Journal articles: 'Reading preferences'

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Amalia, Novika. "Extended reading: college students’ attitudes In selecting reading materials." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 25. http://dx.doi.org/10.26418/jeltim.v2i1.37231.

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

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Abdul Razak, Noor Zainab binti, and Mallam Adamu Babikkoi. "An Investigation on Reading Preferences of Engineering Students of Universiti Teknologi Malaysia." Indian Journal of Applied Research 4, no. 3 (October 1, 2011): 235–37. http://dx.doi.org/10.15373/2249555x/mar2014/172.

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Hux, Karen, Jessica A. Brown, Sarah Wallace, Kelly Knollman-Porter, Anna Saylor, and Erica Lapp. "Effect of Text-to-Speech Rate on Reading Comprehension by Adults With Aphasia." American Journal of Speech-Language Pathology 29, no. 1 (February 7, 2020): 168–84. http://dx.doi.org/10.1044/2019_ajslp-19-00047.

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Purpose Accessing auditory and written material simultaneously benefits people with aphasia; however, the extent of benefit as well as people's preferences and experiences may vary given different auditory presentation rates. This study's purpose was to determine how 3 text-to-speech rates affect comprehension when adults with aphasia access newspaper articles through combined modalities. Secondary aims included exploring time spent reviewing written texts after speech output cessation, rate preference, preference consistency, and participant rationales for preferences. Method Twenty-five adults with aphasia read and listened to passages presented at slow (113 words per minute [wpm]), medium (154 wpm), and fast (200 wpm) rates. Participants answered comprehension questions, selected most and least preferred rates following the 1st and 3rd experimental sessions and after receiving performance feedback, and explained rate preferences and reading and listening strategies. Results Comprehension accuracy did not vary significantly across presentation rates, but reviewing time after cessation of auditory content did. Visual data inspection revealed that, in particular, participants with substantial extra reviewing time took longer given fast than medium or slow presentation. Regardless of exposure amount or receipt of performance feedback, participants most preferred the medium rate and least preferred the fast rate; rationales centered on reading and listening synchronization, benefits to comprehension, and perceived normality of speaking rate. Conclusion As a group, people with aphasia most preferred and were most efficient given a text-to-speech rate around 150 wpm when processing dual modality content; individual differences existed, however, and mandate attention to personal preferences and processing strengths.

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Alshargabi, Eman, and Asma’a Albeshari. "Reading Preferences of Yemeni Undergraduate EFL Learners." مجلة الدراسات الاجتماعية 23, no. 2 (June 30, 2017): 127–40. http://dx.doi.org/10.20428/jss.23.2.6.

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Farris, Pamela J., Donna E. Werderich, Pamela A. Nelson, and Carol J. Fuhler. "Male Call: Fifth-Grade Boys' Reading Preferences." Reading Teacher 63, no. 3 (November 2009): 180–88. http://dx.doi.org/10.1598/rt.63.3.1.

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TÃ¶temeyer, Jeanne, Emmarentia Kirchner, and Susan Alexander. "READING BEHAVIOUR AND PREFERENCES OF NAMIBIAN CHILDREN." Mousaion: South African Journal of Information Studies 33, no. 2 (November 18, 2015): 1–35. http://dx.doi.org/10.25159/0027-2639/258.

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This study was motivated by the observation that most Namibian children have not developed adequate reading habits. The study gauged the percentages of Namibian children who either do or do not read in their free time. It also explored the reasons why some children do not read in their leisure time; the kinds of reading material readers are inclined to choose; whether they prefer to read either in their mother tongue or in English; and the role of traditional storytelling and oral literature as a form of pre-literacy in Namibia. The findings revealed a picture of deprivation in the schools and environment of the majority of Namibian children. Of the 1 402 Grade 6 students in seven regions of Namibia selected for the study, 77.6 per cent do not read in their free time, while 22.4 per cent, most of whom attend well-resourced, mainly urban schools, read in their free time. Many children struggle to read, and reading materials, particularly in their mother tongues are scarce. The study established relationships between the studentsâ€™ reading behaviour and various other factors, including resource provision in Namibian schools, the availability of reading materials in the environment as well as the socio-economic conditions of Namibian families. Extensive recommendations have been made for government, educators, libraries, publishers and other authorities responsible for the education of children, including ways in which a more concerted effort could be made to promote good reading habits and develop the various Namibian languages.

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Hussain, Irshad, and Parveen Munshi. "Identifying Reading Preferences of Secondary School Students." Creative Education 02, no. 05 (2011): 429–34. http://dx.doi.org/10.4236/ce.2011.25062.

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Mizrachi, Diane. "Undergraduates' Academic Reading Format Preferences and Behaviors." Journal of Academic Librarianship 41, no. 3 (May 2015): 301–11. http://dx.doi.org/10.1016/j.acalib.2015.03.009.

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Arter, Chris, and Lyn Layton. "Reading Preferences of Pupils with Visual Impairment." British Journal of Visual Impairment 18, no. 1 (January 2000): 41–44. http://dx.doi.org/10.1177/026461960001800107.

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Aharony, Noa, and Judit Bar-Ilan. "Students’ academic reading preferences: An exploratory study." Journal of Librarianship and Information Science 50, no. 1 (July 6, 2016): 3–13. http://dx.doi.org/10.1177/0961000616656044.

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The e-book reader revolution is already here. The questions we asked ourselves were: What are the reading preferences of Information Science students at the beginning of the second decade of the 21st century? How do different variables, such as relative advantage, comprehension, and learning strategies affect students’ reading preferences? The research was conducted in Israel during the first semester of the 2015 academic year and encompassed 177 Library and Information Science students in an Information Science Department in Israel. Three questionnaires were used: personal details, relative advantage, and learning strategies, and two further questions that focused on reading habits. The study showed students’ preferences for printed materials. In addition, it emphasizes the importance of two personal variables that may affect students’ will to read electronic materials: relative advantage and comprehension.

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Pešut, Darija, and Daniela Živković. "Students’ academic reading format preferences in Croatia." New Library World 117, no. 5/6 (May 9, 2016): 392–406. http://dx.doi.org/10.1108/nlw-02-2016-0008.

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Purpose This research is a part of an international study about the academic reading format preferences among students. The study aims to determine the preferred format among students considering the study materials used for different academic activities. Design/methodology/approach An online questionnaire was used to collect data from the students of the University of Zagreb. The students were approached through official library websites and were asked to answer 24 questions, out of which 16 were Likert-style statements. Findings The research presumes that students still prefer the print format to electronic, but with a slight variation in their choice when it comes to the purposes of reading and length of text. The results are discussed across various variables, e.g. language, number of pages and studying techniques. The variable of academic major was analysed using a chi-square test to check for possible associations with the students’ responses. Conclusions are made about the students’ general format preferences. Research limitations/implications Not all university libraries agreed to participate in the research. Therefore, the student population sample is not evenly distributed across all academic fields. Future research should aim for a more evenly distributed sample. Originality/value As part of an extensive international study, this research gives comparative results across multi-national student populations. The findings can also be used as the basis for further research on academic reading preferences in and outside Croatia.

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FLETT, SUSANNA, HOLLY P. BRANIGAN, and MARTIN J. PICKERING. "Are non-native structural preferences affected by native language preferences?" Bilingualism: Language and Cognition 16, no. 4 (December 20, 2012): 751–60. http://dx.doi.org/10.1017/s1366728912000594.

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A structural priming experiment investigated whether bilingual speakers’ processing of their non-native language (L2) depends entirely on their experience of L2, or whether it is also affected by their experience of the native language (L1). German-L1 and Spanish-L1 proficient speakers of English (and English-L1 controls) described pictures of dative events after reading unrelated sentences that had a Prepositional Object (PO) or Double Object (DO) structure. Participants in all three groups were more likely to produce DO descriptions after reading DO sentences than PO sentences. Crucially, Spanish-L1 speakers, whose L1 allows PO but not DO structures, showed the same pattern of priming as German-L1 speakers, whose L1 allows both structures. Additionally, the groups showed no difference in their baseline preference for DO structures. We suggest that in proficient bilinguals, processing in L2 is not affected by L1 experience and L1 preferences, and propose a model to account for our findings.

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Kamhieh, Celine. "Female Emirati University Students’ Book Reading Choices: An Investigation." International Journal of Linguistics 9, no. 6 (November 5, 2017): 1. http://dx.doi.org/10.5296/ijl.v9i6.12095.

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The inescapable link between college students' reading habits and their academic success suggests the importance to educators of investigating their students’ reading interests and preferences. The study reported here was an open investigation into the book reading choices of first-year female Emirati university students to see what genres, authors, main protagonists and book settings they preferred. Book titles were mined from data which was gathered during a larger in-depth research on students’ reading habits over a period of two years, through interviews, journal entries, surveys, emails and conversations. Results showed that, while students had a preference for fiction, they also had a comparatively high interest in nonfiction, particularly self-help books. Gender did not appear to be a major factor in their preferences although male authors were popular. Geography, including author and protagonist nationality and book setting, appeared to be more important, with students showing a preference for American and British authors, protagonists and settings. With students’ overall choice of Arab authors and titles at little more than one tenth of their total choices, availability of interesting books would appear to be of paramount importance. There are implications for the Arabic book publishing industry, in general, and the Emirati book publishing industry, in particular. Findings will be of interest also to educators, librarians and others who wish to promote leisure reading among college students in the Arab world and augment the limited literature on Arab students' reading choices.

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Larhmaid, Maryem. "The Impact of Print vs. Digital Resources on Moroccan University Students’ Reading Habits, Uses, and Preferences." SHS Web of Conferences 52 (2018): 02001. http://dx.doi.org/10.1051/shsconf/20185202001.

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The widespread use of digital resources, the Internet and the development of technology have brought several significant changes in reading practices, preferences and use among information consumers. Readers of the 21st century have many options for reading thanks to the rapid growth of electronic-based reading materials, instead of printed ones, such as online newspapers, electronic books, digital encyclopedias, and online academic journals, as well as the expansion of e-book readers. All of these have contributed to changing readers’ reading strategies, reading preferences, and attitudes toward the act of reading. In the field of academia, for instance, there has been a tremendous shift from paper-based reading to screen-based reading. Given the fact that digital devices have become pervasive, and that reading has recently become a digital activity, this article proposes the need to investigate the impact of print vs. digital reading materials on Moroccan undergraduate students’ reading behaviors, preferences and use.

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Seok, Soonhwa, and Boaventura DaCosta. "Perceptions and Preferences of Digital and Printed Text and Their Role in Predicting Digital Literacy." Asian Social Science 12, no. 5 (April 19, 2016): 14. http://dx.doi.org/10.5539/ass.v12n5p14.

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This study explored the relationships between the reading of digital versus printed text among 1,206 South Korean high school students in grades 9 through 12. The Test of Silent Contextual Reading Fluency (2nd ed.), the Digital Propensity Index, and the Reading Observation Scale were among the instruments used to measure reading proficiency and digital propensity. Statistical analysis was comprised of a paired sample t test to compare students’ reading perceptions of digital and printed text; independent sample t tests were used to explore reading preferences and the relationships between digital and printed text; and a multiple linear regression was used to explore digital propensity based on reading behaviors. Among the results, students were found to have higher positive perceptions of the reading of printed text; reading preference depended on the purpose for reading (e.g., learning versus entertainment); and significant mean differences were found among students’ reading scores and digital propensity regarding preferences between the reading of digital and printed text. Although much more research is needed before any definitive conclusions can be drawn, the findings suggest several ways to achieve student literacy competency in the use of digital and printed text, while also pointing to additional factors that influence perceptions and behaviors among these two formats.

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Konstantinova, Alfiya Gumarovna. "Reading in the era of changes: reading preferences among the residents of Ural nuclear closed administrative-territorial formations in the 1990s." Samara Journal of Science 10, no. 2 (June 1, 2021): 211–14. http://dx.doi.org/10.17816/snv2021102213.

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The paper deals with the research results of reading preferences among the residents of Ural nuclear closed administrative-territorial formations in the 1990s. At that time sociocultural transformations, which modified the architectonics of the cultural landscape, significantly changed reading practices. In this regard, the study of such a small fragment of reality as reading preferences of small societies in closed towns seems to be very important for understanding the dynamics of social phenomena and processes. While studying the reading preferences, the author revealed reading value orientations among the residents of Ural closed administrative-territorial formations, their assessment of reading activity, psychological factors of reading, quantitative characteristics, gender and age peculiarities. In the era of changes, reading continued to occupy one of the leading places in the structure of leisure preferences among the residents of Ural nuclear towns and remained the most important way of raising the cultural and educational level. Home and public libraries were the main channels for obtaining information through reading. The universal library fund made it possible to satisfy various information needs of users. At the same time, in order to effectively stimulate reading activity, it was important for libraries not only to provide high-quality services, but also to accumulate relevant socio-cultural practices in their activities.

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Akhlaghi, Najmeh, Hosein Mirkazemi, Mehdi Jafarzade, and Narjes Akhlaghi. "Does learning style preferences influence academic performance among dental students in Isfahan, Iran?" Journal of Educational Evaluation for Health Professions 15 (March 24, 2018): 8. http://dx.doi.org/10.3352/jeehp.2018.15.8.

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Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

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Slater, Jill A., Heidi L. Lujan, and Stephen E. DiCarlo. "Does gender influence learning style preferences of first-year medical students?" Advances in Physiology Education 31, no. 4 (December 2007): 336–42. http://dx.doi.org/10.1152/advan.00010.2007.

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Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences questionnaire to our first-year medical students; 38.8% (97 of 250 students) of the students returned the completed questionnaire. Both male (56.1%) and female (56.7%) students preferred multiple modes of information presentation, and the numbers and types of modality combinations were not significantly different between genders. Although not significantly different, the female student population tended to be more diverse than the male population, encompassing a broader range of sensory modality combinations within their preference profiles. Instructors need to be cognizant of these differences and broaden their range of presentation styles accordingly.

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Lee, Guk-Hee, Eunmi Kim, Incheol Choi, and Dahye Han. "Effects of the Interactions of Reading Preferences and Reading Construal Levels on Reading Continuity and Amount of Reading." Korean Journal of Social Science 39, no. 1 (April 30, 2020): 5–37. http://dx.doi.org/10.18284/jss.2020.04.39.1.5.

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Cohen-Mansfield, Jiska, Rachel Gavendo, and Erin Blackburn. "Activity Preferences of persons with dementia: An examination of reports by formal and informal caregivers." Dementia 18, no. 6 (November 10, 2017): 2036–48. http://dx.doi.org/10.1177/1471301217740716.

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Objectives The aims of this study are (1) to describe the types of leisure activities preferred by persons with dementia in the past and present, as reported by family members and therapeutic recreation staff members, and (2) to examine the influence of demographic and functional abilities variables on the perceived current interest of persons with dementia. Method Family members of persons with dementia and therapeutic recreation staff involved in the care of those persons completed an activities preference assessment concerning the persons with dementia. Participants were recruited from a nursing home and a senior day center. Family members completed the assessment for the past and present, and staff members completed the assessment for the present. Results For present preferences, music was the most often preferred activity according to both family and staff, followed by reminiscence and reading, while the least desirable activity was cooking/baking according to family and trivia games according to the staff. Current preferences were significantly related to past preferences. Gender was also related to preference for some activities. A significant reduction in preference from the premorbid past to the present was found for music, reading, and cooking. Additionally, the number of activities persons preferred as reported by both caregiver groups was affected by dementia. Family members tended to report lower preference levels for the activities in the present in comparison to the staff, and they were also more likely to report not knowing the present level of preference than therapeutic recreation staff members. Conclusion The assessments by both therapeutic recreation staff members and family members shed light on leisure preferences of persons with dementia, while the varying reports reflect a possibly different perspective of the two caregiver groups.

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Mueller, Kat Landry, Michael Hanson, Michelle Martinez, and Linda Meyer. "Patron Preferences: Recreational Reading in an Academic Library." Journal of Academic Librarianship 43, no. 1 (January 2017): 72–81. http://dx.doi.org/10.1016/j.acalib.2016.08.019.

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Aisyiyah, Muhsiyana Nurul, and Mohammad Andi Hakim. "EXPLORING ENGLISH STUDENT TEACHERS’ READING HABITS AND PREFERENCES." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 5, no. 2 (December 15, 2020): 149. http://dx.doi.org/10.24235/eltecho.v5i2.7413.

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Mahbubul A, Md, and Md Saifur Rah. "Data Analysis for Book Reading Preferences: Bangladesh Perspective." Information Technology Journal 20, no. 1 (December 15, 2020): 8–14. http://dx.doi.org/10.3923/itj.2021.8.14.

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Awais, Sania, and Kanwal Ameen. "The Reading Preferences of Primary School Children in Lahore." Pakistan Journal of Information Management and Libraries 14 (December 1, 2013): 38–43. http://dx.doi.org/10.47657/201314769.

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The scope of this study aims at investigating reading preferences of children of Lahore city, which is the capital of Punjab province-Pakistan. It was assumed that proper attention towards providing reading opportunities to primary school students (First -Fifth grade) in Pakistan is vital while inculcating reading habits at that tender age. The study was conducted on 300 primary school students. A target group of 300 primary school students was selected for this study. Mainly survey method based on administered questionnaire was used to collect quantitative data from young students. The findings suggested that the children prefer to read locally published printed material in English. Respondents were found interested in reading short stories. (Fiction books, narrating adventure stories remained their favorite. On basis of the findings, the study furnishes suggestions for parents, teachers and school librarians, along with the local publishers for playing their effective role in developing reading habits and addresses the barriers in this regard.

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Winocur, Rosalía. "Reading Online." International Journal of E-Politics 6, no. 4 (October 2015): 53–69. http://dx.doi.org/10.4018/ijep.2015100104.

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The popularization of mobile devices in the everyday life of Mexico City's broad socio-cultural sectors, particularly the cell phone, calls attention to the fact that young people read and write permanently, from the moment they wake up to the time they go to bed. They receive and answer dozens of messages throughout the day, and they search and publish all kinds of information. Nonetheless, surveys that measure reading practices leave out questions about these experiences, and subjects, when questioned about their reading habits and preferences, don't mention nor recognize them in their answers. These observations led us to ethnography traditional and emergent reading and writing practices and representations that young people studying Communication in a public university have. Its main results are reviewed in this paper.

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Knollman-Porter, Kelly, Jessica A. Brown, Karen Hux, Sarah E. Wallace, and Allison Crittenden. "Reading Comprehension and Processing Time When People With Aphasia Use Text-to-Speech Technology With Personalized Supports and Features." American Journal of Speech-Language Pathology 31, no. 1 (January 18, 2022): 342–58. http://dx.doi.org/10.1044/2021_ajslp-21-00182.

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Background: Person-centered approaches promote consistent use of supportive technology and feelings of empowerment for people with disabilities. Feature personalization is an aspect of person-centered approaches that can affect the benefit people with aphasia (PWA) derive from using text-to-speech (TTS) technology as a reading support. Aims: This study's primary purpose was to compare the comprehension and processing time of PWA when performing TTS-supported reading with preferred settings for voice, speech output rate, highlighting type, and highlighting color versus unsupported reading. A secondary aim was to examine initial support and feature preference selections, preference changes following TTS exposure, and anticipated functional reading activities for utilizing TTS technology. Method and Procedure: Twenty PWA read passages either via written text or text combined with TTS output using personally selected supports and features. Participants answered comprehension questions, reevaluated their preference selections, and provided feedback both about feature selections and possible future TTS technology uses. Outcomes and Results: Comprehension accuracy did not vary significantly between reading conditions; however, processing time was significantly less in the TTS-supported condition, thus suggesting TTS support promoted greater reading speed without compromising comprehension. Most participants preferred the TTS condition and several anticipated benefits when reading lengthy and difficult materials. Alterations to initial settings were relatively rare. Conclusions: Personalizing TTS systems is relevant to person-centered interventions. Reading with desired TTS system supports and features promotes improved reading efficiency by PWA compared with reading without TTS support. Attending to client preferences is important when customizing and implementing TTS technology as a reading support.

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Storozheva, Svetlana, and Natalia Mikidenko. "The “Audible Word” in the Media Preferences of Youth." Ideas and Ideals 13, no. 4-2 (December 27, 2021): 400–419. http://dx.doi.org/10.17212/2075-0862-2021-13.4.2-400-419.

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The development of digital technologies creates the conditions for a new stage in the development and dissemination of audio culture. Radio plays have been replaced by audiobooks, audio podcasts, and audio series. The book market is experiencing an "audio explosion". There is a steady growth of interest in audiobooks, which compete with musical content. The authors of the article turn to the study of the current state of the culture of the "audible word". This article examines the audiobook reading of student readers, who were socialized under the conditions of the large-scale spread of digital technologies. The aim of the research: to consider audioreading in the context of leisure and educational practices of young people. The study is based on theoretical approaches that consider the phenomenon of audio consumption in modern media (V.Y. Bal', M.Y. Gudova, J.P. Melentieva, V. Erlmann, W. Hagen, A. Kassabian, J.F. Lehmann). The study examined students' perceptions of audiobook reading, its place in leisure and educational practices. The authors conducted a sociological study (December 2020) with the participation of 85 students in order to identify the perceptions of audiobook reading. Qualitative methodology of analysis of answers to open-ended questions was used for the study. The design questionnaire included questions on preferred types of reading, use of audiobook reading in educational and leisure practices, reasons for interest in audiobook reading and possibilities of audiobook reading as a type of educational content. The study identified students' preferences in the choice of book format (paper, electronic, audiobooks), students' ideas about the reasons for wide distribution of audiobooks, advantages and limitations of audiobooks, convenient contexts for daily life, practices of using audiobooks in educational and leisure activities. The authors consider the potential of audiobooks in the organization of educational and leisure activities of students.

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Davidson, Meghan M., and Susan Ellis Weismer. "A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151880610. http://dx.doi.org/10.1177/2396941518806109.

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Background & aims Anecdotal evidence suggests that individuals with autism spectrum disorder prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with autism spectrum disorder’s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. Method Children (ages 8–14 years, M = 10.89, SD = 1.17) with autism spectrum disorder diagnoses ( n = 19) and typically developing peers ( n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children’s current favorite book, and from these responses, we coded children’s fiction versus non-fiction book preferences. Main contribution Contrary to anecdotal evidence, children with autism spectrum disorder preferred fiction similar to their typically developing peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children’s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. Conclusions This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children’s comprehension and support the theoretical role of social communication knowledge in narrative/fiction. Implications It should not be assumed that all children with autism spectrum disorder prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.

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Hancock, Gabriella M., Tarah N. Schmidt-Daly, Joseph Fanfarelli, Jurate L. Wolfe, and James L. Szalma. "Is E-Reader Technology Killing or Kindling the Reading Experience?" Ergonomics in Design: The Quarterly of Human Factors Applications 24, no. 1 (January 2016): 25–30. http://dx.doi.org/10.1177/1064804615611269.

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The advent of e-reader technology has spawned a fundamental change in the reading experience. Such devices are meant to address what are perceived as shortcomings or flaws in the design of traditional paper-based books. Yet, as with any new technology, e-readers possess their own unique set of advantages and disadvantages, which we explore here. Research concerning reading media indicates a mild yet pervasive preference for traditional books, yet e-readers continue to gain in popularity. We offer quantitative data relating to readers’ attitudes and preferences for information presentation so as to better guide efforts for the design of e-reader systems.

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Smetannikova, Natal’ya N. "Promotion of Reading via Screen Reading." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2015): 60–68. http://dx.doi.org/10.25281/0869-608x-2015-0-3-60-68.

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There are considered the issues of necessity, possibility and intent to promote the reading, which is driven by the decrease of educational level of young people, by transition to a new model of learning and dissemination of screen reading. The practice of using screen reading, which became equal to “revolution” in the world of reading, is connected with two current theories of reading - factor and deictic.The new European project for additional training of subject teachers in the field of literacy strategies in reading the domain-specific texts is one of the ways of the improving the quality of reading and literacy of pupils of se-condary schools. The results of research performed by the members of the Reading Association of Russia, describe the modern readers of different ages with respect to their gender characteristics and readers’ preferences, including reading and screen reading, as well as present the visual metaphor «Readers’2013». The findings indicate the importance of using the screen reading to promote reading among youth, especially among students.

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Abd Rahman, Nur Fatin Nabila. "Reading Preferences and Their Effects towards Ben 7 Academic Performance." International Journal of Modern Languages And Applied Linguistics 3, no. 3 (August 1, 2019): 29. http://dx.doi.org/10.24191/ijmal.v3i3.7681.

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This study aimed to identify BEN 7 students’ reading preferences that might affect their academic performance. From observation and experience in teaching, reading materials may have impacted students’ comprehension and interest, and subsequently their academic performance. In this study, the respondents were 60 final year Bachelor of English with Communication (BEN) students from Faculty of Languages and Communication in UniSZA. The respodents were selected via purposive sampling, and the questionnaires designed were disseminated to them. The software, Statistical Package for Social Sciences (SPSS) was used for data analysis and data was presented in the forms of frequency, percentage, mean, median, mode and standard deviation. As this study aimed to identify the reading preferences of BEN 7 students and the effectiveness of the chosen reading materials for their academic performance, this research can probably help to recommend the learners and educators the suitable reading materials based on learning contexts.

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Milal, A. Dzo'ul, Raudlotul Jannah, Sufi Ikrima Sa'adah, and Andini Anugrah Fitria. "Reading Preferences across Genders of Undergraduate EFL Students in Indonesia." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 1 (November 26, 2021): 141. http://dx.doi.org/10.21093/ijeltal.v6i1.918.

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Due to pandemics, students carry out their studies from home. They have more leisure time and are freer to do activities. In such a condition, questioning students’ commitment to reading to learn becomes relevant. The question is whether and to what extent the students do the reading activity, what they read, and whether their preferences are different based on their genders. This topic is inconclusively studied, especially in the context of EFL. Therefore, it seems important to conduct a study on this topic because the results might raise the effectiveness of teaching EFL. This study is a descriptive survey revealing students’ reading preferences to spend their leisure time based on gender differences. The subjects are undergraduate EFL students aged 19–23 years who study at the English Department in Indonesia. The data were collected by a questionnaire consisting of closed and open items. The responses were tallied, calculated, and tabulated. The findings show that female respondents favored reading more than males. Both genders tend to prefer reading social media to spend their leisure time. Female respondents are more likely to read e-books, while male respondents are more into the printed books. They do extensive reading to get knowledge more than to get pleasure. Although they are EFL learners, they prefer reading the sources in their native language because it is more accessible than in the target language. The reasons underlying those findings and pedagogical implications are also described at the end of the article.

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Chudinova, Vera P. "Reading and Literary Preferences of Generation Z Schoolchildren: Socio-Cultural Context." Observatory of Culture 15, no. 6 (December 28, 2018): 668–81. http://dx.doi.org/10.25281/2072-3156-2018-15-6-668-681.

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The article is devoted to the problem of transferring literary culture from previous generations to “Generation Z”. A brief description of this generation is presented from the perspective of the theory of generations by American researchers Neil Hove and William Strauss. The topic of children’s reading for generations of the 20th century is briefly covered. By the example of the reading repertoire of children and teenagers, works of literary classics and actual children’s literature, the article shows the process of gradual weakening of the transfer of values of literary culture from generation to generation. The materials of complex and sociological research, conducted by the Russian State Children’s Library at the beginning of the 21st century, highlight the problems of reading the best literature that traditionally has been included in the reading of generations. The results of research given in the article testify to the process of losing the nearly century-old literary tradition. For instance, this problem can be seen in the example of parents choosing books for children of primary and secondary school age. In many ways, the repertoire of reading literary classics by children and adolescents is formed by school: this is the school curriculum and lists of extracurricular reading. The interest of schoolchildren in classical literature and in books of previous generations continues to fall. The process of changing the repertoire of leisure reading in adolescents is shown. The repertoire of their reading is significantly fragmented. This is largely due to trends in the development of book publishing and the spread of literature. The article indicates the pros and cons of adolescents’ reading, caused by new information technologies; shows the influence of these technologies on reading literacy and reading culture. The process of literature selection by adolescents, boys and girls, is illustrated basing on the results of another new study. It is shown that the choice of schoolchildren is largely random and contains works of modern literature with a predominance of fantasy genre books. The research results demonstrate that today the main factors that have a significant impact on the choice of literature for teenagers and young people are video production and peers’ advice. Solving the problem of supporting reading and forming a reading circle of “Generation Z” schoolchildren, in the context of literary tradition attenuation, is a difficult task to be accomplished by competent adult mentors together with adolescents and young people themselves.

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Ekowijayanto, Mochlis, Yayuk Astutik, and Nur Khomariyah. "Understanding English Texts for Non-English Students: Reading Habits and Reading Preferences in Az-Zainiyah Nurul Jadid." International Journal of English Education and Linguistics (IJoEEL) 3, no. 1 (June 30, 2021): 39–49. http://dx.doi.org/10.33650/ijoeel.v3i1.2259.

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The role of students in Indonesia is needed, especially their ideas and opinions to develop this country. The quality of human resources is certainly very relevant to students' interest in reading. Reading habits are not only related to the teaching and learning process, but also can shape the personality of an individual by living the reading results. The research aims to study the process of reading habits and reading preferences favored by students. The research method used was a descriptive survey involving 45 students of non-English students in Az-Zainiyah Nurul Jadid. In obtaining data to find out the problems faced by students in understanding English reading texts, a questionnaire was used relating to reading habits and reading preferences. The findings from this study are expected to be used as an evaluation material that reading skills also need to be introduced further to students so that they can use them in the reading process.

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Lebedeva, Maria Yuryevna, Kseniya Petrovna Vergeles, Olga Fedorovna Kupreshchenko, Lyudmila Yuryevna Zhiltsova, and Tatyana Sergeevna Veselovskaya. "The Russian schoolchildren's digital reading: Factors affecting medium preferences and self-evaluation of digital reading practice." Science for Education Today 10, no. 6 (December 30, 2020): 252–72. http://dx.doi.org/10.15293/2658-6762.2006.14.

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Introduction. While the importance of digital reading in modern education is constantly increasing, there are some knowledge gaps in investigating reading patterns (reading digital and print texts). There is still little scientific understanding of how Russian schoolchildren choose the medium of reading and how children assess their reading behavior in the digital environment. The purpose of the article is to reveal the factors that influence Russian schoolchildren’s choice of a reading medium, as well as the features of their self-evaluation of digital reading practices. Materials and Methods. To achieve the goal of the study we used the following methods: a questionnaire, statistical data processing, including t-test, correlation analysis using Spearman's rank correlation coefficient (rs) for ordinal variables and Pearson's coefficient (rp) for quantitative variables, comparative analysis based on the Mann-Whitney rank test for nonparametric data and ordinal scales, ANOVA. Results. During the research a questionnaire consisting of three blocks of questions was developed, tested and distributed among the target audience. 568 students of grades 5-11 from 54 regions of the Russian Federation took part in the survey. Correlation analysis of the data made it possible to reveal some factors which influence the Russian schoolchildren’s choice of the reading medium - digital or printed. Furthermore, the authors identified the features of schoolchildren’s subjective perception of digital reading and the factors determining this perception. Conclusions. The study identified factors which significantly affect the Russian children’s preference to read digitally: the type of text, the purpose of reading, the respondents’ age, their attitude to reading and the level of reading proficiency (according to self-report data). Children’s self-evaluation of digital reading showed that they identify both negative (increased fatigue, decreased interest in reading, etc.) and positive aspects of reading digital texts (efficiency of search reading). Keywords Reading; Digital reading; Reading medium; Preferences of reading medium; Reading self-evaluation; Reading practice; Russian schoolchildren

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Sun, Baoqi, Chin Ee Loh, and Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.

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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoyment was significantly associated with reading frequency and reading duration. Crosslinguistically, children’s reading duration and frequency in their two languages were closely related, despite their different reasons for reading English and Chinese/Malay books. Even though levels of reading enjoyment in the two languages were not significantly correlated, results suggested that English reading enjoyment may facilitate Chinese/Malay reading. Results highlight the important role of language policy, the focus of language curriculum and language-specific features in shaping bi-/multilingual children’s reading habits and preferences. Implications for classroom applications and the need to promote Chinese/Malay reading are discussed.

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Alamri, Basim. "Reading Preferences of ESL Students: Electronic Texts vs. Printed." International Journal of Emerging Technologies in Learning (iJET) 14, no. 04 (February 27, 2019): 169. http://dx.doi.org/10.3991/ijet.v14i04.9466.

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The present study investigated the reading preferences of international students regarding their choices between electronic texts (e-texts) and printed texts (p-texts). The study also explored the influence of reading e-texts and p-texts on comprehending their contents, as well as the purpose of students using these electronic devices (e-devices). The data were collected using a questionnaire completed by non-native English speakers (36 males, 24 females) at a southwestern university in the United States. The findings indicated that the students preferred using p-texts over e-texts. Among these students, there was no gender difference in terms of reading preferences. Moreover, the results indicated a statistically significant difference between males and females regarding understanding the content in the printed format. The females understood the content better than the males when they read p-text. The findings also revealed that students preferred using electronic devices for personal uses rather than academic uses. Such personal uses were web browsing, listening to or watching media, and reading and writing emails. The study suggested several pedagogical implications for students and e-book developers and designers.

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Lesiak-Bielawska, Elżbieta Danuta. "The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language." Glottodidactica. An International Journal of Applied Linguistics 34 (November 5, 2018): 93–103. http://dx.doi.org/10.14746/gl.2008.34.10.

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The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.

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Abi, Mehmet, and Şevki Kömür. "Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training." Eurasian Journal of Applied Linguistics 4, no. 2 (September 26, 2018): 213–37. http://dx.doi.org/10.32601/ejal.464121.

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Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.

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Journal articles on the topic 'Reading preferences'

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