summative reading scores. Data analysis included thematic analysis, multiple regressions, Chi squared, Wilcoxon signed-ranked tests and Spearman’s correlations. Media based titles, magazines and SMS texting were cited as the most popular reading choices. Avid, poor and currently aliterate adolescent readers had significantly distinct motivational and cognitive reading profiles. Exploratory results with a stratified sample of currently aliterate students suggest that taught self-selection strategies significantly increased motivation to read for challenge and for curiosity and decreased motivation to read for reasons of compliance. Amongst currently aliterate adolescents, results suggest significant interaction between reading identity, reading challenge, reading stamina and reading interest.

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Sterling, Tania M. "The Effect of Reading Test Mode Interchangeability and Student Assessment Preferences on Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1025.

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Computer-based testing (CBT) in education is on the rise; however, researchers question the interchangeability of CBT and pencil-based testing (PBT). Educators and leaders need to consider test mode interchangeability and student assessment preference prior to adopting CBT in K-8 schools. Following the new literacies theory, this mixed methods study examined test mode preference, the effect on achievement, and factors that influenced student preferences. Research questions investigated participants' computer attitudes and use to determine test mode preference, the impact of test mode and test mode preference on achievement, and factors that influence testing preferences. This sequential explanatory within-group design included 2 online surveys and 2 reading tests in CBT and PBT formats. Paired-sample t tests were used to analyze reading test data preferred and nonpreferred test modes and across CBT and PBT test modes. Qualitative themes were generated and coded using an inductive approach, and patterns among data were analyzed. Findings revealed that all participants used technology regularly at home and at school, and most students preferred CBT over PBT. Quantitatively, there were no significant differences in reading achievement between students' preferred and nonpreferred test modes or between CBT and PBT test formats. Qualitative analysis indicated that students who chose PBT as their preferred test mode did so due to their familiarity with the format. Overall, results supported the idea that CBT and PBT were interchangeable. Implications for positive social change include increasing teachers' effective use of testing modes to improve student confidence, which may translate into improved student achievement.

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Page, Catherine Jane. "Cultural implications of reading motivational methodologies." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1312.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
English Education

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Heartsill, Gary L. (Gary Leon). "An Analysis of Reading Preferences of Pilots to Develop a Book List for Aviation Education." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332504/.

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This study proposed to develop a list of aviation books that experienced pilots consider inspirational and motivational which could be used in an aviation literature course in adult education. Survey results showed the subject pilots had a positive attitude toward reading and flying, but there was little correlation (r = .35) between the two. This suggests that something else influenced the reading of the sample books. The pilot resondents suggested 269 books for use in a course. This book list will need additional refining and syntopical sorting before use as a canon in an aviation education course.

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Repaskey, Lisa. "First and Fourth Grade Boys' and Girls' Preferences for and Perceptions about Narrative and Expository Text." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/521.

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This study focused on elementary-aged children’s preferences for and perceptions about narrative and expository text. Preference refers to the children’s choice of reading material for themselves, what they prefer to read. Perception refers to the children’s beliefs about what their same-aged peers would like to read. The current study examined these preferences and perceptions about narrative and expository text through the lens of two distinct frameworks – social constructivism and engaged reading. The current study was a systematic replication and extension of a qualitative study conducted by Chapman, Filipenko, McTavish, and Shapiro (2007). It replicated the original study by conducting it with first grade students, and extended the original study by including fourth grade students. Equal numbers of children in the study were represented at three reading achievement levels (above, on, and below grade level). Two individually administered book preference (Open and Closed) tasks and interviews were administered and analyzed to determine elementary-aged children’s genre preferences and perceptions about narrative and expository text. Qualitative research methods were used to glean an understanding of primary and intermediate students’ preferences and perceptions. The findings suggest that first and fourth grade boys preferred expository text while first and fourth grade girls demonstrated an equal preference for both narrative and expository genres for themselves. At both grade levels, both boys and girls held the perception that boys like expository text and girls like narrative text. There were no differences in terms of preferences or perceptions of both genres among children of different reading achievement levels. There were gender and grade level differences in the number of reasons provided for their book choices with girls providing more reasons than boys and fourth graders providing more reasons than first graders. However, there were not marked differences in the reasons they provided for their choices. Findings are discussed in light of implications for instruction, assessment, and future research.

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Books on the topic "Reading preferences"

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Charlewood, Lucy. Book preferences, conceptions of books and reading practices among urban adults with a basic level of literacy. Witwatersrand, S.A: University of Witwatersrand, 1997.

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Wu, Pi-chu. Choosing and using popular literature with teenage language learners in Taiwan: Some proposal basedon survey of young people's reading habits and preferences in ROC. [s.l.]: typescript, 1996.

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Sabattini, Laura. Il piacere del libro: Preferenze e vissuti di lettura nel tempo libero. Bologna: Pàtron, 1995.

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Cheh, Oksana. Literature Preferences of Multilingual Children- A Study of Children's Reading. VDM Verlag Dr. Mueller e.K., 2007.

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Group, Book Industry Study, and Target Market News Group, eds. The African-American book buyers study: The preferences and purchases of Black consumers. [Matawan, N.J: Book Industry Study Group, Inc.], 2001.

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Inc, New Strategist Publications. Who's Buying Information (Who's Buying). 3rd ed. New Strategist Pubns Inc, 2006.

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Who's buying information products and services. 3rd ed. Ithaca, N.Y: New Strategist Publications, 2006.

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1942-, Schewe Charles D., and American Marketing Association, eds. The Elderly market: Selected readings. Chicago, Ill: American Marketing Association, 1985.

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Linn, Brenda Marian. Choosing to read: The relationship between early reading experience and later preference for reading as a free-time activity. 1993.

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Stein, Gabriele. Claudius Hollyband: The author behind the lexicographer. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807377.003.0002.

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Dictionaries are reference works to be consulted. But they can also be assessed as texts and interpreted. For this approach, which is based on a close reading of the entire lexicographical work, the term ‘lexicature’ has been suggested. The chapter takes the French–English dictionary compiled by the French Bourbonnais Huguenot Claudius Hollyband as a striking example of this new type of study. A number of criteria are identified which reveal the persona of the author behind his work. It is shown how the persona influences the description of the lexicon: in the preferences for word selection, the personal expertise or bias in the description of the meanings of words, and in the choice of examples illustrating the use of words.

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Book chapters on the topic "Reading preferences"

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Kroonenberg, Pieter M. "Binary judgments: Reading preferences." In Multivariate Humanities, 313–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69150-9_16.

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Kortelainen, Terttu. "Reading Format Preferences of Finnish University Students." In Communications in Computer and Information Science, 446–54. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_45.

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Xiao, Peng, Yantao Pan, and Jiuzhen Zhang. "Academic Reading Format Preferences and Behaviors in Mainland China." In Communications in Computer and Information Science, 526–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_54.

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Terra, Ana Lúcia. "Students’ Reading Behavior: Digital vs. Print Preferences in Portuguese Context." In Communications in Computer and Information Science, 436–45. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_44.

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Johnston, Nicole, Alicia Salaz, and Lana Alsabbagh. "Print and Digital Reading Preferences and Behaviors of University Students in Qatar." In Information Literacy: Key to an Inclusive Society, 247–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_24.

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Sandgren, Eva Lindqvist. "Christina Hansdotter Brask: Reading and Pictorial Preferences in a Birgittine Prayer Book." In Medieval Women: Texts and Contexts, 149–70. Turnhout: Brepols Publishers, 2018. http://dx.doi.org/10.1484/m.mwtc-eb.5.112672.

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Arnold, Jonathan. "‘Please send me Tess of the Dr. Rbyvilles (Harding)’: The Reading Preferences of American Soldiers during the First World War." In Reading and the First World War, 99–114. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137302717_6.

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Chang, Jo-Han, and Tien-Ling Yeh. "The Influences of Children’s Temperament and Their Parent-Child Reading Environment on Their Preferences Regarding Parent-Child Reading." In Cross-Cultural Design, 329–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40093-8_33.

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Heumader, Peter, Klaus Miesenberger, and Tomas Murillo-Morales. "Adaptive User Interfaces for People with Cognitive Disabilities within the Easy Reading Framework." In Lecture Notes in Computer Science, 53–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_7.

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AbstractAdaptive user interfaces are user interfaces that dynamically adapt to the users’ preferences and abilities. These user interfaces have great potential to improve accessibility of user interfaces for people with cognitive disabilities. However automatic changes to user interfaces driven by adaptivity are also in contradiction to accessibility guidelines, as consistence of user interfaces is of utmost importance for people with cognitive disabilities. This paper describes how such user interfaces are implemented within the Easy Reading framework, a framework to improve the accessibility of web-pages for people with cognitive disabilities.

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Pálsdóttir, Ágústa, and Sigríður Björk Einarsdóttir. "Print vs. Digital Preferences. Study Material and Reading Behavior of Students at the University of Iceland." In Information Literacy: Key to an Inclusive Society, 228–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_22.

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Conference papers on the topic "Reading preferences"

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Babiakova, Simoneta, and Bronislava Kasáčová. "READING PREFERENCES´ ANALYSIS OF SLOVAK YOUNGER LEARNERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0406.

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Silva, Mariana O., Clarisse Scofield, Gabriel P. Oliveira, Danilo B. Seufitelli, and Mirella M. Moro. "Exploring Brazilian Cultural Identity Through Reading Preferences." In Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/brasnam.2021.16130.

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In Brazil, each region has its own cultural identity regarding accent, gastronomy, customs, all of which may reflect in its literature. Specially, we believe that country's background and contextual features are directly related to what people read. Hence, we perform a cross-state comparison analysis based on Brazilian reading preferences through a multipartite network model. Also, we explore the effects of socioeconomic and demographic factors on favorite books and writing genres. Such cross-state analyses highlight how the country is culturally rich, where each region has its own distinctive culture. Our findings offer great opportunities for the Brazilian book industry by enhancing current knowledge on social indicators related to reading preferences.

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Alsumait, Asmaa, and Asma Al-Osaimi. "Arab children's reading preferences for e-learning programs." In the 2009 conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1551950.1551973.

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Kazanci, Zekeriya, and Erdogan Bada. "UNIVERSITY STUDENTS’ READING PLATFORM PREFERENCES AND POTENTIAL REASONS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1431.

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Miltsakaki, Eleni. "Matching readers' preferences and reading skills with appropriate web texts." In the 12th Conference of the European Chapter of the Association for Computational Linguistics: Demonstrations Session. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609049.1609062.

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Rozimela, Yenni, Desvalini Anwar, Ririn Ovilia, and Ainul Addinna. "Students’ Preferences and Their Needs of Reading in Writing Class." In Ninth International Conference on Language and Arts (ICLA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.052.

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Vanderschantz, Nicholas, Claire Timpany, and Chun Feng. "A Snapshot of Reading, Searching, and Browsing Preferences of Tertiary Students." In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.176.

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Simanová, Lydie, and Simoneta Babiaková. "INTERNATIONAL COMPARISON OF READING PREFERENCES OF YOUNGER SCHOOL AGE READERS AT PRIMARY SCHOOL." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/08.

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The study presents the research findings from a comparison of younger school-aged readers from 3 countries – Slovakia, the Czech Republic and Poland. The research used a questionnaire of own design based on an initial exploration through focused interviews with readers. The research design was quantitative-qualitative in nature and those questions about preferred literary genres and literature content were semi-open. The research sample consisted of 693 Slovak, 254 Czech and 248 Polish younger-school readers. Respondents were divided according to reading levels into four groups. We searched for whether there were significant differences between the national groups. The research findings showed some similarities but also specific differences between national groups that were described in the research results. In the discussion, the authors present the importance of the research results in the context of pedagogical practice and undergraduate teacher preparation for students of primary education

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Azam, Wan Anis Izzati Wan Affandi, Suziah Sulaiman, Dayang Rohaya Awang Rambli, and Foong Oi Mean. "Exploring User Preferences on eText Interface Design to Support Reading Among Low Vision Elders." In 2021 International Conference on Computer & Information Sciences (ICCOINS). IEEE, 2021. http://dx.doi.org/10.1109/iccoins49721.2021.9497191.

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"THE IMAGE OF LIBRARY AND HEROES’ READING PREFERENCES IN THE NOVEL BY A.S. PUSHKIN." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-85.

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