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1
Patterson, Annette. "Reading Research Methodology and the "Reading Research Quarterly": A Question of Gender." Reading Research Quarterly 30, no. 2 (1995): 290. http://dx.doi.org/10.2307/748039.
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Mills, Laura, Eva Abdulla, and Robert A. Cribbie. "Quantitative Methodology Research: Is it on Psychologists’ Reading Lists?" Tutorials in Quantitative Methods for Psychology 6, no. 2 (2010): 52–60. http://dx.doi.org/10.20982/tqmp.06.2.p052.
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Bastalich, Wendy. "Reading Foucault: Genealogy and Social Science Research Methodology and Ethics." Sociological Research Online 14, no. 2 (2009): 81–90. http://dx.doi.org/10.5153/sro.1905.
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Foucault's work has given rise to increased methodological sensitivity of the political dangers associated with traditional qualitative approaches in the social sciences. There is a growing awareness that the widespread use of the research interview is not indicative of a deepening insight into the workings of culture, but is part of a broader social technology for its reproduction. In an effort to re-imagine interview methodology, scholars have read Foucault to suggest the need for greater attention to the active co-construction of research conclusions arising from interview based research. This has led in turn to the view that post modern approaches produce localized, temporally specific knowledge that fails to shed light on deeper, more enduring social structures. This paper questions these interpretations of Foucault's work, arguing that they fail to accurately represent his genealogical method or to consider its implications for research ethics. Foucault rejects a view of knowledge as emerging from the active social constructions of agents or of institutionalised ‘interests’. Rather, Foucault sees knowledge as an outcome, often accidental, of interrelated historical practices and discourses that produce the subjects and objects of social science discourse itself. The implications of Foucault's work for thinking about research ethics is not a return to authenticity or to analyses of social structure, but a rejection of the centralised, regulatory claims of an organised scientific discourse. The paper comprises a review of social science responses to post structural insights, coverage of the critical epistemological differences between Foucault's method and other key social theory paradigms, and a discussion of the critical ethical issues these differences raise for the social sciences.
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Macmillan, Bonnie M. "Rhyme and reading: a critical review of the research methodology." Journal of Research in Reading 25, no. 1 (2002): 4–42. http://dx.doi.org/10.1111/1467-9817.00156.
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Ramírez Casco, Gabriel Margarita, and Jazmina Ivonne Mena Mayorga. "Reading skill development through CLIL Methodology." ConcienciaDigital 4, no. 3 (2021): 68–80. http://dx.doi.org/10.33262/concienciadigital.v4i3.1702.
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Introduction. In the mid-90s, as a result of the language policies adopted in Europe to improve the language skills of its citizens, a new approach to language learning emerged, this was named, Content Integrated Learning and Foreign Languages (CLIL). With the same vision, within the changes made in its educational policy, since 2016 Ecuador implements this approach in its foreign language curriculum. Objective. The objective of this work was to provide evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of reading competence compared to the traditional learning of English as a foreign language (EFL) in the first year of Bachillerato at Unidad Educativa Riobamba. Methodology. The study was carried out based on a quantitative method, quasi experimental design and it was applied in two moments: pre and post- test. In order to determine the statistical differences in the reading comprehension process between the two groups of students, CLIL reading texts were applied to a population of 60 students, which 30 students represented the control group and all the other remaining students were the experimental group. The control group was evaluated after using the textbook as the only class teaching material and, the experimental group, was evaluated after receiving CLIL classes using its corresponding materials. Results. The results indicated that students in the experimental group showed at the end of the project, a significant development in reading comprehension and vocabulary. Conclusion. Therefore, through this research it was determined that the use of CLIL texts directly influenced the development of reading comprehension and requires teachers to start using this approach.
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Seadle, Michael S. "Managing and mining historical research data." Library Hi Tech 34, no. 1 (2016): 172–79. http://dx.doi.org/10.1108/lht-09-2015-0086.
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Purpose – The purpose of this paper is to review how historical research data are managed and mined today. Design/methodology/approach – The methodology builds on observations over the last decade. Findings – Reading speed is a factor in managing the quantity of text in historical research. Twenty years ago historical research involved visits to physical libraries and archives, but today much of the information is online. The granularity of reading has changed over recent decades and recognizing this change is an important factor in improving acce. Practical implications – Computer-based humanities text mining could be simpler if publishers and libraries would manage the data in ways that facilitate the process. Some aspects still need development, including better context awareness, either by writing context awareness into programs or by encoding it in the text. Social implications – Future researchers who want to make use of text mining and distant reading techniques will need more thorough technical training than they get today. Originality/value – There is relatively little discussion of text mining and distant reading in the LIS literature.
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McCormick, Sandra. "A case for the use of single-subject methodology in reading research." Journal of Research in Reading 13, no. 1 (1990): 69–81. http://dx.doi.org/10.1111/j.1467-9817.1990.tb00323.x.
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Anson, Chris M. "The Promise of Eye-Tracking Methodology for Research on Writing and Reading." Open Words: Access and English Studies 3, no. 1 (2009): 5–28. http://dx.doi.org/10.37514/opw-j.2009.3.1.02.
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Özdamar, Esen Gökçe. "An Experimental Approach to Transdisciplinary Methodology in Housing." Enquiry The ARCC Journal for Architectural Research 18, no. 1 (2021): 1–16. http://dx.doi.org/10.17831/enq:arcc.v18i1.1075.
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This article explores a transdisciplinary research method derived from the need to determine the tacit knowledge in the re-reading of contemporary housing patterns in Narcity in İstanbul, Donau City in Vienna, and the Eastern Docklands in Amsterdam. The need for the development of such a method derives from two main problems: first, the necessity of re-reading the new dynamics of contemporary housing within the context of changing urban narratives in a globalised world; second, the consideration of the need for a dynamic view that engages both the subject and object in housing research. The residential areas are simultaneously evaluated at three levels defined by Basarab Nicolescu through an experimental and three-dimensional surface and inquiry space. It is projected that this methodology can help transgress the boundaries between fixed forms of policies and production and help bridge fact and fiction in re-reading and mapping controversies among researchers at different levels of comprehension.
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Özdamar, Esen Gökçe. "An Experimental Approach to Transdisciplinary Methodology in Housing." Enquiry The ARCC Journal for Architectural Research 18, no. 1 (2021): 1–16. http://dx.doi.org/10.17831/enq:arcc.v18i1.1075.
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This article explores a transdisciplinary research method derived from the need to determine the tacit knowledge in the re-reading of contemporary housing patterns in Narcity in Ä°stanbul, Donau City in Vienna, and the Eastern Docklands in Amsterdam. The need for the development of such a method derives from two main problems: first, the necessity of re-reading the new dynamics of contemporary housing within the context of changing urban narratives in a globalised world; second, the consideration of the need for a dynamic view that engages both the subject and object in housing research. The residential areas are simultaneously evaluated at three levels defined by Basarab Nicolescu through an experimental and three-dimensional surface and inquiry space. It is projected that this methodology can help transgress the boundaries between fixed forms of policies and production and help bridge fact and fiction in re-reading and mapping controversies among researchers at different levels of comprehension.
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Son, Hye‐suk. "As a liberal arts based educational research 〈Reading and Communication〉 Course Design Methodology." Journal of General Education 6 (December 31, 2017): 149–74. http://dx.doi.org/10.24173/jge.2017.12.6.6.
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Bamford, Julian, and Richard R. Day. "Teaching Reading." Annual Review of Applied Linguistics 18 (March 1998): 124–41. http://dx.doi.org/10.1017/s0267190500003512.
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Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills and strategies, and extensive reading. After brief descriptions of these four approaches to teaching reading and their status in the reading classroom, important issues in L2 reading instruction are addressed, leading to more general concerns involving the relationship among theory, research, and teaching practice.
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Bextermöller, Delaram. "Reading Latin and the need for empirical research: A psycholinguistic approach to reading comprehension in Latin." Journal of Latin Linguistics 17, no. 2 (2018): 281–300. http://dx.doi.org/10.1515/joll-2018-0013.
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Abstract The idea of reading Latin has been addressed by different teaching methods and theoretical approaches, but it has not been until recently that the reading process in Latin has become an object of empirical investigation. While qualitative research methods can examine the strategies consciously used by learners, experimental studies provide insight into the mental processes during reading. In psycholinguistics, the study of sentence processing forms an important strand of research which is also concerned with non-native processing. The present article discusses how psycholinguistic methodology can be used to investigate how Latin sentences are processed by learners.
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Wang, Shuyan, and Heyoung Kim. "Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis." Chinese Journal of Applied Linguistics 44, no. 1 (2021): 111–25. http://dx.doi.org/10.1515/cjal-2021-0007.
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Abstract Extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years (1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged, including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading (i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction; 2) there are methodological weaknesses in empirical research designs, and; 3) research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.
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Febriani, Dini, Elfrida Elfrida, and Fernandita Gusweni Jayanti. "READING COMPREHENSION PROBLEMS IN READING SECTION OF TOEFL TEST." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (2019): 86. http://dx.doi.org/10.25157/jall.v3i2.2537.
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This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test
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Dickson, Shirley. "INTEGRATING READING AND WRITING TO TEACH COMPARE-CONTRAST TEXT STRUCTURE: A RESEARCH-BASED METHODOLOGY." Reading & Writing Quarterly 15, no. 1 (1999): 49–79. http://dx.doi.org/10.1080/105735699278297.
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Sharpe, Michael. "L2 Expository Text Reading Instruction: A Graphic Organiser-Based Methodology." Studies in English Language Teaching 9, no. 3 (2021): p1. http://dx.doi.org/10.22158/selt.v9n3p1.
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A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.
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Solity, Jonathan E. "Instructional psychology and teaching reading: Ending the reading wars." Educational and Developmental Psychologist 37, no. 2 (2020): 123–32. http://dx.doi.org/10.1017/edp.2020.18.
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AbstractThis article explores the ‘reading wars’ from the perspective of instructional psychology, which focuses on the environmental and instructional factors that facilitate students’ progress in learning to read. It draws on research (computational analysis and classroom-based experimental studies) to inform a novel intervention that teaches reading through systematic synthetic phonics and real books, rather than the more traditional phonically decodable reading schemes. The article discusses: (1) the criteria that inform curriculum design, (2) the instructional principles that underpin effective teaching, (3) teaching methodology, (4) an instructional analysis that explains why students are perceived to have difficulties in learning to read, and (5) the implications of instructional psychology for educational psychologists.
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Novitri, Novitri, and Melor Md Yunus. "PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU." International Journal of Educational Best Practices 2, no. 1 (2018): 14. http://dx.doi.org/10.31258/ijebp.v2n1.p14-25.
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Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups
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Supeno, Supeno. "Metacognitive Model in Teaching Reading and Writing." DEIKSIS 13, no. 1 (2021): 93. http://dx.doi.org/10.30998/deiksis.v13i1.8407.
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<pre><em>The aims of this research is to know how teaching reading and writing are observed by metacognitive model and advantages and disadvantages in teaching process itself. The samples are 42 students of SMK An-Nurmaniyah Binong Permai and 39 students of SMK Yuppentek Tangerang The research is conducted in a qualitative research as the methodology. The research findings shows that most metacognitive processess are well-applied and their advantages and disadvantages in teaching reading and writing.</em></pre>
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Basallo Gómez, Juan Sebastián. "Adult EFL Reading Selection: Influence on Literacy." PROFILE Issues in Teachers' Professional Development 18, no. 1 (2016): 167–81. http://dx.doi.org/10.15446/profile.v18n1.49943.
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<p><span>This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.</span></p>
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Landrum, Nancy E., and Brian Ohsowski. "Content trends in sustainable business education: an analysis of introductory courses in the USA." International Journal of Sustainability in Higher Education 18, no. 3 (2017): 385–414. http://dx.doi.org/10.1108/ijshe-07-2016-0135.
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Purpose This study aims to identify the content in introductory business sustainability courses in the USA to determine the most frequently assigned reading material and its sustainability orientation. Design/methodology/approach In total, 81 introductory sustainable business course syllabi reading lists were analyzed from 51 US colleges and universities. The study utilized frequency counts for authors and readings and R analysis of key words to classify readings along the sustainability spectrum. Findings The study reveals the most frequently assigned authors and readings in US sustainable business courses (by program type) and places them along the sustainability spectrum from weak to strong. In total, 55 per cent of the top readings assigned in the sample advocate a weak sustainability paradigm, and 29 per cent of the top readings advocate a strong sustainability paradigm. Research limitations/implications This study focused on reading lists of introductory courses in the USA; cases, videos and supplemental materials were excluded, and the study does not analyze non-US courses. Practical implications The findings of this study can inform instructors of the most commonly assigned authors and readings and identify readings that align with weak sustainability and strong sustainability. Instructors are now able to select sustainable business readings consistent with peers and which advance a weak or strong sustainability orientation. Originality/value This is the first research to identify the most commonly assigned authors and readings to aid in course planning. This is also the first research to guide instructors in identifying which readings represent weak versus strong sustainability.
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Jabri, Umiyati, and Nurmi Nadhira. "Enhancing Student Reading Skill through Strategy of Directed Reading Thinking Activity (DRTA)." MAJESTY JOURNAL 2, no. 2 (2020): 18–24. http://dx.doi.org/10.33487/majesty.v2i2.468.
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This research examines the effect of the DRTA strategy as an effort in enhancing the students' reading comprehension skills in class V SD 41 Enrekang. A research methodology is a quantitative method for classroom action research. This review focuses on student learning outcomes and processes. The study was conducted at Enrekang 41 Elementary School, Enrekang, with the subject of the fifth-grade students of Enrekang 41 Elementary School, Enrekang, consists of 21 students. The CAR is carried out in four stages: planning, implementing actions, observing, and reflecting. From the implementation obtained data collected by learning outcomes tests. Then the data is analyzed and processed quantitatively. The results of the study showed that Directed Reading Thinking Activity (DRTA) in the first cycle is in the less category (K), and after the second cycle action is carried out, there is an improvement in students’ scores and has reached the specified indicators. From the result, the researcher concludes that the students' reading comprehension skills in Indonesian subjects in class V SD 41 Enrekang, Enrekang Regency has an improvement after applying of the strategy of Directed Reading Thinking Activity (DRTA).
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Siregar, Rosi Novayani. "Pengaruh Kebiasaan Membaca dan Penguasaan Kosakata terhadap Pemahaman Membaca Siswa (Survei di SMK Jakarta Timur)." DEIKSIS 9, no. 02 (2017): 204. http://dx.doi.org/10.30998/deiksis.v9i02.1824.
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<p class="abstrakisi">The perposes of research are to find 1) The Effects of Reading Habit and Vocabulary Mastery Collaboratively Towards Student’s Reading Comprehension Skills. 2). The Effects of Reading Habit Towards Student’s Reading Comprehension Skills. 3). The Effects of Vocabulary Mastery Towards Student’s Reading comprehension skills. The research methodology that employed is Explanatory Survey Method and technique of data analysis that used in this research is regression analysis model. The effect of independent variabel to dependent variabel. The statistic test used t-test and data analysis used correlation technique and multiple regression. The total sample of this research followed by 90 students. <br /> <br />Key word : Learning Model, Reading Habit, Student’s Descriptive Writing Skill</p>
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Putri, Liza Amalia, and Refi Yuliana. "IMPROVING READING COMPREHENSION ABILITY OF THE 2ND SEMESTER OF PUBLISHING STUDENTS AT POLITEKNIK NEGERI MEDIA KREATIF THROUGH COLLABORATIVE STRATEGIC READING TECHNIQUE APPLICATION." Jurnal Ilmiah Publipreneur 9, no. 1 (2021): 41–46. http://dx.doi.org/10.46961/jip.v9i1.266.
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This research analyzed Collaborative Strategic Reading (CSR) in improving the reading comprehension ability of the 2nd semester Publishing students at Politeknik Negeri Media Kreatif and the difficulties found in applying the CSR technique in improving reading comprehension ability. The aims of this research were to find out if CSR strategy improved the student's reading comprehension ability and to find out the difficulties found in applying CSR strategy in improving the reading comprehension ability. The methodology used in this research was Classroom Action Research (CAR). The data of this research were the result of reading tests. The subjects of the research were forty-four students of the second semester of Publishing study program at Politeknik Negeri Media Kreatif. The findings of the research showed that the mean of pre-test was 54,3 and the mean of post-test was 70,2. Based on the findings and the analysis of the data above, it was concluded that using CSR improved the students reading comprehension.
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Çetin, Kenan, and Ferit Kılıçkaya. "A systematic review of research on reading in English on screen and on paper." Lingua Posnaniensis 61, no. 1 (2019): 7–21. http://dx.doi.org/10.2478/linpo-2019-0001.
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Abstract The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students’ behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners’ performances in reading activities in both contexts and sharing preliminary findings and students’ views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.
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Kalinina, Elvira S. "„Free reading”: the content of the concept and its interpretation in the scientific literature." Science and School, no. 4, 2020 (2020): 109–16. http://dx.doi.org/10.31862/1819-463x-2020-4-109-116.
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The article considers the interpretation of the definition of „free reading” in humanitarian research (sociology of reading, psychology of reading, pedagogy, methodology of teaching literature, library science, cultural studies). The aim of the article is to differentiate the concept of „free reading” from other concepts. In order to achieve the result different interpretations of its content are analyzed and the type variety of reading is considered. The interrelation of the concepts of „free reading”, „leisure reading”, „independent reading”, „extra-curricular reading”, „reading for oneself” is traced, and the features (characteristics) inherent to free reading are revealed.
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Siddall, Gillian, and Hannah Rose. "Reading lists – time for a reality check? An investigation into the use of reading lists as a pedagogical tool to support the development of information skills amongst Foundation Degree students." Library and Information Research 38, no. 118 (2014): 52–73. http://dx.doi.org/10.29173/lirg605.
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This article presents the results of an action research project exploring the use and value of reading lists for Foundation Degree students. The focus of the research was to look at the potential of reading lists to act as a pedagogical tool to support information skills development. The research methodology included focus groups with students, interviews with academic staff and reading list analysis. It was found that reading lists were being used by students to identify and find resources for their academic studies. Qualitative data from students and staff illustrate how reading lists are being used and the gaps between student and staff expectations of them. The article provides recommendations on how reading lists can be utilised to help students to develop their information skills.
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Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.
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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.
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Savolainen, Reijo. "Sharing information through book reviews in blogs." Journal of Documentation 76, no. 2 (2019): 440–61. http://dx.doi.org/10.1108/jd-08-2019-0161.
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Purpose The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books. Design/methodology/approach The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs. Findings The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process. Research limitations/implications As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums. Originality/value The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.
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Lehner, Edward. "Probing the Enactment of Reading Miscues: A Study Examining Reading Fluency." International Journal of English Linguistics 7, no. 1 (2017): 14. http://dx.doi.org/10.5539/ijel.v7n1p14.
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Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’scultural and semantic knowledge of textvitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of words. In the process of cultural enactment, reading fluency embodies a complex interplay between graphophonic understandings and a student’s cultural domains. Lastly, this work theorizes the role that cultural and semantical influences play in the role of a student acquiring reading fluency.
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Gherardi, Silvia. "Reading the past to imagine the future." Qualitative Research in Organizations and Management: An International Journal 10, no. 4 (2015): 363–66. http://dx.doi.org/10.1108/qrom-07-2015-1316.
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Purpose – The purpose of this paper is to contribute to the ten years of the journal through a personal reflection. Design/methodology/approach – A review of the articles published in the last ten years. Findings – I argue that what has distinguished QROM in these ten years are two distinctive features: reflexivity on practices of qualitative research, and openness to the application of qualitative methods to unusual research topics. Originality/value – The main limit of the paper resides in the subjectivity of the person who has read the articles. Other readers may have different opinions and may have chosen different criteria.
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Huang, Kuo-Liang, Kuo-Hsiang Chen, and Chun-Heng Ho. "Enhancement of reading experience." Library Hi Tech 32, no. 3 (2014): 509–28. http://dx.doi.org/10.1108/lht-01-2014-0002.
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Purpose – Tablets are becoming mainstream devices for digital reading. Through user experience (UX), the purpose of this paper is to identify significant differences between tablet reading systems and other digital reading systems, explore potential requirements for the interactive interface, and propose design solutions so that user’ behavioral intention (BI) may be further enhanced. Design/methodology/approach – First, the authors extracted the context of use and behavior patterns by conducting contextual inquiries; then, potential requirements were identified and design solutions were developed; last, the technology acceptance model was employed to verify research findings. Findings – The outcome shows that the improved version of the interactive interface is significantly (p<0.05) superior to the original version in various aspects, including perceived usefulness, perceived ease of use, user attitude, and BI. Originality/value – So far, there has been no relevant research on UX concerning tablet reading systems. Therefore, this study first tried to investigate the primary difference between tablet reading systems and other digital reading systems in context of use and behavior patterns. Then, based on the foregoing discoveries, users’ motivations and perception of tablet readers were probed, and the problems with BI could be solved.
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Smakhtina, Anna, Vera Bederkhanova, Mariya Dontsova, and Lada Chepeleva. "Features of the development of the need for reading in primary schoolchildren (results of applied research)." E3S Web of Conferences 210 (2020): 18073. http://dx.doi.org/10.1051/e3sconf/202021018073.
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The article presents an empirical study results of the development of the need for reading in primary schoolchildren. In the theoretical part, the definition of the need for reading is given as an internal spiritual need, which in terms of meaning is delimited with the concept of «reading need» associated with motivations for reading. The conclusions presented in the study are based on the results of an expert survey (n = 91) conducted in schools of the Krasnodar Territory among primary school teachers. With the help of empirical research, the level of development needs for reading in primary school students was studied, the content of reading needs was determined, that is, the system of incentives for reading. The types of reading needs were determined empirically by means of factor analysis, the results of which made it possible to identify and describe 4 latent types of reading needs. The article also presents a methodology for determining the degree of mismatch between a reading attitude and real behavior (initiative and diligence), which was measured using vector indices. As a result of empirical research, it was found that the level of development needs for reading in primary schoolchildren is below the average, while this level is significantly lower in boys than in girls. It was also found that girls have a low mismatch between attitude and real behavior, which indicates an approximate correspondence of the need for reading and independence in the process of reading as a behavioral act. In boys, indicators of the mismatch of attitudes and behavior indicate a tendency to rational choice of a book with a low level of emotional need to read it.
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Mansor, Marzita, Wan Adilah Wan Adnan, Rohaizah Abdul Wahid, and Jamilah Hamid. "Step by Step Implementation of DSRM for Personalization of Reading." International Journal of Humanities, Management and Social Science 4, no. 1 (2021): 23–29. http://dx.doi.org/10.36079/lamintang.ij-humass-0401.212.
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This paper aims to discuss step-by-step activities of the implementation of Design Science Research Methodology (DSRM) in the development of Personalization teaching and learning materials for children. DSRM is adapted in the development of personalized teaching and learning materials due to its potential to provide specific guidelines based on specific outcomes. This paper revealed the potential of DSRM as a reliable and comprehensive methodology that leads the developer on step by step processes to perform the development. Apart from that this study provides details description on the development of personalized teaching and learning materials that is successfully developed using the DSRM methodology as guidelines.
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Dali, Keren, and Lindsay McNiff. "What citation patterns reveal about reading research and practice in academic libraries." Reference Services Review 47, no. 4 (2019): 570–93. http://dx.doi.org/10.1108/rsr-07-2019-0044.
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Purpose At the turn of the twenty-first century, academic libraries revived their tradition of working with readers, which resulted in a surge of publications in this area. However, the nature and thematic coverage of these publications has not changed dramatically in the past 18 years, signaling little advancement in the reach and scope of this professional activity. This paper aims to address the following research problem: What do citation patterns reveal about reading research and practice in academic libraries and do they point to interdisciplinary research and the presence of an evidence base or do they carry a mark of an inward disciplinary orientation? Design/methodology/approach This is a qualitative exploratory study, also involving descriptive statistics, that uses bibliographic and citation analysis as a method. Findings The study discovers a disconnect between the diversity of interdisciplinary research cited in the published work on reading in academic libraries and the sameness of respective professional practices; it describes a relatively small community of reading researchers in academic libraries, emerging as leaders who can change the direction and scope of reading practices; and it highlights a preference of academic librarians for relying on interdisciplinary knowledge about reading over building on the readers’ advisory experience of public librarians. Originality/value Translating the incredible wealth of interdisciplinary reading knowledge possessed by academic librarians into practical applications promises to advance and diversify reading practices in academic libraries. One method that could aid in this effort is more intentional learning from the readers’ advisory practices of public librarians.
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Panopoulos, Nikolaos, and Ibukun Oluwadara Famakin. "Teaching methodology in students with special educational needs during their transition to secondary education." Journal of Educational Research and Reviews 9, no. 6 (2021): 153–65. http://dx.doi.org/10.33495/jerr_v9i6.21.122.
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The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology
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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Choi, Lee Jin. "Sociocultural research on L2 reading in L1 settings: a critical review on the past 30 years." English Teaching: Practice & Critique 18, no. 4 (2019): 429–49. http://dx.doi.org/10.1108/etpc-09-2018-0080.
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Purpose With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading. Design/methodology/approach To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed. Findings Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research. Originality/value Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.
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Parikh, Anish, Carl Behnke, Mihaela Vorvoreanu, Barbara Almanza, and Doug Nelson. "Motives for reading and articulating user-generated restaurant reviews on Yelp.com." Journal of Hospitality and Tourism Technology 5, no. 2 (2014): 160–76. http://dx.doi.org/10.1108/jhtt-04-2013-0011.
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Purpose – The purpose of this research is to examine why and when restaurant consumers use and contribute user-generated reviews. This research is needed to determine the relevance of user-generated restaurant reviews in the current marketplace. Design/methodology/approach – The research methodology is based on a quantitative approach, and focused on current Yelp.com users as its population. Questions focused on the amount of usage, motives for usage, level of trust, users’ tendencies to seek novelty in restaurants and motives for contribution. Findings – Users tend to trust the reviews on Yelp.com and engage in the community aspects of the platform. Yelp.com users also are altruistic in their motivation for contributing reviews to Yelp.com. Yelp.com users who access it tend to act on the information found within the reviews. Originality/value – Research articles have focused on user-generated reviews in the past; however, few have examined motivations of using and posting restaurant reviews. The value of conducting research comes from being able to understand the importance of user-generated restaurant reviews for customers in a comprehensive manner.
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Mose, Peter, and Everlyn Mose. "Reading literacy practices among retirees in Kenya: why and how public libraries matter to them." Library Management 42, no. 1/2 (2021): 119–31. http://dx.doi.org/10.1108/lm-08-2020-0117.
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PurposeThe purpose of this study was to establish reading practices among retirees and to what extent public libraries in Kenya are a source of information and knowledge to them.Design/methodology/approachThis was a qualitative study whose research questions were; what are retirees' reading practices? why do retirees engage in the reading practices they engage in? and to what extent do retirees use the public library for their reading practices? Purposive and snowballing were used as sampling techniques and interview was used for data collection. Data were analysed thematically.FindingsThe findings were that retirees' reading practices are fragmentary and erratic; retirees mainly engage in reading practices for spiritual reasons and for access of current information; and that retirees do not use the services of the public library for their reading activities.Research limitations/implicationsThe research sample is 16 subjects who might not represent features of the whole population. The findings are, however, an index to what the situation might be.Originality/valueThe findings are the result of actual qualitative research.
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Sitepu, Julyanta Br. "A CORRELATION BETWEEN VOCABULARY AND SENTENCE STRUCTURE MASTERY TOWARDS READING COMPREHENTION OF PRIVATE UNIVERSITY STUDENTS IN WEST JAKARTA." Journal of English Language and Literature (JELL) 3, no. 02 (2018): 11–19. http://dx.doi.org/10.37110/jell.v3i02.49.
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The research is conducted to prove a correlation between vocabulary and sentence structure mastery towards reading comprehension of private university students. The methodology used in this research is a survey of regression and correlation analysis which relates between the data and correlation between vocabulary and sentence structure mastery towards students’ reading comprehension. The research uses three variables, two independent variables (vocabulary and sentence structure mastery), and one dependent variable (reading comprehension). The data is collected by using vocabulary, sentence structure and reading tests. The research found that: 1) There is a significant correlation between vocabulary and sentence structure mastery towards students’ reading comprehension, proven by the result of Sig. 0.000 < 0.05 and F-test = 15.011. 2). There is a significant correlation between vocabulary mastery towards students’ reading comprehension, proven by the result of Sig. 0.008 < 0.05 and t-test = 2.744. 3). There is a significant correlation between sentence structure mastery towards students’ reading comprehension, proven by the result of Sig. 0.011 < 0.05 and t-test = 2.617.
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Chodkiewicz, Halina. "Problematyka nauczania umiejętności czytania w języku drugim/obcym w świetle najnowszych badań naukowych." Neofilolog, no. 32 (March 15, 2009): 49–64. http://dx.doi.org/10.14746/n.2009.32.5.
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The present paper aims to provide a selective overview of major issues pertaining to L2/FL reading instruction with special attention to new research findings in the field. The problems chosen to focus on are: fluency and speed of reading, reading/vocabulary connections, the impact of discourse organization on the effectiveness of reading and strategy instruction. It is shown that empirical investigations carried out in recent years have shed more light on the many variables contributing to the ultimate success in L2 reading development and complex interrelationships between them. The discussion throughout the paper is illustrated with brief reports on selected studies and the problem of research methodology in the area is also emphasized. Implications for classroom instruction requiring L2 learners’ participation in a variety of reading tasks are suggested.
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Payne, Yasser Arafat, and Angela Bryant. "Street Participatory Action Research in Prison: A Methodology to Challenge Privilege and Power in Correctional Facilities." Prison Journal 98, no. 4 (2018): 449–69. http://dx.doi.org/10.1177/0032885518776378.
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This article presents a prison research model grounded in street participatory action research (Street PAR) methodology but programmatically facilitated in an Inside-Out Prison Exchange Program class. Street PAR’s nine tenets were adapted to a prison setting, and we demonstrate its promise with a brief case study of research projects at one prison location. This article also explores the challenges scholars and incarcerated persons as researchers may face in correctional facilities. Street PAR and Inside-Out can improve prison environments and successful transition to local communities as a function of equipping incarcerated persons with reading, writing, and analytic skill sets.
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Mihat, Warid, Hazita Azman, and Kan Or Soh. "BRINGING READING RESEARCH IN MULTILINGUAL NUSANTARA INTO A NEW DIRECTION THROUGH EYE-TRACKING." Journal of Nusantara Studies (JONUS) 3, no. 2 (2018): 107. http://dx.doi.org/10.24200/jonus.vol3iss2pp107-123.
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Current understanding of the psychological mechanisms underlying reading comprehension among multilinguals are typically limited to external observations of their ability to read and comprehend text. Additionally, descriptions of the nature of comprehension processes relied perilously on the use of memory taken after the reading process. In this article we introduce the potential of using eye tracking as a tool in collecting internal attention data for a deeper understanding of EFL text processing among multilinguals. The eye tracking procedures will enable researchers to combine perspectives collected from internal and external observations, to explicate and elucidate the complex cognitive processes of the multilingual when involved in reading. Since the use of the eye-tracking in reading research methodology is fairly new, particularly in multilingual contexts such as Malaysia and Nusantara in general, we will emphasize how progress has been achieved elsewhere in understanding text processing through the use of eye-tracking. The article will introduce relevant research projects that can be conducted using eye-tracking, after sketching the historical progression of eye-tracking research in the field. It concludes by suggesting that eye-tracking can provide a framework for studying the full range of the multilingual readers’ competencies in reading while expanding related theories about EFL reading.Keywords: External attention, eye-tracking, internal attention, oculomotor-behaviours, oral-comprehension and multilingual readersCite as: Mihat, W., Azman, H. & Soh, O.K. (2018). Bringing reading research in multilingual Nusantara into a new direction through eye-tracking. Journal of Nusantara Studies, 3(2), 107-123. http://dx.doi.org/10.24200/jonus.vol3iss2pp107-123
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Scapens, Robert W. "Reactions on reading “The withering of criticism”;." Accounting, Auditing & Accountability Journal 18, no. 1 (2005): 147–49. http://dx.doi.org/10.1108/09513570510584692.
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PurposeThe paper outlines my reactions on reading Tony Tinker's paper: “The withering of criticism”.Design/methodology/approachIt describes how I read the paper with increasing feelings of frustration.FindingsIn the end I was quite negative about the prospects for critical accounting research and feel that this is unfortunately a lost opportunity.Originality/valueI point out that Tinker's paper contains a number of new avenues to be explored and new insights which can be gained, but these are in danger of being lost amid continuing internecine strife.
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Ungu, Niken Kencono. "THE INTERNALIZATION OF ASMAUL HUSNA VALUES THROUGH THE DEVELOPMENT OF "AUTHENTIC READING MATERIALS" AS AN EFFORT TO BUILD RELIGIOUS CHARACTERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 95. http://dx.doi.org/10.31000/globish.v9i2.2723.
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This research is a report of Nation Character Education which has a purpose as an Effort to Build Religious Character. The author will try to overcome the moral degradation that occurs in students such as bullying, free promiscuity, rah-rah, hedonism by internalizing Asmaul Husna's values into reading courses by developing the learning of authentic reading materials. From here, religious character education will begin to be built.The results of the research include several things. The most important result is a product called a reading textbook that has been internalized with Asmaul Husna's values. This book is the development of authentic reading materials adapted to the syllabus in the reading course being taken by students of the English Education program especially the students of third Semester.The research methodology used in this research is Research and Development (R & D) which will be elaborated qualitatively. After conducted this research, it showed that the book product of authentic reading materials which had been internalized with Asmaul Husna was an effective way to build the students’ character as the effort to overcome the students’ moral degradation. 85% showed that students have a significant increase in their reading ability and also students continue to display increasingly improved behaviors after learning the Asmaul Husna values in their reading textbook. Keywords: Internalization of values, Asmaul Husna, Authentic Reading Materials, Building Religious Character.
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Dussias, Paola E. "Uses of Eye-Tracking Data in Second Language Sentence Processing Research." Annual Review of Applied Linguistics 30 (March 2010): 149–66. http://dx.doi.org/10.1017/s026719051000005x.
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When hearing or reading words and sentences in a second language (L2), we face many uncertainties about how the people and objects referred to are connected to one another. So what do we do under these conditions of uncertainty? Because relatively proficient L2 speakers have access to the grammar and lexicon of each language when comprehending words and sentences or when planning spoken utterances, and because the recent research suggests that these linguistic systems are not entirely independent, there is a critical question about how the knowledge of two languages affects basic aspects of language processing. In this article, I review how eye-tracking methodology has been used as a tool to address this question. I begin by discussing why eye movements are a useful methodology in language processing research, and I provide a description of one experimental paradigm developed to explore eye movements during reading. Second, I present recent developments in the use of eye tracking to study L2 spoken-language comprehension. I also highlight the importance of using multiple measures of online sentence processing by discussing results obtained using a moving window task and eye-tracking records while L2 speakers read syntactically ambiguous relative clauses. Next, I discuss research investigating syntactic processing when L2 speakers process mixed language. I end with suggestions for future research directions.
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Kerkhoff, Shea, Molly Broere, and David Premont. "Average and avid: preservice English teachers' reading identities." English Teaching: Practice & Critique 19, no. 2 (2020): 197–215. http://dx.doi.org/10.1108/etpc-07-2019-0092.
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Purpose Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice English teachers’ reading identities and their perceptions of reading identity development in the context of English classrooms. Design/methodology/approach This study used qualitative collective case design. Data sources included analogy exercise about participants’ reading identities, participant-generated observations of reading identity instruction, questionnaire on reading identity, class discussions about reading identity and final written reflection. Findings Data showed examples of participants’ reading identities as taking a variety of forms, but when discussing what shaped their reading identities, the strongest codes related to positive interactions with people and texts. The data showed that participants related positive reading identities to both reading to learn and reading for pleasure. More participants’ perceived their professional identity as that of a literature teacher than a reading teacher. Research limitations/implications Future research is needed on how to support preservice teachers’ positive reading identities in English education courses. Practical implications Our data suggest that learning about reading identity may help preservice English teachers think of reading as something that is developing in themselves as well as their students over a lifetime. By providing space in English methods programs to attend to preservice teachers’ reading lives, we can help them rekindle or find their love of reading. Originality/value This research is needed because helping preservice teachers construct and enact positive reading identities in turn aids guidance of their future students’ reading identities, and having a positive reading identity is in turn linked to positive student outcomes.
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Pešut, Darija, and Daniela Živković. "Students’ academic reading format preferences in Croatia." New Library World 117, no. 5/6 (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.