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1
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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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.
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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
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Zaracho, Rafael. "The role of preferences in the context of believing and discerning communities : a Maturanian reading." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5569.
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We find ourselves, as interpreters and listeners, living, discerning, prioritizing, asking, and answering questions in and through particular communal and theological traditions. As the discerning and prioritizing process is inevitable, we suggest to move the question about prioritizing from the context of ‘privileged access or interpretation' to the context of the ‘preferences' of the believing communities. We imply by this ‘relocation' the interdependent relationships between believing communities and their beliefs and practices. We propose, following Maturana's epistemology, three steps to argue about the dynamic and interdependent relationships among believers, communities, and their beliefs and practices. We affirm, first, that whenever we engage in the discerning process we have before us two paths of explanations. These two paths place the believers in a central place in their task for deciding for one of the options. The recognition about the interpreters' active participation suggests the crucial role of the believers and their preferences. The crucial point in the process of discerning and deciding for one of the paths is the type of believing communities that we would like to promote and conserve. We suggest, second, that the proposal of answers and the acceptation of those answers as explanations imply the active participation of both interpreters and listeners. We propose the interdependence relationships between our existence in particular believing communities and those questions and answers that we prioritize, ignore, and conserve. We claim, third, that in language or in and through our dialogical spaces we distinguish and coordinate the many and possible dimensions of our existence and relationships. As believers, in and through the contexts of our believing communities we discern, prioritize, and conserve the accents of our beliefs and practices. We stress the crucial role of the preferences as the believing communities prioritize and conserve the ‘nature' and ‘course' of their particular communities.
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Hoagland, Brielle Lauren. "Effects of Written Only, Auditory Only, and Combined Written and Auditory Modalities on Comprehension for People with Aphasia." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1554758845197852.
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Alharthi, Haifa. "Natural Language Processing for Book Recommender Systems." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39134.
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The act of reading has benefits for individuals and societies, yet studies show that reading declines, especially among the young. Recommender systems (RSs) can help stop such decline. There is a lot of research regarding literary books using natural language processing (NLP) methods, but the analysis of textual book content to improve recommendations is relatively rare. We propose content-based recommender systems that extract elements learned from book texts to predict readers’ future interests. One factor that influences reading preferences is writing style; we propose a system that recommends books after learning their authors’ writing style. To our knowledge, this is the first work that transfers the information learned by an author-identification model to a book RS. Another approach that we propose uses over a hundred lexical, syntactic, stylometric, and fiction-based features that might play a role in generating high-quality book recommendations. Previous book RSs include very few stylometric features; hence, our study is the first to include and analyze a wide variety of textual elements for book recommendations. We evaluated both approaches according to a top-k recommendation scenario. They give better accuracy when compared with state-of-the-art content and collaborative filtering methods. We highlight the significant factors that contributed to the accuracy of the recommendations using a forest of randomized regression trees. We also conducted a qualitative analysis by checking if similar books/authors were annotated similarly by experts.
Our content-based systems suffer from the new user problem, well-known in the field of RSs, that hinders their ability to make accurate recommendations. Therefore, we propose a Topic Model-Based book recommendation component (TMB) that addresses the issue by using the topics learned from a user’s shared text on social media, to recognize their interests and map them to related books. To our knowledge, there is no literature regarding book RSs that exploits public social networks other than book-cataloging websites. Using topic modeling techniques, extracting user interests can be automatic and dynamic, without the need to search for predefined concepts. Though TMB is designed to complement other systems, we evaluated it against a traditional book CB. We assessed the top k recommendations made by TMB and CB and found that both retrieved a comparable number of books, even though CB relied on users’ rating history, while TMB only required their social profiles.
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Liao, Jui-Teng. "Multiple-choice and short-answer questions in language assessment: the interplay between item format and second language reading." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6178.
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Multiple-choice (MCQs) and short-answer questions (SAQs) are the most common test formats for assessing English reading proficiency. While the former provides test-takers with prescribed options, the latter requires short written responses. Test developers favor MCQs over SAQs for the following reasons: less time required for rating, high rater agreement, and wide content coverage. This mixed methods dissertation investigated the impacts of test format on reading performance, metacognitive awareness, test-completion processes, and task perceptions.
Participants were eighty English as a second language (ESL) learners from a Midwestern community college. They were first divided into two groups of approximately equivalent reading proficiencies and then completed MCQ and SAQ English reading tests in different orders. After completing each format, participants filled out a survey about demographic information, strategy use, and perceptions of test formats. They also completed a 5-point Likert-scale survey to assess their degree of metacognitive awareness. At the end, sixteen participants were randomly chosen to engage in retrospective interviews focusing on their strategy use and task perceptions.
This study employed a mixed methods approach in which quantitative and qualitative strands converged to draw an overall meta-inference. For the quantitative strand, descriptive statistics, paired sample t-tests, item analyses, two-way ANOVAs, and correlation analyses were conducted to investigate 1) the differences between MCQ and SAQ test performance and 2) the relationship between test performance and metacognitive awareness. For the qualitative strand, test-takers’ MCQ and SAQ test completion processes and task perceptions were explored using coded interview and survey responses related to strategy use and perceptions of test formats.
Results showed that participants performed differently on MCQ and SAQ reading tests, even though both tests were highly correlated. The paired sample t-tests revealed that participants’ English reading and writing proficiencies might account for the MCQ and SAQ performance disparity. Moreover, there was no positive relationship between reading test performance and the degree of metacognitive awareness generated by the frequency of strategy use. Correlation analyses suggested whether a higher or lower English reading proficiency of the participants was more important than strategy use. Although the frequency of strategy use did not benefit test performance, strategies implemented for MCQ and SAQ tests were found to generate interactive processes allowing participants to gain deeper understanding of the source texts. Furthermore, participants’ perceptions toward MCQs, SAQs, and a combination of both revealed positive and negative influences among test format, reading comprehension, and language learning. Therefore, participants’ preferences of test format should be considered when measuring their English reading proficiency. This study has pedagogical implications on the use of various test formats in L2 reading classrooms.
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Wiggill, Magrita Nicolene. "Francois Bloemhof se Slinger-slinger : 'n leserkundige evaluering met verwysing na Afrikaanslesende tieners / Magrita Nicolene Wiggill." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/3691.
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In 1996 Francois Bloemhof's teenage fiction, Slinger-slinger, was a prize-winner in the
beginners' category of the Sanlam competition for fiction for youth. The book was
acclaimed because of the open manner in which the author wrote about sensitive
themes such as hetero- and homosexuality, promiscuity, divorce, incest, tense family
relationships, and drug and alcohol abuse. The main theme of Slinger-slinger is
teenage sexual aspects, such as the sexual awakening and identity of teenagers.
In 1998 a sensation was caused in the media as upset parents, teachers and other
adults protested against the inclusion of Slinger-slinger in the ATKV's Children's
Book Award, category 13-15 years of age. Two conflicting opinions about Slingerslinger
could be distinguished: one group was of the opinion that the sexual theme
and strong language were not suited for teenage fiction, while the other group was of
the opinion that teenagers needed to read about realistic themes to prepare them for
the real world. No comments were published about the opinions of the supposed
readers, namely teenagers.
Steenberg (1988:168-172), Van der Westhuizen (1989:5-7) and Van Zyl (1990:17)
wrote that teenagers read to fulfil their needs. Teenagers' reading needs are directly
connected to their emotional, cognitive and physical developmental stages.
The aim of the study
The aim of this study is firstly to evaluate Slinger-slinger according to the elements of
the reader study model to determine whether it addresses the reading needs and
interests of teenage readers; and secondly to ascertain whether teenagers liked
Slinger-slinger.
Research procedures and methodology
A study of the literature was done in order to determine the reading needs and
developmental tasks of teenagers, and the role that teenage fiction can play in their
development to adulthood. Together with this background study, an evaluation
model, containing story elements viewed from a reader study perspective, as well as
criteria for the evaluation of the handling of sexual aspects in teenage fiction, was
developed to determine whether Slinger-slinger is successful teenage fiction.
In the empirical study the above-mentioned evaluation model for teenage fiction were
applied to Slinger-slinger. In the second part of the empirical study a questionnaire
was compiled to obtain the opinions of teenage readers about the success of Slinger-slinger
as a whole, as well as the success of the handling of the sexual aspects. The
questionnaire also served to obtain information about the reading needs of teenage
readers in regard to realistic teenage fiction and teenage fiction with a sexual theme.
Conclusion
It is concluded that Francois Bloemhof's Slinger-slinger succeeds as realistic teenage
fiction because it answers to the reading needs of teenage readers. Bloemhof
succeeded in his handling of the sexual aspects in Slinger-slinger an in doing so
fulfils teenager's reading and information needs, and thus assists them on their way
to maturity.
The questionnaire ascertained that the teenage readers who participated in the study
were of the opinion that Slinger-slinger is a successful and interesting teenage book,
and that they would like to read more realistic Afrikaans teenage fiction such as
Slinger-slinger.Thesis (M.Bibl.)--Potchefstroom University for Christian Higher Education, 2002.
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Crittenden, Allison Marie. "Effects of patient preference selections of text-to-speech technology features on reading comprehension and review time for people with aphasia." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619017031279478.
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Lo, Pak Cheun. "Effects of online audio-book resources on library usage and reading preferences and practices of young learners in an elementary school library setting in Hong Kong." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/17867f48-b678-495d-9776-7498a042eebb.
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The purpose of this research study is to measure and assess the potentials and effects of online audio-book resources in fostering young children's motivation to read. The research study involved two groups of 5`h- and 6`h-grade elementary-school students in Hong Kong - measuring their reading motivation, and learning from an online audio-book resource, Naxos Spoken Word Library (NSWL) in the context of a school-library setting in Hong Kong. A total number of 292 participants (students from two different international elementary schools (Bradbury and Kingston International Elementary School) in Hong Kong were invited to take part in this study. Students' library usage, reading habits, and their attitudes and ratings on the chosen audio-book resource were recorded, measured and evaluated through the use of a set of self-completed questionnaires. The data sources included questionnaire surveys on students, classroom teachers, school-library staff, and parents, as well as focus group interviews on NS WL student users. The duration of this research study was five months, whilst data collection was conducted between October 2006 and March 2007. The major findings were that out of all 260 respondents, 52% indicated they had used NSWL. Amongst these 136 NSWL users: 33.3% said "Yes", they did enjoy using NSWL; 37.2% said they "Sometimes" enjoyed it; while only 29.5% said they did not enjoy using this online audio resource as they thought its contents not interesting. The chosen online audio resource seemed to have very little influence in enhancing the students' reading motivation in general. In fact, the school librarians witnessed a decrease (10.4 percentage points) in the number of students who visited the school library on a daily basis, and a small decline in the number of students using the school library for "fun". In other words, the availability of audio-books is not necessarily a motivator to read, or to read more amongst the student population under study. Other data collected from the questionnaires and focus groups also indicated girls were more likely than boys to regularly and voluntarily visit and borrow books from the school library, to use the school library for fun, to enjoy reading poetry, and to use NSWL. In order to appeal to a wider audience and enhance motivation to read, the content of audio-books will need to be expanded to include more genres and more diverse content.
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Juneby, Anna. "Don't judge a book by its cover – Using E-books in higher education." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20617.
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Denna uppsats handlar om användningen av E-böcker inom högre utbildning vid Malmö Högskola. Syftet är att undersöka studenters attityder när det gäller användningen av E-böcker jämfört med den tryckta motsvarigheten vid akademiska studier. Studien granskar studenternas preferenser vidanvändningen av E-böcker jämfört med tryckta böcker, samt hur dessa media påverkar studenternas läsvanor. Genom att klargöra i vilka situationer E-böcker eller tryckta böcker har mest fördelar, så kan studenterna göra välgrundade val om vilket medium som de har störst nytta av. En nätbaserad enkät och inspelade intervjuer utgjorde metoderna för insamlingen av data, som sedan jämfördes med tidigare publicerade relevanta studier. Det visade sig att studenterna föredrog tryckta böcker för sina studier, och dessa böcker används fortfarande i första hand vid läsning och analys av längre textavsnitt. Däremot befanns E-böcker vara bäst när man skriver forskningsrapporter. Detta betyder att båda dessa media även framgent har en given plats inom denhögre utbildningen.This thesis is about the use of E-books in higher education, specifically at Malmö University. The purpose of this study is to investigate attitudes students have towards the use of E-books for scholarly purposes in higher education versus their printed counterparts. This study looks at student preferences in the use of E-books compared to printed books, along with the effects these media have on students reading habits. By discovering in which situations E-books or printed books are most beneficial, students can make informed decisions about which medium will benefit them the most. An online survey and recorded interviews were used as methods for collecting data, whichwas then compared to previously published studies related to this subject. Students were found to prefer the printed book for studying purposes, and it still remains as the main source for reading and analyzing longer passages of text. E-books, on the other hand, were found to be most advantageous when preparing research reports. This means that both media still have their place inhigher education, which is likely to continue in the foreseeable future.
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Ribeiro, Taisa Andrade de Souza Silva [UNESP]. "Papel e tela: um estudo sobre preferências das crianças, literatura infantil e narrativas televisivas." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143942.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Considerando a linha de pesquisa “Processos formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação da FCT/UNESP, campus de Presidente Prudente/SP, e partindo de investigações realizadas no CELLIJ (Centro de Estudos em Leitura e Literatura Infantil e Juvenil “Maria Betty Coelho Silva”) e atividades desenvolvidas junto ao projeto “Hora do Conto” sobre formação leitora, tem sido possível perceber que, diante dos avanços constatados na contemporaneidade, especificamente no cenário literário, as narrativas, os modos de ler e, consequentemente, os leitores passaram por grandes mudanças. O texto impresso em papel no formato de livro não é mais a única fonte de leitura. Com o desenvolvimento de novas tecnologias de comunicação e informação, a televisão se apresenta como um dos meios de comunicação social que veicula narrativas infantis. Nesse cenário se encontra o atual leitor em processo de formação, dividido entre o livro infantil e a televisão, que se relacionam com seu modo de ser, pensar, agir, estar no mundo e vivenciar aspectos da sua vida cotidiana. Em face do exposto, o objetivo desta pesquisa foi compreender como ocorre a formação do gosto/interesse leitor do aluno de 2º ao 5º ano do Ensino Fundamental de uma escola de rede pública do município de Presidente Prudente-São Paulo, no que concerne às narrativas que lhes são postas desde a infância, diante do livro literário como suporte impresso de leitura e da televisão como suporte digital. A pesquisa, de cunho quanti-qualitativo, relacionou as escolhas das narrativas quanto à diversidade de gênero e grupo etário e analisou a qualidade desse material em relação ao conteúdo. Como resultados, foi traçado um perfil do leitor que emana a partir desses textos e identificadas possíveis interferências na constituição do sujeito criança em formação.
This study is linked to the research line “Formative processes, Teaching and Learning” from the Graduate Program in Education from the Faculdade de Ciências e Tecnologia, FCT – UNESP, in Presidente Prudente/SP, and it started from researches accomplished at CELLIJ (Centro de Estudos em Leitura e Literatura Infantil e Juvenil “Maria Betty Coelho Silva”) and activities developed with the project “Tale Time” about formation of readers, it has been possible to perceive that toward the ascertained advances in contemporaneity, specifically in the literary scene, the narratives, the ways to read and respectively the readers went through great changes. The text printed in paper in book format is not the only reading source anymore. With new communication and information technologies’ development, the television presents itself like a mean of social communication that conveys children’s narratives. In this scene, the current reader in process of formation is divided between the children’s book and the television, that are related to his/her way of being, thinking, acting, being in the world and experiencing aspects of his/her daily life. Based on the above, this research aimed to understand how the reader’s formation of taste/interest occurs in students from second to fifth grade of elementary school of a municipally-run public school in Presidente Prudente – São Paulo, in relation to the narratives that are made available to them since childhood, toward the literary book as printed support and the television as digital support. The research, with qualitative and quantitative nature, related the choices of narratives about the gender diversity and age group and analyzed the quality of this material in relation to the content. As results we profiled the reader that emanates from these texts and we identified possible interferences in the child’s constitution as a person in formation.
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Wingfield, David. "Terminal digit preference and number preference in blood pressure readings and their clinical significance." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403608.
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Braun, Emily Catherine. "Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.
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A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.
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Thornton, Heather C. "Long-Term Effectiveness of Brief Multiple-Stimulus Without Replacement Preference Assessments on Individualized Education Plan Reading Progress of Students with Severe Disabilities." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/37.
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To teach operant behaviors to individuals with severe disabilities, stimulus preference assessment (SPA) methods have been developed to accurately identify stimuli that may function as reinforcers. Previous researchers have used multiple-stimulus preference assessments without replacement (MSWO) effectively over a short time period to teach target behaviors to individuals with disabilities. The present study investigated the long-term effects of incorporating brief MSWO preference assessments into the instructional routine for students with severe disabilities on individualized education plan reading goal/objective progress. This was done by investigating the effectiveness of incorporating brief MSWO preference assessments by comparing reading goal progress when a random reinforcer is available, teacher- selected reinforcer is available, or a student-selected reinforcer (via a brief MSWO preference assessment) is available over several weeks for students with severe disabilities in a secondary public school classroom setting.
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Fritz, Cortney M. "The Influence of Language Preference on Bilingual Children's Expressive and Receptive Vocabulary and Reading Ability." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_theses/87.
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Given the increase of Spanish- and English-speaking bilingual students in US schools, identifying the predictors of reading in this group of students is of significant importance to developing appropriate screening measures and intervention strategies. Thus, the current study evaluated the pattern of language preference in an elementary school bilingual (Spanish-English) population and its relationship with expressive and receptive vocabulary, and broad reading ability in English and Spanish. Participants were 58 Latino students ranging in age from 7 years, 5 months to 11 years, 1 month (M = 8.98, SD = .98) with 48% born in the United States. Results indicated that English expressive vocabulary partially mediated the relationship between outside language preference and English broad reading ability. In contrast, neither Spanish expressive nor receptive vocabulary mediated the relationship between outside language preference and Spanish broad reading ability.
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Stalker, Joshua D. "A Reading Preference and Risk Taxonomy for Printed Proprietary Information Compromise in the Aerospace and Defense Industry." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/314.
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The protection of proprietary information that users print from their information systems is a significant and relevant concern in the field of information security to both researchers and practitioners. Information security researchers have repeatedly indicated that human behaviors and perception are important factors influencing the information security of organizations and have called for more research. The aerospace and defense industry commonly deals with its own proprietary information as well its customers. Further, e-training is a growing practice in this industry, it frequently deals with proprietary information, and has unique information security challenge, thus, serves as additional context for this study.
This study focused on the investigation of two constructs, user reading preference and user perceived risk of compromising printed proprietary information, as well as seven user demographics. These constructs reflect human behavior and risk perceptions associated with compromising printed proprietary information and, thus, provide valuable insights applicable into information security. This study developed a Reading Preference and Risk (RPR) Taxonomy, which allows users to be classified according to the aforementioned two constructs under investigation and provides insightful characterizations of information security risks. A survey based on existing literature, the primary constructs, and several demographics was implemented to assess two research questions and seven associated hypotheses. The survey was sent to 1,728 employees of an aerospace and defense organization. The response rate was 18% with 311 usable records.
The results of the study showed that employees were dispersed across the RPR Taxonomy with 15.1% identified as potentially problematic to the protection of printed proprietary information. The overall results showed that the population had a reading preference for print materials and a high perceived risk for compromising printed proprietary information, as well as significantly higher print preference for e-training materials when it was necessary to retain the content in memory. Significant differences in the two constructs were also found across several demographics including age, gender, frequency of user exposure to proprietary information, the confidentiality level of the proprietary information a user is regularly exposed to, and previous user experience with the compromise of proprietary information. Recommendations for practice and research are provided. Moreover, several areas for future research are also presented.
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Shelton, Angi. "Comparing the Performance and Preference of Students Experiencing a Reading Aloud Accommodation to those who do not on a Virtual Science Assessment." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/165267.
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CITE/Mathematics and Science EducationEd.D.
Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment group statistically outperformed those in the control. Student perceptions of using the reading aloud accommodation were generally positive. Ideas for future research are presented to investigate the accommodation further.
Temple University--Theses
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McGlamery, Sheryl L. "Personality Type and Question Preference of College Level Students." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/692.
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The impact of personality type on question preference is an area of new endeavor. It is the purpose of this study to determine if a relationship exists between the Sensing and Intuiting dimensions of personality as measured by the Myers-Briggs Type Indicator (MBTI) and the questioning preference of students. A Chi Square analysis of the data revealed a trend. Frequency distributions were used to determine the direction of the trend. Both the Sensing and the Intuiting subjects showed a tendency to follow type with regard to question preference. In other words those subjects showing a Sensing preference on the MBTI tended to choose questions that matched their type preference. The same trend was observed for the Intuitive subjects as well. The data seem to indicate that there is a relationship between personality type and question preference, but more research is needed to describe and define the relationship.
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Crato, Maria Raquel Tavares Pereira. "Vamos tomar um café online?: A expressão da presença social numa comunidade de ensino aprendizagem online." Master's thesis, Instituto Superior de Psicologia Aplicada, 2008. http://hdl.handle.net/10400.12/463.
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Dissertação de mestrado em Psicologia EducacionalA emergência e desenvolvimento de sofisticadas redes de informação e comunicações electrónicas nas últimas décadas possibilitaram o desenho e a implementação de novas práticas pedagógicas que transformaram, e continuam a transformar, significativamente, o ensino e a aprendizagem de uma forma global. O crescente potencial destas novas infra-estruturas tecnológicas em rede permitiu, nomeadamente no ensino aprendizagem a distância, a criação de contextos que proporcionam novas formas de interacção onde são possíveis a comunicação entre professor e estudante, estudante com estudante, e estudante com professor. Ou seja, permitiu a criação de comunidades educativas virtuais onde professores e estudantes interagem a partir de qualquer lugar e em qualquer momento. Apesar desta forma de ensino aprendizagem a distância mediada por computador ser muito promissora a diversos títulos, não deixa, porém, de levantar algumas interrogações quanto à sua capacidade e eficácia interactiva. A interacção online é na sua grande maioria baseada na linguagem escrita, o que condiciona, ou até elimina, todos os indicadores de linguagem não verbal que facilitam a comunicação num contexto presencial. A impossibilidade de facilmente se percepcionar através do texto escrito a linguagem corporal, as variações na tonalidade da voz, as expressões faciais, e toda uma panóplia de outros indicadores visuais e sonoros potenciadores de interacção social e de comunicação, aumenta a dificuldade de interpretação do sentido do que se pretende comunicar, e pode até tornar ambíguas, ou mesmo incompreensíveis, muitas das posições e condutas dos elementos de uma comunidade de ensino aprendizagem em contexto virtual. XXI Partindo da definição de Presença Social dada por Garrison, Anderson, e Archer (2000) “the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e., their full personality), through the medium of communication being used” (p. 94), recolhemos, observámos e analisámos, durante dois quadrimestres, o conteúdo de todas as mensagens escritas, produzidas por professores e alunos, de um curso de mestrado online, de uma universidade pública portuguesa, de forma a compreender as manifestações da presença social em três contextos diferentes – informal, formal, e híbrido. Quisemos ver, de um modo geral, como se manifesta a presença social e de que forma a coesão, a compreensão, e a proficiência educativa da comunidade de ensino aprendizagem, objecto do presente estudo, pode fornecer pistas para que se melhore o desenho de cursos em ambientes online. Quisemos também saber, de uma forma particular, se a presença social está mais presente nos espaços de comunicação informal. Dos resultados que obtivemos podemos dizer que a presença social se manifesta em todos os conteúdos, variando no espaço e no tempo, e que a coesão do grupo demora tempo a revelar-se. Constatámos também que o café é, sem dúvida, o espaço privilegiado para a manifestação da presença social, principalmente na forma de emoções e afectividade. Estamos convictos de que conseguimos desbravar determinados caminhos que podem vir a melhorar o desempenho de uma comunidade virtual de aprendizagem. Para todos os efeitos: tomar um café online é um comportamento desejável em comunidades de aprendizagem virtual. ABSTRACT The emergence and development of sophisticated nets of information and electronic communications in the last few decades made possible the drawing and the implementation of new pedagogical practices that transformed, and continue to transform, significantly, the education and the learning on a global form. The potential increasing of these new technological infrastructures in net allowed, especially in teaching of learning at distance, the creation of contexts that provide new forms of interaction where it is possible the communication between professor and student, student with student, and student with professor. That is, it allowed the creation of virtual educative communities where professors and students interact from any place and at any moment. Although this form in teaching of learning at distance mediated by computer is very promising at diverse headings, it does not leave, however, to raise some interrogations about its capacity and interactive effectiveness. The interaction online it is in its great majority based on the written language, what conditions, or even eliminates, all the pointers of non verbal language that facilitate the communication in an context done in the presence of somebody. The impossibility of easily understanding through the written text the corporal language, the variations in the tonality of the voice, in the face expressions, and all a panoply of other visual pointers and sonorous potential of social interaction and XXIII communication, increases the difficulty of interpretation of the direction of what it is intended to communicate, and can even become ambiguous, or still incomprehensible, many of the positions and behaviors of the elements of an education community learning in virtual context. Leaving from the definition of Social Presence given by Garrison, Anderson, and Archer (2000) “the ability of participants in community of inquiry you project themselves socially and emotionally, `real' people (i.e., to their full personality), through the medium of communication being used” (P. 94), we collect, we observed and we analyzed, during eight months, the content of all the written messages, produced by professors and pupils, of an online master course, of a Portuguese public university, in a way to understand the manifestations of the social presence in three different contexts - informal, formal, and hybrid. We wanted to see, in a general way, as the social presence it manifests and in what form the cohesion, the understanding, and the educative skill of the education community learning, object of the present study, can supply tracks so that if it improves the drawing of courses in online environments. We also wanted to know, in a particular form, if the social existence is more present in the spaces of informal communication. Of the results that we got we can say that the social existence it manifest in all the contents, varying in the space and the time, and that the cohesion of the group delays time to reveal itself. We also evidenced that the coffee shop is, without a doubt, the privileged space for the manifestation of the social presence, mainly in the form of emotions and affectivity. We are convicts of that we can tame definitive ways that can come to improve the performance of a virtual community of learning. For all the effect: to take a coffee online it is a desirable behavior in communities of virtual learning.
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"The Magic of a Good Book: Voluntary Fiction Reading Habits and Preferences of Adolescents." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62730.
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abstract: Do adolescents read? What do they read? This purpose of this study was to examine the voluntary fiction reading experiences of secondary students. Literature was reviewed concerning the adolescent reader and voluntary fiction reading. The readers were found to be capable of making profound meanings out of text. The readers found characters, plot, learning from their books, and the desire to read more beneficial to their engagement and reading pleasure.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2020
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Tsai, Ya-Yin, and 蔡雅音. "A Study on Adult Taiwanese Preferences for Book Types of Leisure Reading." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/53542257549909798470.
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碩士南華大學
休閒產業經濟學系
102
With the increase of national income and the improvement of living standard, doing recreation activities in leisure time has become a life style. However, the research on whether Taiwanese adults do leisure reading in the daily life and on what book category they choose is extremely limited. In the present literature, most research explores this topic on particular groups using questionnaire designed by the researchers. Therefore, the conclusion has limitation and we couldn’t learn the features of average Taiwanese reading book choices. In this thesis, 2007 Taiwan Social Change Survey, Year 3 of Cycle 5, is used to analyze Taiwanese reading behavior and their choices of book category. To correct the selection bias in binary choice models, Heckman two-stage estimation is adopted. At stage one, the probit model is used to discuss what factors determine whether an adult does leisure reading. At stage two, we discuss variables influencing the choice of book category. The estimation results from stage one show that the adults with fewer laboring hours, higher education, higher income, female, parents graduated from senior high school, vocational schools, or sergent schools, living in the non-rural areas are more likely to do leisure reading. The results of choices of book category from stage two are presented below. (1) Adults with higher education are more likely to choose books in “soul self-improvement and religion”, “classical and modern literature”, “personage’s biography and history”, and “the caricature” categories. (2) The older adults are more likely to choose books in “family life (DIY, health, education)” and “soul self-improvement and religion” categories. (3) Adults with higher income are more likely to choose books in “consumption and financing” as well as “finance and ecomics industry”. (4) The male adults are more likely to choose books in “swordsman, detective, magic novel”, “science, information technology”, and “the caricature”. (5) Adults living in the rural area and independent peasant family are more likely to choose books in “science, information technology” category but less likely to choose books in “soul self-improvement and religon” and “the caricature” categories.
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林淑惠. "The study of the reading comprehension, behavior, interface and preferences of reading comprehension strategies in Web-reading and Paper-Reading for students with learning disabilities at elementary level." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76859389253472136554.
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碩士國立新竹教育大學
特殊教育學系碩士班
94
Abstract The major purposes of this research are to study the reading comprehension, behavior, interface and preferences of reading comprehension strategies in web-reading and paper-reading of students with learning disabilities at elementary level. The data and information of this research were gathered by using posttest-only control group design. The 100 students with learning disabilities are lamination sampled in north, middle, and south area of Taiwan. According to these students’ gender, grade, intelligence, and word-recognition amount, they were randomly assigned into two groups. The researcher experimented with the subject of the experiment group (web-reading) and the control group (paper-reading) one by one. The main results drawn from this study were as follows: (1)The students with learning disabilities who did web-reading scored significant higher than those who did paper-reading only in the phonetic spelling test. (2)For students with learning disabilities, web-reading brings about better reading motive, feedback and more independent reading. However, it hinders reading aloud and running imagination. Paper-reading, for students with learning disabilities, on the other hand, can assist the behavior of taking notes and drawing, while it can not improve reading motive. (3)The students with learning disabilities in both of the web-reading and paper-reading groups agree that the interface design (words, colors, pictures, animation and sounds) can improve their reading comprehension. (4)The students with learning disabilities in both of the web-reading and paper-reading groups all prefer the strategies of inference combined with story grammar, images and prompt to those of explanation combined with pictures. (5)The scores of students with learning disabilities in the web-reading and paper-reading groups, who have different background variables (gender, grade, intelligence, and word-recognition amount), show that grade, word-recognition amount and gender, instead of intelligence, have significant influences on their reading comprehension. (6)The preferences reading comprehension strategies in Web-reading of students with learning disabilities appear that male third and fourth graders with IQ70-85 and low word-recognition amount have significant influences. The preferences of reading comprehension strategies in paper-reading for students with learning disabilities appear that gender, grade, intelligence, and low word-recognition amount have significant influences. The students with learning disabilities who have high and low word-recognition amount all like the reading comprehension strategies of story grammar and images. In accordance with the major results from this research, suggestions for teachers, schools, parents, website design, and follow-up studies are put forward.
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Hsu, Mei-Hsin, and 徐梅馨. "A Study of the Elementary School Children’s Preferences on Reading Environment Color Tones." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38916652565240210150.
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碩士國立屏東教育大學
視覺藝術教育學系
99
Abstract Consider the importance of the reading environment, the purpose of this study is to investigate differences on the preference of color tone by different sex gender and grade students. Multiple sources of data were collected, including 737 effective questionnaire data and interviews of 24 elementary students. The analyses of the data showed that: 1. Elementary students prefer Light ,Light grayish, Bright environment color tone.2.The lower grade students like Light, Bright, Fluorescence color tone better, the higher grade students like Pale, Muddy grayish, Light grayish color tone better, but all of them dislike Dark color tone. 3. Both boys and girls prefer Light, Light grayish color e tone, and dislike Dark color tone most.4.The interview data may help to explain elementary students’ color tone preferences. Together the results suggested that proper color tone design of reading environment seems to attract students come into the space and add the happiness of reading.
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Hsin-chjao, Huang, and 黃信喬. "A Research of Junior High School science article reading preferences and reading comprehension - Using "the concept of plate tectonics" as an example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/74017324704836889719.
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碩士國立臺中教育大學
科學應用與推廣學系科學教育碩士班
98
The purpose of this study was to investigate the students about science article reading preferences and reading comprehension situation, Factors provided in the text with the difference of the four books as reading material, from 12 students selected according to their preference for reading, Then the academic performance of students into high and low groups, academic performance and reading of the relationship between preference. In addition, students read the article content, the way to ask questions of high and low group of respondents reading comprehension. The results are as follows: 1.Because the understanding of content knowledge, students tend to prefer expository text.Preferred narrative text describes the reasons tend to extend knowledge and reading fun. 2.More respondents preferred sections, type of content and structure, the reasons for the articles on the key points clearly. 3.10 (83.3%) respondents preferred illustratiated texts, the reasons for the illustration, text can be read each control. 4.Illustration of the reasons students prefer divided into two categories: illustrations to attract interest in reading are "decorated" function, illustrations help to understand is "interpretation" of the function. 5.students know the history of science into practice to increase reading interesting, but five (41.7%) students thought that the history of science into the article, making fewer content knowledge, also shows that not clear enough. 6.Academic performance of students in the high group compared to the structure of the article, and then express their preferences, Their preferred illustration assisted cognitive function. Has four respondents (66.7%) did not like the way the history of science into. The low group preferred illustratiated texts, as illustrated in the perception function, and words will be relatively small. 7.The high group had better reading comprehension. From scoring on various topics found in the case of Text Structure, Illustration configuration will affect the students in reading comprehension.
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Ti-Pin, Wang, and 王憶萍. "Content Analysis of the Public Science Articles on NMNS Newsletters and Research of Teachers’ Reading Preferences." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85097280435405587400.
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碩士臺中師範學院
自然科學教育學系碩士班
94
This study analyzed the contents of the popular science articles on the NMNS (National Museum of Natural Science) newsletters for the distribution of their text classification and types and functions of figures. There were 24 primary school teachers were interviewed to investigate their reading preference, teaching applications, and evaluations on the popular science articles. The articles in newsletters were classified into 7 categories: zoology, anthropology, museology, earth science, physics, botany, personal. The results indicated that the numbers of the zoology text were the largest. The earth science text had largest average values of article area and number of figure. Most of which were photos on the purpose of reinforcement. Reading preference of those 24 teachers revealed that teachers’ reading selection related to their experiences and in accordance with the topics. Furthermore, most teachers believed that the popular science articles on the NMNS newsletters should be utilized in didactic instruction and applied to those subjects related with their college major. Most teachers thought that detailed description was a credit for the NMNS newsletters and praised the colorful division of the under painting on the page for the education monograph on the NMNS newsletters. However, many teachers thought that the extended link information on the popular science articles was insufficient and the disordered layout of the printed page would make reading uncomfortable. Based on the study results, several suggestions were draw as follows for references. At first, auxiliary teaching information may be supplemented and number of the printed page should be increased to enhance the application of the NMNS newsletters. Second, the arrangement of figures should be match the text and a poster format should be constructed for the education monograph to enhance promotion. At last, the editor should plan and arrange the figures on the premise of matching the texts and design topics which may reveal the points of those popular science articles on the NMNS newsletters.
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"At-risk, urban seventh and eighth grade summer school students' perspectives on their reading practices and preferences." STATE UNIVERSITY OF NEW YORK AT ALBANY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3348179.
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Tu, Chia-Ling, and 杜佳玲. "Implementing Students' Reading Behavior and Preferences Information System – A Case Study of Fourth Grade of Pinghe Elementary School in Changhua County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/t8j23p.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
104
Reading ability is the core foundation of children learning; in order to allow teachers and parents easily to query the status of children reading, and give care and guidance, this study implemented a reading information inquiry system to investigate and analyze reading motivation, reading preferences and reading behavior of fourth grade students to understand difference of learning to read and preferences between students with different genders and family backgrounds. This study adopted the real system practice approach, and the research study was focused on new immigrants and non-immigrant children of 27 fourth grade students of an elementary school in Changhua County. We obtained the following conclusions: (1) Students reading attitudes varied with individual differences in children and different family environment. Parents are more concerned with children and have higher socio-economic status, so their children's reading performance is better. (2) Female students have a better reading attitude than male students. (3) In terms of reading preferences, books that female students love to read are classified with the top three in order: picture books, fairy tales, history and geography, but books that male students love to read are classified with the top three in order: fairy tales, picture books, history and geography. Finally, the study makes recommendations separately for reading accompanied with their parents, plans promoted by teachers and the school, and future research.
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Liang, Liu Chun, and 劉俊良. "Preferences to Details and Forms of Comic Chief Actor Heads and Comic Reading Habits for High School Students of Different Genders and Expertises." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71546572661195623425.
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碩士國立臺灣師範大學
設計研究所在職進修碩士班
102
The author used to be a comic strip cartoonist of Da Ran Culture Enterprise Co., Ltd. and CHING WIN PUBLISHING CO., LTD. Therefore, in the research, it is desired to understand the preference of high school students of different genders and departments in Taiwan with respect to the styles of nose, eye and mouth of comic heroes for Hong Kong, Taiwan, Japan and U.S.A. Thus, the head portraits of 100 cosmic heroes with different drawing styles are collected by means of purposive sampling, excluding comic strip and single caricature. As for collection methods, book titles are obtained from official websites of comic publishers in Taiwan, Hong Kong and U.S.A., followed by searching the faces of cosmic heroes through Google or Baidu, or renting comic books for scan from comic rental stores. Furthermore, 4 experts and the authors are invited to induce and classify 8 sorts of eyes, including “realistic eye”, “semi-realistic eye”, “aesthetic eye”, “general eye”, “big eye”, “particularly large eye”, “simple eye” and “special eye”, 6 sorts of noses, including “realistic nose”, “nose and nostril”, “only nose”, “only nostril”, “no nose” and “special nose”, and 4 sorts of mouths, including “realistic mouth”, “lines of upper lip, lower lip and mouth”, “lines of lower lip and mouth” and “only line of mouth”. Moreover, a questionnaire with 3 questions related to classification of eye, nose and mouth styles as described above in addition to 14 questions related to comics is made. The participants are 160 high school students of two private vocational high schools, A and B, in the region composed of Taipei City and, New Taipei City. For the 160 high school students, 20 are male and female fresh students of such department, 20 are male and female fresh students of other departments, 20 are male and female senior students of such department and 20 are male and female senior students of other departments. After that, the 160 questionnaires are analyzed with statistical software SPSS Version 21. The research is concluded as following. (1) Male high school students prefer more to “realistic eye” and “semi- realistic eye” significantly compared to female high school students, while the female high school students prefer more to “aesthetic eye” significantly compared to the male high school students. Students of such department prefer more to “realistic eye”, “semi- realistic eye” and “special eye” significantly compared to students of other departments, while the students of other departments prefer more to “particular large eye” compared to the students of such department.The eye styles of comic heroes preferred by high school students are “general eye”, “simple eye”, “aesthetic eye” and “realistic eye”, while “special eye”, “particularly big eye” and “semi-realistic eye” are less preferred. (2) Male high school students prefer more to “realistic nose” significantly compared to female high school students. Students of such department prefer more to “realistic nose” and “only nostril” significantly compared to students of other departments.The nose styles of comic heroes preferred by high school students are “nose and nostril”, while “special nose” and “no nose” are not preferred. (3) Male high school students prefer more to “realistic mouse” significantly compared to female high school students. Students of such department prefer more to “realistic mouse” and “lines of upper lip, lower lip and mouth” compared to students of other departments.The mouth styles of comic heroes preferred by high school students are “lines of lower lip and mouth” and “lines of upper lip, lower lip and mouth”, while “realistic mouth” and “only line of mouth” are not preferred. (4) High school students prefer comic heroes at the edge of 18 or 19. (5) High school students prefer to “read both” male and female comics. (6) High school students prefer to read comics over “internet”. (7) High school students spend “4 to 5 hours” in reading comics every week. (8) High school students like “Japanese comics” most preferably, while they do no prefer comics of “Hong Kong” and “U.S.A.” (9) The reasons, for which high school students like “Japanese comics” most preferably, are “drawing style” and “story”. (10) The reasons, for which high school students prefer comics of “Hong Kong” and “U.S.A.” the least, are “drawing style” and “story”. (11) The most preferable cartoons of high school students are One Piece and Attack on Titan. (12) The lengths of hairs of comic heroes preferred by high school students “below ears but not over shoulders” and “above ears”, while the less preferable lengths are “bald” and “reaching to waist”. (13) High school students prefer cosmic heroes with bang for hair. (14) The hairstyles of comic heroes preferred by high school students are “line + net point + gloss”, while “no gloss” and “line + net point” are less preferred. (15) The eyebrows of comic heroes preferred by high school students are “moderate” and “thin” eyebrows, while “special thick” and “no” eyebrows are less preferred. (16) High school students prefer the eyes of comic heroes to appear “little light spots” and “many light spots”, while do not prefer the eyes to appear “with light spots only in the middle” and “no light spot”. (17) The countries of male celebrities preferred by high school students prefer are “U.S.A.”, “Japan”, “Taiwan” and “Korea”, while “Hong Kong”, “Singapore” and “China” are less preferred.
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LU, JIA-YUN, and 呂佳芸. "A Study of Applying Association Rule to Research the Reading Preferences of the Students in the Elementary School-The Sample Taking From the Students (Grade 3-6) in one of the Elementary School of Taoyuan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/debnv3.
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碩士萬能科技大學
資訊管理研究所在職專班
107
The reading ability of the elementary school students is getting down in recent years. If the reading ability of students wants to be enhanced, the willingness and the interesting of reading actively has to increased. Therefore, researching and picking out what kind of books the children prefer to will help the researcher give children an improvement of reading ability. The research uses a technique, the association rules of Date Mining, to explore the relationship between the basic attributes and reading behavior date and the reading preferences of elementary school students. The results show that there is the relationship between the catalogues of adventure and mystery and the ones of legend, science-fiction, fable, and fairy tale; the relationship between the catalogues of biography and motivational books and the ones of sports and athletics; the relationship between the catalogues of literature, novel, prose and the ones of readable books. Furthermore, preferring to reading natural and scientific books has highly correlated with preferring to reading art catalogue books. Besides, An factor of the gender also lead to different results. The male students in the elementary school like to read books about sports, athletics, geography; however, the female students in the elementary school prefer to the catalogues of literature, novel, and art. Moreover, gender, grades, parents educational levels, parents occupations, family status in the basic attributes of elementary school students are obviously related with reading preferences; there is the correlation between reading behaviors and reading preferences, too. It is hoped that the results of the study will assist teachers to effectively improve reading performance of students of the elementary school in future.
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Shu-chen, Joy Huang. "Effects of Attention-oriented Pre-reading Materials on Situational EAP Reading Motivation and Analysis of Learner Preference." 2004. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200712104447.
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Huang, Shu-chen Joy, and 黃淑真. "Effects of Attention-oriented Pre-reading Materials on Situational EAP Reading Motivation and Analysis of Learner Preference." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/45266291559865181113.
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博士國立臺灣師範大學
英語研究所
92
Literature from the field of L2 reading has tended to focus exclusively on cognitive aspects. Situated in L2 EAP reading, this study attempted to explore motivation, an important affective factor that has been associated with L2 achievement. Among L2 motivation research, there were few empirical studies examining the effectiveness of specific motivational strategies. This study, based on Keller’s ARCS motivation model of instructional strategies, aimed to find out how attention-oriented pre-reading materials affected EFL college students’ situational motivation on EAP reading, how students perceived these motivational materials, and if student preferences were related to certain learner characteristics. With convenience sampling, a total of 183 EFL students from two colleges in Taiwan, including one vocational college and one national university, participated in the experiment. They were given pretests on General Academic Motivation, Academic Reading Motivation, EFL Learning Motivation, EFL Reading Comprehension, and L1 Academic Reading Comprehension. Randomly assigned into three experimental groups, participants received three pre-reading treatments (a) Vocabulary List, (b) Self Appraisal, and (c) Case Study in combination with three EAP expository texts in three weekly class meetings. Vocabulary List represented the traditional cognitive approach. Self Appraisal and Case Study were the major treatments of this study. The former was designed according to Keller’s guideline of perceptual arousal and the latter of his inquiry arousal under the attention component of ARCS model. Both treatments were adapted from authentic content textbooks and translated into participants’ L1. The procedures included having participants (1) work on the treatment materials, (2) rate a 10-item questionnaire indicating their pre-reading situational motivation, (3) read the EAP texts independently, (4) rate the same questionnaire indicating their post-reading situational motivation, and (5) answer comprehension questions in L1. At the end of the experiment, participants reported their most and least preferred treatments and provided written reasons for their preferences and dislikes. The following results were found. First, participants from two college sites were significantly different in many aspects. Participants from the vocational college had higher trait motivation but lower language proficiency and EAP reading comprehension than those from the general educational track. Second, in the national university alone, participants who received the Self Appraisal treatment had higher pre-reading situational motivation than those who received the Case Study treatment for reading the third article. However, motivational materials did not have significant motivational effect in general. Third, on average, participants did not have specific preference over any treatment except that fewer students in the national university disliked Case Study. Fourth, the comparison among participants with different preferences indicated that those who disliked Case Study had lower General Academic Motivation and EFL Reading Comprehension than those who disliked Self Appraisal. Implications from the results include the following. First, L2 teachers should be more cautious about applying motivational theories borrowed from non-L2 settings. Besides, they should consider the relative L2 proficiency as an important factor in L2 motivation. Since none of the existing L2 motivation theories includes learners’ proficiency level as an element influencing motivation, we suggest this to be considered in future theory construction, especially in a theory accounting for the situational characteristics of L2 motivation. Second, the decision of motivational interventions should be based on a learner motivation assessment. As Keller suggested, if learners’ original motivation level is high, teachers should focus on main instruction and not interfere with motivation; if learner motivation is low, motivational strategies will then work to bring it to an optimal level. Third, abundant resources available in authentic content textbooks may serve as a good resource for language teachers if they can carefully help learners overcome the L2 barrier. Fourth, Case Study seemed to induce a curiosity for knowledge while Self Appraisal induced a lower-level attention which may not contribute directly to learning. The difference between induced situational motivation from two types of treatment is somewhat similar to the distinction between types of interest or curiosity in L1 reading literature and has never been discussed in the L2 field. This is an area worth further exploration.
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Chen, Chiung Wen, and 陳瓊雯. "The Correlation between the Reading Preference and Reading Comprehension Ability among Elementary School Students at Higher Grade Level." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/8je5w4.
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碩士國立臺東大學
教育學系(所)
98
This study aimed to explore the reading preference of elementary school students at higher grade level. Different variables concerning the students’ background were analyzed to discuss their reading preferences and reading comprehension ability, as well as to explore the correlation between the two. The questionnaire method was adopted with the students in elementary schools of Pingtung County as the research subjects. Cluster sampling was employed with the sampling population being 201 persons; 198 valid copies were collected. The questionnaire, titled: A Survey on the Reading Preferences and Comprehension Ability among Elementary School Students at Higher Grade Level, was analyzed by descriptive statistics, t-test, chi-square test, One-way ANOVA, and product-moment correlation. The findings are as follows: I. Gender and school scale exhibit significant difference with regard to reading preferences. 1. Gender has a significant difference in regard to preference for books in the category of “story”, “biographies of renowned figures”, and “history or geography”, with a very significant difference in the categories of “natural science” and “prose and poetry.” 2. Students at schools of different scales show different reading preferences for books on “natural science” and “history or geography”, with no significant differences concerning the other categories. II. Different reading preferences reflect different reading comprehension abilities There is a significant difference in the reading comprehension ability between those who prefer books on “biographies of renowned figures” and those who prefer “natural science.” III. A significant correlation between reading preference and reading comprehension Books on “recreation and leisure”, “stories”, “biographies of renowned figures” and “natural science” have greater impact on students’ reading comprehension ability; among these, “natural science” books can be credited with the highest influence on reading comprehension ability and other relevant aspects. Based on the above findings, this study proposes the following suggestions as reference to parents, schools, education-related personnel, and future researchers: 1. emphasis on family education; 2. respect for children’s preference of books; 3. purchase of books suitable for the children’s development stage of reading ability;4. emphasis on free reading; 5. utilization of multi-dimensional teaching method to motivate students’ reading interest; 6. setting a teaching objective and offering readings at different levels according to the students’ reading ability; 7. strengthening interschool library and public library cooperation; 8. provision made for multiple categories of books; 9. promotion of long-term reading activities; 10. cultivation of library management expertise among the students; 11. emphasis on the education policy of family reading; and 12. fulfillment of reading as part of lifelong learning.
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"Teachers' self-reports of their preference for and use of Reading Recovery." PEPPERDINE UNIVERSITY, 2007. http://pqdtopen.proquest.com/#viewpdf?dispub=3256095.
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Lin, Shin-Yen, and 林欣燕. "The Correlation between the Reading Preference and Reading Comprehension Ability Among Junior High School Students at Seven Grade Level." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/39163813202326767659.
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碩士國立東華大學
教育與潛能開發學系
104
The aim of this study is to understand seventh grade student reading preference and reading comprehension ability through different types of background variables to analyze its differences and relatedness. This study used questionnaires administered to 7th grade students enrolled in schools under the jurisdiction of the Ilan County Government, using the stratified cluster sampling method, a sample size of 300 students was obtained, of which valid sample is 286. Questionnaires included "Seventh Grade Students Reading Preference Questionnaire" and "Reading Comprehension Diagnostic Test", statistics evaluated in descriptive method, Chi test, and multiple regression analysis, results are as follows: A) Different background variables of seventh grade students reading preference showing significant statistical differences: (a) Gender showed significant statistical differences in "geographic, and history " and "inspirational", "natural, and science", "sports", and "comic, electronic play solution " and "love story " books. (b)Urban-rural-gap showed statistically significant differences in books related to "geography and history", "inspirational" and "adventure, reasoning". (c) Schools not offering reading courses in their curriculum showed high statistical significance in "biography, true stories", and fair statistical significance in "nature and science" and "adventure, reasoning" type of books. B) Different background variables of seventh grade students reading comprehension showing significant statistical differences: Gender showed significant statistical differences in "integration" and "inference" items in "inference to understand". Urban-rural-gap also showed statiscally significant differences in "meaning of words", "inference to understand", and "overall reading comprehension". Presence of reading course in the curriculum also showed statistical difference with regards to "reasoning to understand" and "overall reading comprehension ability", whereas "the literal meaning of the words" did not have a significant difference. C) Different types of reading preferences among seventh grade students have predictive value for their reading comprehension abilities. Individual variables for predictive value for reading comprehension abilities are "inspirational type" with "meaning of words" and "inference understanding" having statistical significance of p<.05, hence with predictive power; while the "overall reading comprehension", "grammar analyzing capability ", and "reasoning ability " yielded p value <.001, with the most predictive power. Conclusions: This study, in accordance with the above recommendations, could serve as reference for personnel working in the education field and for future researchers.
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Constantinescu, Ioana R. "The role of verb-transitivity preference in sentence processing by reading disabled adolescents." Thesis, 2003. http://spectrum.library.concordia.ca/2258/1/MQ83817.pdf.
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The influence of verb-transitivity preference in sentence processing was investigated in two self-paced reading experiments with normal and reading disabled readers. Experiment 1 compared reading times of Learning Disabled (LD) adolescents diagnosed with reading disabilities with those of normal college students. Experiment 2 compared another group of LD adolescents with reading disabilities with age-matched normal readers. Preferred-transitive (e.g., visit ) and preferred-intransitive (e.g., walked ) verbs were inserted into transitive (e.g., The child visited/walked his dog ) and intransitive (e.g., The child visited/walked with his friends ) syntactic frames. The results from the normal control groups showed an interaction between verb preference and sentence type and a significant difference between verb preferences in transitive frames. The results from the LD groups showed only a significant difference between verb preference in the transitive contexts in Experiment 1 but no difference between verb types in Experiment 2. The pattern of results from the normal readers supports a version of the lexicalist approach in parsing. According to this approach, sentence parsing is primarily determined by the nature of verb-syntactic frames. The pattern of results from the LD groups suggests a tendency for a verb-syntactic deficit in reading disability.
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Ting, Pei-Hang, and 丁培涵. "A Study of ANobii Users’ Preference Structure on Their Leisure Reading Seeking Behavior." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13992503400841024063.
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碩士國立臺灣大學
圖書資訊學研究所
99
This study aimed to explore how users search books they are interested in with different browsing tools in online bookshelf, aNobii, and whether the performance in subjective perspective and objective results will be different. To meet the demands of users’ leisure reading, we use accuracy and novelty as evaluation indicators. Besides, applying the concept of preference structure widely used in marketing as our independent variable, we attempted to investigate whether readers’ preference structure will influence results of book selection with different recommendation tools. A quasi-experimental design was adopted where all 40 participants searched alternately with the three book finding tools. There are two independent variables in the research, three browsing tools in aNobii-- friends, similar readers, and the author, and preference structure including preference development, preference homogeneity, and degree of reading involvement. The dependent variables are subjective perspective collected by questionnaires after the experiment and objective search results retrieved by the computer during the experiment. Some major findings are as follows. First, different browsing tools were found to affect users’ book selection behaviors. Users thought that browsing by author could help them find books better matching their reading preference. It produced a higher accuracy. However, users felt it was less interesting when choosing books by authors. On the contrary, users considered browsing friends’ bookshelf to be most interesting. Books found in friends’ bookshelf may not fit their reading preference but helped users broaden their horizon. Second, performance in subjective perspective and objective search results did not align with each other , which suggested they captured different aspects of user experience . Furthermore, readers’ preference structures were found to affect their browsing results. For instances, search results were better when the reader’s preference is highly developed and homogenous. Also, the reader with high reading involvement was found to be more likely to find books they had already known during browsing friends’ bookshelf. Thus, if we can build users’ reading preference profile to collect enough information for research, we can supply service that meet users’ needs in the future. Moreover, it can help us understand the relation between readers’ preference structure and reading needs.
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Yang, C. M., and 楊捷閔. "English Majors’ Preference and Behavior in Reading via IDP: The Context of STUT." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/05639058002784653849.
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碩士南台科技大學
應用英語系
93
This study investigates students’ reading preference and behavior in Interface with Dynamic Presentation (IDP) assisted reading classes. The study is divided into 2 phases. Phase 1 investigates students’ preference toward IDP display modes. A total of 139 English majors participate in the study. Students’ preference toward three different display modes—chunk, sentence, and paragraph—is the major focus of phase 1 study. The optimal display mode for IDP is then implemented along with paper and screen reading to further examine their reading behavior in phase 2 study. Students’ performances in regard with reading speed and comprehension are investigated. Meanwhile, students’ perceptions toward IDP assisted reading classes are also explored. The results show the spatial duration of display speed and reading habit transmitted from traditional paper medium affect students’ ranking among the display modes. The distributions of students’ preference ranking appear to have some kind of order, indicating different comprehension processes of reading. Students who favor chunk display tend to accord with bottom-up processing model whereas those who favor paragraph display tend to follow top-down processing model. A great majority of students are in favor of sentence display because they consider sentence as a grammar unit. This might have something to do with their analytical mind and sentence-pattern based English curriculum since their junior high school days and the way their teachers taught them in the past. Compared with static screen reading and IDP reading, paper reading is still the most efficient way. Reading via computer screen is approximately 24.8% slower than reading on paper medium. However, IDP reading is more efficient than static screen reading. IDP reading seems to affect screen reading in a positive way as screen reading speed trailing IDP and increase gradually. Students’ reading speed and comprehension rate fluctuate in the initial stage. The fluctuation may due to students’ unfamiliarity with IDP and incapability in balancing between reading speed and comprehension in the beginning stage. Yet the different characteristic of students’ attitudes toward reading may also contribute to this phenomenon. A ceiling effect appears when the IDP display speed reaches the limitation of students’ processing speed. When it happens there is a great decline of comprehension rate. Students show positive attitudes toward IDP assisted reading, which contributes to students’ increase of reading speed as well as general knowledge acquisition from the text. In addition, time pressure brought by IDP reading is the key factor for their progress of reading speed. Most students indicate that their concentration and efficiency are enhanced when doing IDP reading. The use of IDP in reading class has been found to be both motivating and productive, as students gain benefits from both concentration and their increase in reading speed.
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Hung, Yu-ju, and 洪玉如. "Taiwanese EFL College Students’ Experience of Practicing Pleasure Reading: Preference, Barrier, and Attitude." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/96573277204561437654.
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碩士國立高雄第一科技大學
應用英語所
91
Defined in the literature, pleasure reading refers to an array of fun reading activities in which students freely engage in self-selected reading on a wide range of interesting topics. The purposes of reading, distinctly different from those of traditional reading instruction, are usually related to pleasure, information, and general understanding of the content, but not the language (Day & Bamford, 1998; Krashen, 1993; Tsai, 1997). Ample studies have confirmed the effectiveness of pleasure reading to enhance language proficiency in reading and writing with ESL learners in the United States (Krashen, 2002). Despite such encouraging results, scant studies, as far as EFL reading in Taiwan is concerned, have been undertaken to probe students’ real experience of reading for fun in school. For example, how often do students practice pleasure reading? What materials do they prefer to read? What topics do they dislike to read? Answers to those questions remain unclear. Therefore, this study proposes to conduct a complete survey regarding learners’ reading practice. A specially designed questionnaire is administered to 144 college students, exploring five major issues: (1) Learners’ experience of pleasure reading in formal settings; (2) Learners’ experience of pleasure reading in informal settings; (3) Reading preferences with regard to genres and topics; (4) Possible barriers for practicing pleasure reading; (5) Students’ general reading attitudes. The major findings pertaining to the five research questions are summarized as follows. First, the majority of the participants experience pleasure reading activities in formal settings, and they harbor relatively positive attitude toward these activities. Second, concerning students’ practicing pleasure reading in informal settings, most students spend less than one hour reading per month after school. The findings turn out that the students have not cultivated regular reading habits in their free time. Third, with regard to genres of English readers, the students prefer comics, film/TV Tie-ins, and humor. Contrarily, they like biography, war, and classics the least. As to topics of nonfiction articles, the students’ first three choices are leisure/recreation, film/music, and fashion, while the topics they are not fond of are crime/violence/war, business/politics/economics, and architecture/design/decoration. Fourth, the participants report their reading barriers are vocabulary, grammar, and content difficulties. The results indicate linguistic difficult is the major factor that refrains them from reading more for pleasure. Fifth, with reference to reading attitude, the students reflect relative positive attitude toward reading. Moreover, their reading attitude is found to correlate positively, though not all significantly, with their English levels, pleasure reading experience in formal settings, and reading frequency in informal settings. Among these factors, only reading frequency in their free time correlates significantly with reading attitude.
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Chen, Shu-Chun Cheng, and 鄭陳淑純. "The Influence of News Reading Media Preference for the Net Generation on Paper Media." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/f6tv4c.
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碩士義守大學
管理碩博士班
105
Since the rise of online news in the 1990s, a large portion of the traditional paper media market has been replaced by the electronic media gradually. The practical experiences from many journalists show that most lost readers belong to Net Generation. To investigate reasons by which Netswitch from paper to electronic media motivated this study. The news media have been deeply involved everywhere in human life owing to the rapid development of technology and played as an important role in cultural spreading, keeping public mental health, and delivering true news. Modern people spend huge amount of time to explore the mirage world on internet because of the propelling and attraction of cutting-edge technology, especially the Net Generation devote long period of time on using electronic media for their everyday life. However, few people concern above phenomenon that are bringing positive or negative impact on human being. This is another drive of this research. This study applied the focus group interview to collect and record opinions from eight online interviewees. The content discussion during interviewing was recorded and typed as text transcripts by which researcher identified and classified data related to this research. Then the triangulation of data sources was adopted to cross verify variant perspectives from interviewees and literatures. The data analysis resulted conclusions presented by a radar graph to illustrate the integrated capability of media and compare the advantages and disadvantages between electronic and paper media. The research result show that 70% of the interviewees choose electronic media because of the tempting advantages while 71% out of the 30% interviewees who prefer paper media are Net Generation. This perhaps imply that several Net Generation people still expect something unique to paper media. From the long-term development of both types of media, the paper media may regain competitive advantage because of its irreplaceable value if it can find solution for current predicament by amplifying strengths and compensating weaknesses though the possibility is low for Net Generation switching to paper media now.
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Lin, Hsing-Mei, and 林幸玫. "The Relationship of Reading Preference, Personality and Leisure Involvement among the Adolescent Comic Readers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/74791637082511851885.
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碩士國立東華大學
觀光暨休閒遊憩學系
102
The purpose of this study was to investigate the adolescent comic reader’s profile, about demographic and ther reading behavior in Hualien city, and investigate the adolescent comic reader who have different reading behavior if effect the preference of the reading type, personality and involvement, the last, to discuss the relationship between the comic reader’s comic type preference, personality, and involvement. This study to adopt self-administered questionnaire, the questionnaire to refer to Revised NEO Personality Inventory (NEO-PI-R), centrality, attraction and self-expression tree factor inventory, A modified involvement scale,and the before research about comic behavior. The investigation to started from 2013.05.25 to 2013.08.04, used systematic sampling(K=1) to selected sample that the adolescent comic readers in Hualien comic store, and the valid questionnaires were 230. Data were analyzed by Item analysis, reliability analysis, Deascriptive statistics, Pearsoon product-moment correlation coefficient, Canonical correlation analysis, Independent-samples t test, and One-way ANOVA. Results indicated the comic reader is the female in the majority, and most of senior high school students; prefer adventure type comic, gods and spirits type comic, and love type comic; The comic reader tend to Openness personality, and to identify the comic reading with Attraction. In the differential analysis, research showed that, depending on their sex and if they join the comic club had significantly different the preference of the reading type and personality; Secondly, the preference of the reading type and personality all different from the time of reading, the books of week and the cost of week. Finaly, the preference of the reading type, personality and involvement have correlation relasionship. The research propose tha comic industry can according to different personality comic reader to design the promote program, the comic rent store can in compliance with the comic type preference of Hualien comic reader to adjust the site of variously type comic. The coming resreaech can select the numerous of ages, the other city or different reading behavior, so far as to the internet comic readers.
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Veselá, Tereza. "Hodnotový systém žáků mladšího školního věku na základě čtenářských preferencí." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307906.
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This diploma thesis focuses on the value system of primary school pupils and its connection to reading preferences. The terms "value" and "system of values" are being defined from the perspective of several social sciences. Apart from that, the stages of pupils' morality development are being described, as well as the acquisition of reading skills and the importance of reading during leisure time activities. The practical part evaluates the outcomes of survey examining the relation between the pupils' system of values and their reading preferences.