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Journal articles on the topic 'Research of reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Cherryholmes, Cleo H. "Reading research." Journal of Curriculum Studies 25, no. 1 (1993): 1–32. http://dx.doi.org/10.1080/0022027930250101.

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2

Golper, Lee Ann C., and Robert T. Wertz. "Reading Research." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 12, no. 2 (2002): 27–31. http://dx.doi.org/10.1044/nnsld12.2.27.

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3

Hogg, Sheila A. "Reading research." Nurse Education Today 10, no. 1 (1990): 80. http://dx.doi.org/10.1016/0260-6917(90)90153-h.

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4

Bowles, Steffanie, Barbara A. Bradley, Ronette Burnett, et al. "Reading Reading Research: A Multivocal Review." Reading Research Quarterly 36, no. 1 (2001): 74–85. http://dx.doi.org/10.1598/rrq.36.1.5.

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5

Liberman, Alvin M. "Reading, reading machines, and communications research." Journal of the Acoustical Society of America 94, no. 3 (1993): 1817. http://dx.doi.org/10.1121/1.407828.

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6

Raines, Deborah A. "Reading Research Articles." Neonatal Network 32, no. 1 (2013): 52–54. http://dx.doi.org/10.1891/0730-0832.32.1.52.

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7

McLeod, John. "Reading qualitative research." European Journal of Psychotherapy & Counselling 17, no. 2 (2015): 194–205. http://dx.doi.org/10.1080/13642537.2015.1038729.

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8

Peary, Alexandria, and Linda Ernick. "Reading, Writing, Research." College & Undergraduate Libraries 11, no. 1 (2004): 33–43. http://dx.doi.org/10.1300/j106v11n01_04.

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9

Gill, Sara L. "Reading Qualitative Research." Journal of Human Lactation 33, no. 4 (2017): 670–71. http://dx.doi.org/10.1177/0890334417726315.

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10

Hendrick, Robert C., and Walter R. Thompson. "READING RESEARCH 101." ACSMʼs Health & Fitness Journal 20, no. 1 (2016): 9–13. http://dx.doi.org/10.1249/fit.0000000000000173.

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11

Steele, Susan E. "Reading Research Reports." Journal of Wound, Ostomy and Continence Nursing 37, no. 3 (2010): 245–46. http://dx.doi.org/10.1097/won.0b013e3181d7391f.

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12

PUGH, A. K., and J. M. ULIJN. "Realistic Reading Tasks in Research in Reading." ITL - International Journal of Applied Linguistics 69 (January 1, 1985): 29–41. http://dx.doi.org/10.1075/itl.69.03pug.

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13

Karanth, Prathibha. "Reading into Reading Research through Nonalphabetic Lenses." Topics in Language Disorders 22, no. 5 (2002): 20–31. http://dx.doi.org/10.1097/00011363-200211000-00006.

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14

Kim, Jong-Yun. "Investigation of Changing Trends in Reading Research: Comparison between Korean Reading Research (KRR) and Reading Research Quarterly (RRQ)." JOURNAL OF READING RESEARCH 42 (February 28, 2017): 29. http://dx.doi.org/10.17095/jrr.2017.42.2.

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15

Lyon, G. Reid. "Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings." Perspectives on Language Learning and Education 6, no. 1 (1999): 8–16. http://dx.doi.org/10.1044/lle6.1.8.

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16

Chung, Eun Kyung. "Reading Statistics and Research." Korean Journal of Medical Education 23, no. 2 (2011): 141. http://dx.doi.org/10.3946/kjme.2011.23.2.141.

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17

Harrison, Colin, and Philip B. Gough. "Compellingness in Reading Research." Reading Research Quarterly 31, no. 3 (1996): 334–41. http://dx.doi.org/10.1598/rrq.31.3.6.

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18

Bassett, Chris, Jane Bassett, and Judith Tanner. "Reading and Critiquing Research." British Journal of Perioperative Nursing (United Kingdom) 13, no. 4 (2003): 162–64. http://dx.doi.org/10.1177/175045890301300402.

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Previous articles in this series have looked at the reasons for creating a research basis for nursing, considered the benefits to the patient from using research to support nursing practice, and provided a comparison of quantitative and qualitative research. This fourth article is very much about helping you get to grips with published research articles and papers, enabling you to understand them and helping you decide if their methods and recommendations are worthy of trying out in your workplace.

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19

VanDeWeghe, Rick. "Research Matters: Reading Apprenticeships." English Journal 93, no. 5 (2004): 90. http://dx.doi.org/10.2307/4128942.

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20

Beto, Judith A. "Reading and Using Research." Topics in Clinical Nutrition 16, no. 5 (2001): 1–11. http://dx.doi.org/10.1097/00008486-200116050-00002.

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21

Taylor, Insup. "Scripts and reading research." Interchange 18, no. 1-2 (1987): 78–88. http://dx.doi.org/10.1007/bf01807061.

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22

Stephenson, Patricia M. "Reading a research report." Intensive Care Nursing 1, no. 2 (1985): 102–6. http://dx.doi.org/10.1016/0266-612x(85)90006-9.

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23

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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24

Xie, Honghao. "The Effect of Reading in Shaping Undergraduates‟ Academic Research To." International Journal of Languages, Literature and Linguistics 5, no. 2 (2019): 51–56. http://dx.doi.org/10.18178/ijlll.2019.5.2.203.

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25

Golding, Barry. "Doing research/reading research: re-interrogating education." Studies in Continuing Education 32, no. 3 (2010): 276–78. http://dx.doi.org/10.1080/0158037x.2010.519568.

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26

Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

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27

Petersen, Bruce T., and Jill N. Burkland. "Investigative Reading and Writing: Responding to Reading with Research." College Composition and Communication 37, no. 2 (1986): 236. http://dx.doi.org/10.2307/357524.

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28

WISE, BOB. "Turning reading research into policy." Reading Research Quarterly 42, no. 3 (2007): 407–11. http://dx.doi.org/10.1598/rrq.42.3.4.

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29

Cruz, Robyn Flaum, and Jennifer Frank Tantia. "Reading and Understanding Qualitative Research." American Journal of Dance Therapy 39, no. 1 (2016): 79–92. http://dx.doi.org/10.1007/s10465-016-9219-z.

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30

Macalister, John. "Teaching reading: Research into practice." Language Teaching 47, no. 3 (2014): 387–97. http://dx.doi.org/10.1017/s026144481400007x.

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In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded in bringing to the classroom. In doing this, I will examine the three obvious candidates for inclusion in a reading programme: extensive reading, reading fluency development, and intensive reading. For each of these I will give my perspective on what's getting through to teachers, and what isn’t, and my best guess as to why it isn’t. This leads to suggestions about areas for further research and other actions that need to be taken to improve classroom practice.

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31

WILLIAMS, J. "Random observations on reading research." Issues in Education 5, no. 1 (1999): 161–64. http://dx.doi.org/10.1016/s1080-9724(99)00013-0.

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32

van Rees, Kees, and Douglas Vipond. "Advances in reading research: introduction." Poetics 31, no. 3-4 (2003): 151–54. http://dx.doi.org/10.1016/s0304-422x(03)00032-9.

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33

Correa Nunes, Myriam Brito. "Action research and reading difficulty." English for Specific Purposes 11, no. 2 (1992): 177–86. http://dx.doi.org/10.1016/s0889-4906(05)80007-9.

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34

Kim, James S. "Research and the Reading Wars." Phi Delta Kappan 89, no. 5 (2008): 372–75. http://dx.doi.org/10.1177/003172170808900514.

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35

Gudmundsdottir, Helga Rut. "Advances in music-reading research." Music Education Research 12, no. 4 (2010): 331–38. http://dx.doi.org/10.1080/14613808.2010.504809.

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36

Mulcahy-Ernt, Patricia. "What's New in Reading Research?" Journal of College Reading and Learning 22, no. 2 (1990): 37–48. http://dx.doi.org/10.1080/10790195.1990.10849947.

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37

Burton, Dawn. "“Reading” whiteness in consumer research." Consumption Markets & Culture 12, no. 2 (2009): 171–201. http://dx.doi.org/10.1080/10253860902840982.

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38

Westby, Carol. "Florida Center for Reading Research." Word of Mouth 28, no. 5 (2017): 12–13. http://dx.doi.org/10.1177/1048395017705385c.

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39

Powell, Alison E., and Huw TO Davies. "Reading and assessing qualitative research." Hospital Medicine 62, no. 6 (2001): 360–63. http://dx.doi.org/10.12968/hosp.2001.62.6.1594.

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40

Crualaoich, Gearóid Ó. "Research Article: Reading theBean Feasa." Folklore 116, no. 1 (2005): 37–50. http://dx.doi.org/10.1080/0015587052000337707.

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41

Kamil, Michael L., and Keith E. Stanovich. "The State of Reading Research." American Journal of Psychology 115, no. 3 (2002): 451. http://dx.doi.org/10.2307/1423426.

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42

Yamaç, Ahmet, and Ergün Öztürk. "How Digital Reading Differs from Traditional Reading: An Action Research." International Journal of Progressive Education 15, no. 3 (2019): 207–22. http://dx.doi.org/10.29329/ijpe.2019.193.15.

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43

Wajid, Umamah, and Humaira Jami. "Research Self-Efficacy Among Students: Role of Metacognitive Awareness of Reading Strategies, Research Anxiety, and Attitude Towards Research." 2020, VOL. 35, NO. 2 35, no. 2 (2020): 271–93. http://dx.doi.org/10.33824/pjpr.2020.35.2.15.

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The present study aimed to explore the role of metacognitive awareness of reading strategies, research anxiety, and attitude towards research in research self-efficacy among students at university currently conducting research as part of their degree requirement. The role of perceived supervisor’s satisfaction from research and intensity of reading as moderators was also analyzed. Research Self-Efficacy Scale (Rezaei & Zamani-Miandashti, 2013), Metacognitive Awareness of Reading Strategies (Mokhtari & Reichard, 2002), Research Anxiety Scale (Rezaei & Zamani-Miandashti, 2013), and Attitude towards Research Scale (Rezaei & Zamani-Miandashti, 2013) were used to collect data from purposively drawn sample of 300 university students who were conducting research as part of their degree requirement. Regression analysis revealed metacognitive awareness of reading strategies to be the strongest predictor of research self-efficacy, with research anxiety and attitude towards research being mediators. Further analysis revealed supervisor’s satisfaction for research anxiety and intensity of reading for metacognitive awareness of reading strategies to be significant moderators in effecting research self-efficacy. The study findings have been discussed in detail, alongside the implications of the study as well as suggestions for further research in the area.

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44

Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.

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45

Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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46

Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.

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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.

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47

Fairbanks, Colleen M. "Research in the Classroom: Reading, Writing, and "Real" Research." English Journal 78, no. 5 (1989): 93. http://dx.doi.org/10.2307/819215.

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48

Rothstein, Samuel. "RESEARCH FORUM: The three R’s: Reading, writing, and research." College & Research Libraries News 48, no. 4 (2020): 196–97. http://dx.doi.org/10.5860/crln.48.4.196.

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49

PRESSLEY, M. "What should reading instructional research be the research of?" Issues in Education 5, no. 1 (1999): 1–35. http://dx.doi.org/10.1016/s1080-9724(99)00019-1.

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50

&NA;. "Understanding Nursing Research: Reading and Using Research in Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 23, no. 6 (2005): 405. http://dx.doi.org/10.1097/00004045-200506000-00023.

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