Relevant bibliographies by topics / Reading Textbook

Contents

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

Academic literature on the topic 'Reading Textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Reading Textbook"

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Lin, Yi-Hsuan, Mei-Rong Alice Chen, and Hsiao-Ling Hsu. "Fostering Low English Proficiency Learners’ Reading in a Freshman EFL Reading Class: Effect of Using Electronic and Print Textbooks on Taiwanese University Students’ Reading Comprehension." International Journal of English Linguistics 11, no. 1 (2020): 54. http://dx.doi.org/10.5539/ijel.v11n1p54.

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This study investigated differences in university students’ academic reading comprehension performance, reading strategy use, and perception of the effects of two textbook mediums. Eighty-one students participated in this study. Two textbook formats, hard copies and soft copies of the same textbook were used. A mixed-method research design was used for data collection with paired sample t tests adopted to compare the reading comprehension of two textbooks versions in immediate learning and summative learning on the same group of students, and a questionnaire and semi-structured interviews were employed to probe students’ perceptions. The results indicated that the participants performed no differently on the summative reading comprehension tests, but performed significantly better on immediate tests using the e-textbook. The questionnaire and the interviews showed that half of the respondents still preferred to use print compared to e-textbooks. This study concluded that e-textbooks were not yet positioned to replace print textbooks for university students in Taiwan. Nonetheless, pedagogically, since e-textbooks provide more interactive features than print, they should be considered an integral part of reading instruction.
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Reichenberg, Monica. "Explaining Teachers’ Use of Textbooks." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 145–59. http://dx.doi.org/10.3167/jemms.2016.080208.

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In educational systems without comprehensive systems for regulating textbooks, teachers can exert considerable influence on the use of textbooks. However, existing research has not yet identified the mechanisms of this use. Accordingly, the aim of this article is to examine and explain teachers’ strategic use of textbooks. I administered a questionnaire to 313 Swedish teachers of years four to twelve (for pupils of ten to eighteen years of age). The results demonstrate a pathway between reading practices and strategic textbook use, mediated by textbook satisfaction. Pupils’ reading needs had a negative impact on strategic textbook use. Finally, teachers’ experience had a positive impact on reading practices but no effect on strategic textbook use.
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Bukhori, Baidi, Hamdan Said, Tony Wijaya, and Faizah Mohamad Nor. "The Effect of Smartphone Addiction, Achievement Motivation, and Textbook Reading Intensity on Students’ Academic Achievement." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 09 (2019): 66. http://dx.doi.org/10.3991/ijim.v13i09.9566.

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<h1>This study investigates the effect of smartphone addiction, achievement motivation, and textbook reading intensity on academic achievement. This quantitative study involved 720 students from two public universities. The cluster random sampling technique and three psychological scales namely Smartphone Addiction Scale, Achievement Motivation Scale, and Reading Textbook Intensity Scale were employed for data collection. The data were analyzed using path analysis technique. The study found that (i) smartphone addiction and achievement motivation directly affect the intensity of reading academic textbooks, and (ii) smartphones addiction, achievement motivation, and the intensity of reading academic textbooks directly affect the academic achievement. Although the intensity of reading academic textbook mediated the effect of smartphone addiction on academic achievement, it did not mediate the effect of achievement motivation on academic achievement.</h1>
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Noviyenti, Leffi. "Analysis of English Alive Textbook in Terms of Genres and Lexical Density." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 799–812. http://dx.doi.org/10.35445/alishlah.v13i2.587.

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The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.
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Gurung, Regan A. R., and Ryan C. Martin. "Predicting Textbook Reading." Teaching of Psychology 38, no. 1 (2011): 22–28. http://dx.doi.org/10.1177/0098628310390913.

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CIBOROWSKI, JEAN. "Using Textbooks with Students Who Cannot Read Them." Remedial and Special Education 16, no. 2 (1995): 90–101. http://dx.doi.org/10.1177/074193259501600204.

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Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
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Wen-Cheng, Wang, Lin Chien-Hung, and Lee Chung-Chieh. "Thinking of the Textbook in the ESL/EFL Classroom." English Language Teaching 4, no. 2 (2011): 91. http://dx.doi.org/10.5539/elt.v4n2p91.

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Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. And the paper describes the role of the textbook. Using this will make the textbook selection process more efficient and more reliable.
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Alnofal, Abdulaziz Ibrahim S. "Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions." Journal of Language Teaching and Research 9, no. 4 (2018): 695. http://dx.doi.org/10.17507/jltr.0904.04.

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This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The sample of the study consisted of 15 reading and writing classes taught by EFL instructors. Furthermore, all of the questions in the textbook (Unlock, Reading and Writing 1) were classified according to the Revised Bloom’s taxonomy (Anderson et al., 2001). Descriptive and inferential analysis was used to analyze the data. Furthermore, Chi χ2 cross tabulation was used to show the differences among the levels of thinking in the two textbooks. The findings showed that the majority of the first year teachers' questions are lower-cognitive levels (knowledge, comprehension and application). Furthermore, the results of the textbook analysis also showed that there was a tendency towards lower-level cognitive skills in the two textbooks under the study.
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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Miller, Jon R., and Lori Baker-Eveleth. "Methods Of Use Of An Online Economics Textbook." American Journal of Business Education (AJBE) 3, no. 11 (2010): 39–44. http://dx.doi.org/10.19030/ajbe.v3i11.61.

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The rising cost of college textbooks over the last decade provides an opportunity for alternatives. Electronic or online textbooks are an effective substitute to the traditional paper-based textbooks, although students have been slow to transition to the new method. A custom, professor-written online textbook not only addresses the reduction in cost, but also creates a better connection to the material in the course and allows for frequent updates and error corrections. Issues related to reading an online textbook are explored and evidence of methods of student use of the text is provided.
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Dissertations / Theses on the topic "Reading Textbook"

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Hebbard, Aaron Brent. "Reading Daniel as a theological hermeneutics textbook." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/1538/.

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Reading Daniel as a Theological Hermeneutics Textbook is a thesis that sets out to read the book of Daniel as a narrative textbook in the field of theological hermeneutics. Employing such disciplines as historical criticism, literary criticism, narrative theology and hermeneutics, this thesis seeks to maintain an interdisciplinary critical outlook on the book of Daniel. Two particular perspectives come to light in this reading of Daniel, both of which are inherently linked to one another. Firstly, is the perception that the character of Daniel is the paradigm of the good theological hermeneut; theology and hermeneutics are inseparable and converge in the character of Daniel. The reader must recognize in Daniel certain qualities, attitudes, abilities and convictions well worth emulating. Essentially, the reader must aspire to become a ‘Daniel’. Secondly, is the standpoint that the book of Daniel on the whole should be read as a hermeneutics textbook. The reader is led through a series of theories and exercises that are meant to be instilled into his/her theological, intellectual and practical life. Attention to the reader is a constant endeavor throughout this thesis. The concern is primarily with the contemporary reader and his/her community, yet with sensible consideration given to the historical readerly community with which the contemporary reader finds continuity. Greater attention on what the book of Daniel means for the contemporary reader is given than on what the book of Daniel meant in its historical setting. Yet, we must be sensitive to the ‘historical’ reasons (theirs and ours) that demand the acquisition of finely tuned hermeneutic skill. In the end the reader is left with difficult challenges, a sobering awareness of the volatility of the business of hermeneutics, and serious implications for the reader to implement both theologically and hermeneutically.
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Akyuz, Volkan. "The Effects Of Textbook Style And Reading Strategy On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605079/index.pdf.

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ABSTRACT THE EFFECTS OF TEXTBOOK STYLE AND READING STRATEGY ON STUDENTS&rsquo
ACHIEVEMENTS AND ATTITUDES TOWARDS HEAT AND TEMPERATURE Akyü
z, Volkan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz July 2004, 96 pages The aim of this study is to investigate the effect of textbook style and reading strategy on 9th grade students&rsquo
achievement and attitude towards heat and temperature at Eregli district of Zonguldak. Textbook style was means that whether textbook written in conceptual style or traditional style. The reading strategy was taken as K-W-L vs. reading without K-W-L. The study uses factorial design to investigate partial and combined effects of these methodologies. In the study convenience sampling was used. The participants were 123 9th grade students at Zonguldak Eregli Super High School in four different classes. Then selected classes were randomly assigned into four groups. The groups were conceptual physics text with K-W-L reading strategy, conceptual physics text with reading without K-W-L, traditional physics text with K-W-L reading strategy and traditional physics text with reading without K-W-L. Achievement and attitude tests were administered before and after the treatment. The data was analyzed by Multiple Analysis of Covariance (MANCOVA) to find out individual and combined effects of conceptual physics texts and K-W-L reading strategy. The results has shown that conceptual physics texts were effective in increasing students&rsquo
attitude, K-W-L was effective in increasing achievement, and their combination was effective in increasing both achievement and attitude of the students.
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Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook." University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.

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Magister Philosophiae - MPhil
Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.
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OLIVEIRA, LUCIA HELENA GAZOLIS DE. "TEXTBOOK AND READING LEARNING PROCESS IN THE BEGINNING OF PRIMARY EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10413@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O estudo se insere no âmbito das investigações sobre escolas eficazes. Utiliza dados de survey longitudinal, obtidos pela pesquisa GERES: Estudo da Geração Escolar 2005. A subamostra corresponde a 3.454 alunos da primeira série do Ensino Fundamental (ou seu equivalente em ciclo), e seus respectivos professores, distribuídos em 176 turmas, de 68 escolas pertencentes às redes municipal, privada e federal do Rio de Janeiro. Transitando-se entre as vertentes qualitativa e quantitativa, procurou-se medir, descrever e interpretar o valor agregado pelos professores às suas turmas, em leitura, especialmente no que diz respeito ao uso do livro didático de Língua Portuguesa. Aprofunda-se o tema, articulando-se as concepções de alfabetização no Brasil nas últimas décadas com as características do Programa Nacional do Livro Didático (PNLD) e com as formas de apropriação por parte dos professores em relação a essa política. A literatura referente à eficácia escolar e o aprofundamento do tema específico fundamentam as análises dos dados e conseqüentes conclusões. Na vertente qualitativa, foi construída uma escala de proficiência que, interpretada, resulta na descrição de sete níveis de aprendizagem, o que confere sentido pedagógico à escala. São apresentados os resultados alcançados pelos estudantes em leitura, tendo- se em consideração as particularidades das dependências administrativas às quais estão vinculados. Mostra-se como ocorreu a mobilidade de alunos entre os níveis de aprendizagem em função da utilização ou não do livro didático. Na vertente quantitativa, são implementados modelos de regressão linear que investigam o efeito do uso do livro didático, do tempo de experiência do professor com o referido livro e da menção recebida pelo livro no PNLD. Os resultados evidenciam um aumento significativo do aprendizado médio apresentado pelos alunos participantes do estudo, o que contradiz hipótese recorrente no meio educacional, segundo a qual o fracasso identificado nas séries iniciais do Ensino Fundamental teria origem no processo de alfabetização. Destacam-se, entre os achados, maior valor agregado pelos alunos que utilizaram livro didático e benefícios ainda maiores para estudantes cujos professores tinham mais de dois anos de experiência com o uso do mesmo livro. Em termos de política pública, a dissertação sugere que a avaliação de livros didáticos - e, em sentido mais geral, de programas educacionais - considere também o efeito sobre o aprendizado.
This research is included in the investigation about efficaciousness schools. It uses longitudinal survey data from the GERES Project: School Generation Research 2005. The part of the sub-sample studied corresponds to 3454 students from the first year of the primary education (or its equivalent) and its respective teachers of 176 classes, from 68 private, municipal or federal schools in Rio de Janeiro. Moving through quantitative and qualitative approaches, the added value in reading by the teachers to the classes is measured, described and interpreted, specially related to the use of Portuguese textbooks. Through in depth study of this theme, the conceptions about Brazil alphabetization that have appeared in previous decades and have considered the characteristics of the Textbooks National Program (PNLD) and the appropriation of these politics by the teachers are articulated. The literacy referred to the scholar efficaciousness and the research into this specific theme are the basis for the data analysis and its conclusions. In the qualitative approach a proficiency scale was built and, when it is interpreted, results in a description of seven learning levels, proving its inherent significance of the scale to teaching. The reading results reached by the students are presented, considering the administrative dependences that they are linked to. The students mobility is presented within the learning levels according to whether they used or didn´t use textbooks. In the quantitative approach, a linear regression model was implanted, which investigated the effect of the use of textbooks, how much experience the teacher had with that book and what PNLD says about the same book. The study verified that there was a significant increase in the learning average of the students that participated in the research. This contradicted a recurrent hipothesis in the educational area that suggested that the failure in the beginning levels of the primary education has origin in the alphabetization process. Among the results, stands out that there was more added value by the students that used the textbook and much more benefits to the students whose teachers had more than two years experience with the same book. In terms of public politics, this dissertation suggests that the textbook evaluation - and, in a more general form, the educational programs - considers the effect on the learning too.
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Workman, Beth. "The effects of reading the textbook in a seventh grade science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/workman/WorkmanB0811.pdf.

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In this investigation the science textbook was read orally through 12 weeks of our 7th grade science curriculum. Formative assessments were given throughout this period after each section of a chapter was read. Pre and post tests were given before and after each chapter. The next 12 weeks followed the same pattern except for the fact that the students read the textbook silently. Students' surveys were given at the beginning of the school year, after the 12 weeks of reading orally, and again after the 12 weeks of reading silently. Silent reading showed better results in both the formative and summative assessments. The survey showed that students don't particularly enjoy reading orally, but they feel it improves their learning.
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Culbreth, Phyllis Devan. "How does extraneous textbook material influence the reading comprehension of normal and impaired college students? /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/culbrethp/phyllisculbreth.pdf.

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Tsang, Wing-chi Wendy, and 曾穎芝. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961216.

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Tsang, Wing-chi Wendy. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190756.

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Meadows, Rita Emily. "The portrayal of older adults in basal reading textbooks of the 1960s and 1980s." Gainesville, FL, 1986. http://www.archive.org/details/portrayalofolder00mead.

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Abubaker, Azza A. "Factors influence reading from screen of Arabic textbook for learning by children aged 9 to 13." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/19509/.

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The problem with e-texts are related to the way texts are displayed on a screen, with multiple and different aspects that affect legibility, making readers prefer to read a paper format rather than e-resources. This research describes the factors that affect the legibility of online texts aimed at obtaining a better understanding of the usability of electronic Arabic texts for learning purposes within the field of electronic reading; mainly reading Arabic texts for students aged 9 to 13. This study sets out three particular aims: (1) building a reading strategy for Arabic schoolbook in both formats electronic and paper format based on users’ cognitive and behavioural processes; (2) defining the influence of three typographical variables that affect reading Arabic texts on a screen (font size, font-type and line length); and (3) studying the efficiency of reading Arabic texts and the related factors impacting the efficiency of reading and comprehension. Based on the nature of the research questions and objectives, positivism and phenomenology are adopted as the underlying philosophy for this research. The empirical research was divided into three phases; the first phase focused on collecting data about using the internet among students in primary schools by means of a questionnaire. This has helped in the selection of samples and determined the extent of the students’ reluctance to read from a screen. The second phase was to investigate the reading process of school book in two formats [ paper and electronic format] to build reading model based on users’ cognitive and behavioural processes. The third phase was to examine the factors that affect negatively the usability of electronic texts by examining three issues: font size [10, 14, 16 and 18], font type [Arabic traditional, Arial, Times New Roman, Simplified Arabic, and Courier New], and line length [single column and double columns]. Observation was applied as a tool to collect the data. The study has made a significant contribution to the understanding of electronic reading of Arabic language. This contribution addressed five aspects: (1) Two models of reading process for schoolbook using Arabic language were built according to users’ interaction with the school textbook in two formats ( electronic and paper). These models will not only help define the interaction amongst users and e-books, but will also help designers to understand user behaviour of e-books and thereby to establish the most appropriate functions/features when building an e-book interface. (2) Identify the optimal font size for reading an Arabic script from screen by children aged 9 to 13. (3) Based on collecting data from experiments (2) and (3) and comparing this date with other researches that have done in the same field, new model explains the interaction between three topographical variables [font size, font type and line length] and their relationships with independent variables were provided. (4) Test a new display technique to improve the legibility of reading Arabic online texts by using colour to increase the ability to focus vision when moving from one line to another so as to improve the screen display. And (5) according to quantitative and qualitative several of the rules were recommended for designers and educators to follow when designing and presenting Arabic text on screen. On the other hand, some recommendations for future research have been derived from this thesis, such as the following. (1) Investigating the effect of the colour factor on improving the legibility of Arabic texts on screen for children, e.g. using different colours to distinguish between dots and vowels. (2) Exploring and developing an e-reading model based on all the factors recorded in the empirical studies in the reading field which will lead to building a theory on e- reading. (3) Investigating the influence of a variable effect reading process and the variables that have a positive or negative impact on it. (4) Applying a model that used colour to increase the ability to focus using different age-range and type of information such as journals or books.
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Books on the topic "Reading Textbook"

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Sledge, Martha. The Longman textbook reader. Longman, 1999.

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McCary, Margaret. A handbook for reading: Phonics textbook. A Beka Book, 1995.

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Manchu: A textbook for reading documents. 2nd ed. National Foreign Language Resource Center, 2010.

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Abraham, Paul. Contact U.S.A.: Reading and vocabulary textbook. 2nd ed. Prentice Hall Regents, 1989.

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Laurel, Hicks, Sleeth Naomi, Beka Book Publications (Firm), and Webster Noah 1758-1843, eds. A handbook for reading: Phonics textbook. A Beka Book, 1995.

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Hsu, Shirley Hildebrand. Special days in Canada: A reading textbook. Vancouver Community College, English Language Skills Department, 1998.

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Repetto, Ellen Kuhl. The Bedford/St. Martin's textbook reader. Bedford/St. Martin's, 2012.

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Bagaason, Linda. Basal textbook investigation and supplementation in Kelso, Washington. Department of Education, Washington State University, 1988.

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M, Seligson Gerda, and Craig Ruth S, eds. Latin for reading: A beginner's textbook with exercises. University of Michigan Press, 1986.

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Nist, Sherrie L. Developing textbook thinking: Strategies for success in college. 4th ed. Houghton Mifflin, 1998.

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Book chapters on the topic "Reading Textbook"

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Kolbeck, Georg, and Tobias Röhl. "Textbook Practices: Reading Texts, Touching Books." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_29.

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Krupinski, Elizabeth A. "Image Reading and Interpretation." In Textbook of Catheter-Based Cardiovascular Interventions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-55994-0_8.

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Yin, Chengjiu, Zhuo Ren, Agoritsa Polyzou, and Yong Wang. "Learning Behavioral Pattern Analysis Based on Digital Textbook Reading Logs." In Distributed, Ambient and Pervasive Interactions. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21935-2_36.

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Caramella, Davide, Matteo Revelli, and Alessandro Villa. "Radiological Anatomy with CT: What the Nuclear Physician Should Know When Reading a PET/CT Scan." In Nuclear Medicine Textbook. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95564-3_49.

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Caramella, Davide, and Fabio Chiesa. "Radiological Anatomy with MR: What the Nuclear Physician Should Know When Reading a PET/MR Scan." In Nuclear Medicine Textbook. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95564-3_50.

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Kumagai, Yuri. "9. On Learning Japanese Language: Critical Reading of Japanese Language Textbook." In Rethinking Language and Culture in Japanese Education, edited by Shinji Sato and Neriko Musha Doerr. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850-011.

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Semenova, Natalia V., and Elena A. Svyatkina. "Digital Textbook for Vocationally-Oriented Informative Reading in the Research University." In Communications in Computer and Information Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49700-6_34.

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McCollum, Brett M. "Improving Academic Reading Habits in Chemistry through Flipping with an Open Education Digital Textbook." In ACS Symposium Series. American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1235.ch002.

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Barnard, Christopher. "Pearl Harbor in Japanese high school history textbooks." In Re/reading the past. John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/dapsac.8.14bar.

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Pegg, Jerine, and Simon Karuku. "Explanatory Reasoning in Junior High Science Textbooks." In Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-924-4_4.

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Conference papers on the topic "Reading Textbook"

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Vikulova, Larisa, Svetlana Gerasimova, Irina Makarova, and Ekaterina Vishnevskaya. "Multimedia Study Aids in Teaching Creative Foreign Language Reading: Personal-Activity Approach." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1082.

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Zhao, Fan, Xiaowen Fang, and Feng Wang. "Impact of Previous Reading Experiences on Effectiveness of e-Textbook." In the 5th International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3338188.3338195.

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Kurniawan, Khaerudin. "Developing Collaborative Based Reading Habit Model for Learning Writing Textbook." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175207910796.

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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.

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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Nikolaeva, Marina, and Natalia Tomskaya. "Authentic Texts with a Person-Centered Message as an Education Resource for Extensive Reading Textbooks." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0661.

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Rončević, Tamara N., Željka Đ. Ćuk, Dušica D. Rodić, Mirjana D. Segedinac, and Saša A. Horvat. "STUDENTS’ ABILITIES OF READING IMAGES IN GENERAL CHEMISTRY: THE CASE OF REALISTIC, CONVENTIONAL AND HYBRID IMAGES." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.181.

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This research deals with students’ abilities to read chemistry textbook images about dispersed systems. Secondary school students were included as the research participants, and their abilities to propose the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, were analyzed. Additionally, their written interpretations about images contents were also analyzed. The collected data provided information about students’ misunderstandings about dispersed systems. These misunderstandings, some of which are the original outcome of this research, provided the significant results. In addition, it was found that students had the most difficulties with reading realistic textbook images. Namely, they relied on what they literally saw on the realistic image (i.e. photography) without providing proper connection with chemical contents about dispersed systems. Keywords: visual representations, reading images, images types, general chemistry.
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Edgcomb, Alex, and Frank Vahid. "How many points should be awarded for interactive textbook reading assignments?" In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344350.

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Rahmawati, Fitri, Sarwiji Suwandi, Andayani Andayani, and Markhamah Markhamah. "Content Analysis of An Early Reading Textbook at Islamic Elementary School." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281715.

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Yin, Chengjiu, and Yong Wang. "Relationship between Learning Achievement and Learning Strategies in the use of Digital Textbook Reading Logs." In The 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017). Atlantis Press, 2016. http://dx.doi.org/10.2991/icat2e-17.2016.25.

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Nuryantini, Ade Yeti, Wahyuni Handayani, Rully Agung Yudhiantara, Ihsan Abdul Nasir, Abdul Holik, and Parlindungan Sinaga. "Pre-Service Physics Teachers’ Reading Comprehension Ability on the Concept of Statistical Physics Delivered in English Textbook." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221205400546.

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Reports on the topic "Reading Textbook"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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