Academic literature on the topic 'School reading books'
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Journal articles on the topic "School reading books"
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Bayraktar, Hatice Vatansever, and Buket Acikses Firat. "Primary School Students' Attitudes towards Reading." Higher Education Studies 10, no. 4 (2020): 77. http://dx.doi.org/10.5539/hes.v10n4p77.
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The purpose of this study is to examine the level of primary school students' attitudes towards reading and whether they differ according to various variables. Descriptive scanning model was used in the research. The universe of the research consists of primary school students studying in the 2nd, 3rd and 4th grades in Istanbul. The sample of the study consists of 534 primary school students who study in 2, 3 and 4 classes in primary schools in Avcılar and Beylikdüzü districts of Istanbul. In the research, “Personal Information Form” and “Reading Attitude Scale” were used as data collection tools. SPSS was used in the analysis of the data. As a result of data analysis, it was observed that primary school students' attitudes towards reading were high. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to variables of gender, book-magazine reading status and state of enjoying the gift of books. The attitudes of female students, those who read books and magazines, and those who like to give books to them are higher. The attitudes of primary school students towards reading show a statistically significant difference according to the variable of buying book magazines to read in the sub-dimension of reading for entertainment and in the total scores. This difference is in favor of those who buy book and magazines to read. The attitudes of primary school students towards reading show a statistically significant difference in sub-dimension of reading for entertainment purposes according to the number of siblings. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to the variables of the class she studied and the number of books read per week. Primary school students' attitudes towards reading do not show a statistically significant difference according to variables.of mother and father educational status and favorite book type.
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Abubaker, Azza, and Zhongyu (Joan) Lu. "Model of E-Reading Process for E-School Book in Libya." International Journal of Information Retrieval Research 1, no. 3 (2011): 35–53. http://dx.doi.org/10.4018/ijirr.2011070103.
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Defining the stages which the reader follows when reading e-resources is one of several factors which can provide significant insights into actual reading behaviours and cognitive processes of readers. Two different samples of students who study in Libyan primary schools, aged 9 to 12, were selected to investigate how students use and interact with both print and digital school books, identify the e-reading process, outline the aims of using the internet and technology, and define what students like and dislike in both versions. Furthermore, students found using the e-textbook to be more difficult than paper book and a significant difference is found in the reading process between paper books and electronic books. In addition, two reading strategies were used to read school book in both versions (electronic and paper): (1) view the text then answer the questions, or (2) view the questions than search for the correct answers.
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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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Krnjaic, Zora, Ivana Stepanovic, and Dragica Pavlovic-Babic. "Reading habits of secondary school students in Serbia." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 266–82. http://dx.doi.org/10.2298/zipi1102266k.
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Within the research study about free time, interests, cultural needs and habits of secondary school students, their reading habits were studied in particular. The paper is aimed at exploring the reading habits of secondary school students, which are expressed through different media, first and foremost, through book reading, as well as through reading the press and using the internet, and to determine the connection between them. The research was conducted by means of a questionnaire on the sample of 2426 students from 26 secondary schools from nine Serbian towns. The results referring to the level of development of reading habits of our secondary school students indicate that: 12% of students do not read; 21% read only the required reading; 40% read the required reading and occasionally the books that are not required; 20% read the required reading and often other books as well; and 7% are passionate readers. Secondary school students do not have a formed habit of using library services and most frequently read popular literature and popular science. The most frequently read texts in the press refer to leisure and sports. More developed reading habits of secondary school students are related to reading the sections on culture in daily newspapers, reading popular science magazines and using educational software. Educational implications of the paper indicate that it is necessary to develop students? reading habits through teaching and learning and to encourage students to use both books and the modern media for learning purposes.
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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.
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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.
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Bogel, Gayle. "Choosing the Right Book: Factors that Affect Children’s Reading." Evidence Based Library and Information Practice 6, no. 1 (2011): 74. http://dx.doi.org/10.18438/b83g8j.
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A Review of:
 Maynard, S., Mackay, S., & Smyth, F. (2008). A survey of young people's reading in England: Borrowing and choosing books. Journal of Librarianship and Information Science, 40(4), 239-253.
 
 Objective – To analyze factors affecting book choice: reading recommendations, reasons for choosing series books, book reviews, and school libraries.
 
 Design – This secondary analysis of data is based on a selection of findings from a larger 2005 survey that monitored trends in youth reading habits. The large scale 2005 study was designed as a follow up to a 1996 survey. The 2005 survey used online questionnaires and formal statistical analysis to compare gender and age groups. The data on factors affecting book choice were derived from the original questions, responses, and analyses. 
 
 Setting – Questionnaires were administered in 
 22 primary and 24 secondary schools in the UK with access to computers and internet. 
 
 Subjects – Almost 4,200 students from 4 to 16 years of age.
 
 Methods – Study authors invited approximately 150 schools to participate in the survey. Forty-six schools (31%) responded. A total of 22 primary and 24 secondary schools participated in the original study between April and June 2005.
 
 This study used comparative analysis to examine factors affecting book choice between gender and age groups. Statistical significance was defined as one percent. Other demographic information was collected, such as ethnicity, language spoken at home, and religion, but was deemed insufficient for any meaningful analysis.
 
 There were 4,182 responses to the survey, separated into three age groups: ages 4 to 7 (KS1), ages 7 to 11 (KS2), and ages 11 to 16 (KS3&4). 
 
 Students were asked to describe themselves as readers by responding to multiple choice questions, and then to provide specific information on the places or people most frequently used as book borrowing sources. Participants were considered “enthusiastic” readers if they “read a lot with pleasure” and “average” readers if they “read an ordinary amount”. Participants responded to additional multiple choice questions on specific factors related to borrowing books and book choices, the process of choosing series, fiction, and nonfiction books.
 
 Main Results – Readers: The number of children who described themselves as “enthusiastic” readers decreased with age, and approximately half of the children between 7 and 16 years of age described themselves as “average” readers, average rating increasing slightly through this age group. Investigators found a marked difference in gender within the 4 to 7 year olds: 49.7% percent of girls in this age group considered themselves “enthusiastic,” compared to 37.3% of boys. Only 18.5% of girls considered themselves “reluctant” readers, compared to 28.1% of boys. 
 
 The longitudinal comparison to the earlier 1996 study found that although the percentage of boys from ages 7 to 16 who described themselves as reluctant readers stayed about the same, the percentage of girls who described themselves as reluctant increased. There was also a dramatic drop in the number of girls who described themselves as enthusiastic; from 51% in 1996 to 17% in 2005.
 
 Borrowing Books: Libraries of all types (school, classroom and public) were the prime sources for borrowing books. Girls borrowed more books from schools than boys, and girls also borrowed more books from non-library sources (family members and friends) than boys. Both boys and girls increasingly reported borrowing more books from friends than from libraries as they grew older.
 
 Over half of each age group rated the school library or classroom book corner as having “enough” books. The perception of “too many books” decreased with age. The perception of quality of the classroom or school library also decreased with age. The number of students in the younger age groups who rated the quality of books in the classroom or school library as “very good” was significantly higher than students in the older age groups. The number of student who rated the quality as “okay” doubled from the lower to the higher age group. 
 
 Choosing Books: Children were asked six questions related to whether the physical book itself provided motivation to read, and six questions related to other factors for book recommendation. Younger readers were more likely to choose a book for its visual appeal, although this factor (interesting cover or illustrations inside) was more consistent for boys of all age groups than girls. The author’s name and book blurb were stronger factors for girls in the 7 to 16 age group than for boys. 
 
 The study authors sought to explore the idea of “shared reading” and asked children in the 7 to 11 and 11 to 16 age groups how often they chose a book based on a recommendation from a friend or family member, a public or school librarian, or other adults. Friends were the strongest recommendation source (43.2% for 7 to 11 year olds and 38.4% for 11to 16 year olds). Recommendations from school or public librarians rated only three to six percent for both age groups. 
 
 All age groups were asked about choosing series books, and the questions were simplified for the younger age group. All students reported that appealing factors were the consistency of characters, familiar storylines, and familiar writing styles. Some students also noted that the availability of series books positively affected their choices.
 
 Print or online book reviews were used “hardly ever or never” by over 40% of the 7 to16 year old age groups, while television or magazine reviews or recommendations were highly rated by over 50% of respondents in the same age groups. Participants chose informational or non-fiction books because of personal interests, hobbies, or recommendations from friends, while they selected fiction or poetry for the blurb, title, or appearance and design of the cover. Celebrity recommendations and books about celebrities were popular reasons for choosing books. 
 
 When asked who helped them choose books, 53.2% in the 7 to11 age group and 66.1% in the 11to 16 age group stated that no one ever helps them. Of the students who had help choosing books, “family members” was the most common response. Local librarians were not used as a source for recommendations.
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van de Kamp, Jan. "Religious Subcultures and Reading Culture." Quaerendo 51, no. 4 (2021): 348–85. http://dx.doi.org/10.1163/15700690-12341495.
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Abstract For religious subcultures, the reading of religious books was of great importance, even for Roman Catholics, renowned for their ritual-mindedness and the prevailing limitations in terms of religious reading for laypeople. This article aims to reveal the extent to which the status and role of a subculture affected the printing history and reception of religious books. The Post-Reformation Low Countries – split into the South, where the Catholics were a dominant culture, and the Dutch Republic in the North, where they were a subculture – provides an excellent case study. A very popular meditation book serves as the source for the study, namely Sondaechs Schoole (Sunday school) (1623).
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Locher, Franziska Maria, Sarah Becker, and Maximilian Pfost. "The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts." AERA Open 5, no. 2 (2019): 233285841985204. http://dx.doi.org/10.1177/2332858419852041.
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In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.
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Loh, Chin Ee, Mary Ellis, Agnes Alcantara Paculdar, and Zhong Hao Wan. "Building a successful reading culture through the school library." IFLA Journal 43, no. 4 (2017): 335–47. http://dx.doi.org/10.1177/0340035217732069.
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Much research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library, making it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Data collection to help us understand the reading and school library culture included: A school-wide reading survey, interviews with the principal, teachers and students, library observations, timed counts, narratives and time-lapse photographs of library space contributed. Factors for building a reading culture include: (1) Curating the book selection for readers, (2) Making books visible (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading.
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Rzadkowolska, Magdalena. "Kultura czytelnicza uczniów Zespołu Szkół Ekonomiczno-Turystyczno-Hotelarskich im. Władysława Grabskiego w Łodzi." Homo et Societas 3 (2018): 62–81. http://dx.doi.org/10.4467/25436104hs.18.006.12307.
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Reading Culture of Students of the Władysław Grabski School of Economics, Tourism and Hotel Management in Lodz The problem of the reading culture of various groups environments and age constantly interests researchers. Especially that the percentage of readers is decreasing. Currently, only 40% of Poles read books. Do technical school students want to read books? What are their reading interests? Do parents encourage them to read? These questions were asked in surveys conducted among students of Władysław Grabski School of Economics, Tourism and Hotel Management in Lodz, one of the best high schools in this region and in Poland. The theoretical part of this article focuses on the issues of book culture and reading culture in Poland. It is based on the results of research conducted by the National Library in 2017. Presented data emphasis book interests of respondents at the age 15–24. According to the author’s own research, women are intense readers, while men are sporadic or systematic readers. Young readers most often use home libraries or borrow books from their peers. They do not have the habit of using libraries of different types. They read fantasy and crime novels. Unfortunately, parents do not encourage young people to read and do not buy books for them.
Dissertations / Theses on the topic "School reading books"
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Eckhart, Tami Marie. "Good strategies for "bad" books." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237311795.
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Franklin, Keri. "Blogging about books writing, reading, and thinking in a twenty-first century classroom /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4809.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 13, 2008) Vita. Includes bibliographical references.
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West, Alastair. "A reading community and the individual response to literature." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:5eb162a4-96c5-410d-b0c7-274012e787e8.
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This study is concerned with the social production of adolescent readers of fiction and with the formation of their responses to the fiction they read. It was conceived from within the mainstream "progressive" tradition of secondary English teaching, but is written from a perspective informed by more recent developments in literary theory. The overall problem addressed is: how do adolescents become confirmed readers of fiction? It is investigated in two ways. The first seeks to identify those working practices and social relations in secondary schools most likely to promote adolescent fiction reading. The second seeks to understand the perceptions that adolescents have of the fiction that they read. The report is based upon a longitudinal study of six teaching groups in three comprehensive schools. A combination of ethnographic and survey methods was employed. In two of the schools fiction reading was found to decline sharply over the two year period. Readership patterns were closely associated with social class origins, gender and school ability grouping. In the third school, however, which had the highest proportion of working class students, fiction reading did not decline, nor was it influenced by ability grouping, gender or social class. These different reading outcomes are shown to relate closely to the working practices and the exercise of power within the schools. One school functions as a reaing community; the other two do not. The significance of the findings is discussed in relation to contemporary theories of cultural and social reproduction. Schools, it is concluded, have the capacity to do very much more than reproduce and legitimate existing socio-economic differences at and by the cultural level. As for the individual response to literature, the original intention was to present case studies of representative readers from the sample. All three schools sought to initiate their students,ith varying degrees of success, into a particular discourse, the discourse of personal growth, in which fiction reading is held to contribute to the reader's enhanced understanding of the self, others and the world. This view, however, rests upon assumptions about language and texts, the reading process and subjectivity which the intervention of structuralism and later developments in literary theory have rendered untenable. In order to understand the theoretical limitations of this discourse, its disabling classroom consequences and the possibilities for its transformation to more radical and liberating approaches to texts, the case study presented here is of the discourse itself, rather than of those readers who sought access to it.
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Mosley, Mattie Jacks. "The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
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The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.
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Maja, Raymond Nkhono. "An evaluation of the implementation of the foundations for learning reading guidelines in grade 6 classes in Malegale Circuit, Sekhukhune District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1759.
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Thesis (M.A. (English Studies)) --University of Limpopo, 2016<br>Local and international assessments on reading have shown over the past years that South African primary schools learners fail to perform at the expected levels in comparison to their counterparts in other parts of the world. However, efforts by the Department of Education to improve the situation through the introduction of intervention programmes, like the Foundations for Learning do not seem to yield the expected results. This was evident in the Annual National Assessment reports which provided a gloomy picture despite the FFL’ s declared intention to improve reading performance to nothing less than 50%. This study therefore, sought to evaluate the implementation of the FFL reading guidelines.
This study followed a qualitative research approach wherein observations and interviews were used to engage teachers in four selected Grade 6 rural schools. The resultant data was further corroborated by document analysis that confirmed the findings arrived at.
The main finding emerging from this study was that schools treated the FFL reading guidelines as optional. Other findings were that the participating schools found it difficult to integrate the prescribed time allocated to reading activities into their school time tables without interfering with times allocated to other subjects. They therefore, resorted to their own discretion on how best to use the available time to engage learners in reading activities. The implications of the findings are that the reading guidelines were differently and partially implemented by the schools. The other implication was that the reading instruction conducted by the participating schools focused more on reading for assessment than on reading for pleasure. The ultimate goal of reading, which is to develop learners into independent readers, was therefore compromised.
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Medows, Pamela L. "Effects of reading aloud on the book selections and attitudes toward science of third grade students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063416.
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The purpose of this study was to examine the effect of reading aloud nonfiction science trade books on the attitudes toward science and the book selection habits of students in the elementary classroom. Gender differences among attitude and book selection were also explored.The school district chosen as the site for the research was located in a small Midwestern town with a population of about 32,000. The community consisted of people with diverse socioeconomic status and cultural backgrounds. Four teachers and 73 third grade students participated in the study. Complete data was available for 60 students.The four classrooms were randomly divided into two groups, those listening to science nonfiction trade books for twenty minutes each day for six weeks and those listening to nonscience books for twenty minutes each day for six weeks. An attitudinal survey was administered at the beginning and the end of the study. The percentage of science books versus other types of books was monitored for the six week period.The analysis of data revealed that students who were read the science nonfiction books chose a greater percentage of science books when checking out books from the library than did the students who were read nonscience books. There was no difference in the percentage of books selected by girls compared with those selected by boys. Results also showed a very slight increase in positive attitude toward science as a result of listening to science books during read-aloud sessions. There was no significant difference in the attitudes of the girls compared to the boys who were read science books.<br>Department of Elementary Education
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McGill, Alicia Hollis. "Audio Books with Struggling Readers at the Elementary School Level." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3181.
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In a Title I school located in a southeastern state, 60% of 3rd grade students are reading below grade level. The state's new reading initiative ties grade promotion to 3rd grade students reading on grade level. At the study site, administrators identified audio books as a possibly helpful reading tool. Vygotsky's zone of proximal development theory, which holds that learners can learn new skills more readily with guided assistance, framed this study. The purpose of this quantitative, comparative design study was to explore the associations between the use of audio books and the reading levels of 3rd grade struggling readers. Research questions were used to compare the reading levels of struggling readers who use audio books with the reading levels of: (a) struggling readers reading silently, (b) at or above grade level readers who read with audio books, and (c) at or above grade level readers who read silently. Two 3rd grade classes were selected, with 25 students using audio books and 25 students reading silently, to participate in this project. Scores from the AR and from the pre- and posttest STAR assessments over a 9-week period were analyzed and compared using an independent samples t test to explore associations between the use of audio books and the comprehension and reading levels of the participants. Analysis of the results showed that the use of audiobooks was not significantly related to increased reading or comprehension levels for struggling readers. Significant improvements in reading comprehension were shown for students reading at or above grade level that read silently or used audio books. Based on the findings, a professional development project for teachers providing research-supported reading strategy instruction was developed. The findings may lead to improvements in instructional practices by encouraging the use of research-based reading strategies, which could promote positive social change by supporting greater academic success for elementary students through improved reading comprehension.
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Derick, Jennifer. "The effect of social interactions revolving around books and the reading motivation of elementary school students /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1566.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.<br>Thesis advisor: catherine Kurkjian. " ... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves [87]-90).
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Rakas, Kari Jennifer. "Series Books: An Exploration of Middle School Students’ and Teachers’ Perceptions." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242331679.
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Faulkner, Julie Diane 1952. "The literacies of popular culture : a study of teenage reading practices." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8460.
Full textBooks on the topic "School reading books"
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Great Books Foundation (U.S.). Great books roundtable. Great Books Foundation, 2009.
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Great Books Foundation (U.S.). Great books roundtable. Great Books Foundation, 2009.
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Great Books Foundation (U.S.). Great books roundtable: Level 3. Great Books Foundation, 2010.
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Gunning, Thomas G. Best books for building literacy for elementary school children. Allyn and Bacon, 1999.
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Alvermann, Donna E. Adolescents' negotiations of out-of-school reading discussions. National Reading Research Center, 1997.
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Great Books Foundation (U.S.). Great books roundtable road map: Strategies for implementation and differentiation. Great Books Foundation, 2009.
Find full textBook chapters on the topic "School reading books"
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Lyons, Tony, and Noel Moloney. "Reading Book for Female Schools: Minerva or Madonna." In Educational Resources in the British Empire. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11277-6_6.
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Danielsson, Kristina, and Staffan Selander. "Close Reading of Multimodal Texts—Sample Analyses." In Multimodal Texts in Disciplinary Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_6.
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Björklund, Camilla, and Hanna Palmér. "Pre-school teachers' ways of promoting mathematical learning in picture book reading." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-11.
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Quiring, Johanna, and Franziska Vogt. "Shared Reading for Valuing Diversity and Fostering Language Acquisition." In Migration, Religion and Early Childhood Education. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29809-8_1.
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Abstract It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.
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"The Nature of Storybook Reading in the Elementary School: Current Practices." In On Reading Books to Children. Routledge, 2003. http://dx.doi.org/10.4324/9781410607355-13.
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Ikuta, Shigeru, Saki Nagano, Eri Tanaka Sato, et al. "Original Teaching Materials and School Activities With E-Books Containing Media Overlays." In Handmade Teaching Materials for Students With Disabilities. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6240-5.ch004.
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Original e-book teaching materials containing media overlays were created for use in teaching students with reading disabilities. FUSEe developed by FUSE network, Japan was used to create EPUB 3 e-books, where an audio was replayed with synchronized highlighting of the corresponding text. SMIL language or JavaScript package for iOS, ibooks.js was used to replay the audio reproduction. These EPUB 3 e-books were read effectively with an EPUB 3 reader (for example, iBooks for iOS, and Sony and Kobo Readers for Android). E-books created with special needs school, general school, and Japanese Foreign Language Institute schoolteachers were implemented at many schools for students with reading disabilities and dyslexia. Some assessments of the reading activities were performed to clarify the e-books containing media overlays. Basic information regarding the creation of these e-books and their use in schools is presented in this chapter.
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Wiener, Harvey S. "The Reading-Writing Connection." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0011.
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In 1940, the then-chairman of the editorial board of the Encyclopaedia Britannica, Mortimer J. Adler, wrote an article called "How to Mark a Book" for the Saturday Review of Literature. Adler asserted for his adult readers what must sound clearly like heresy to parents of young children. Owning a book fully, he said in absolutely timeless advice, "comes only when you have made it part of yourself, and the best way to make yourself a part of it is by writing in it." I can see you cringing. Write in this expensive, lovely book I bought Leslie at birthday time? Nothing doing. Adler pointed out that our worship of books on this level—physical objects to be revered and respected—is misguided. We love the thing, "the craft of the printer," as opposed to what it contains, "the genius of the author." Owning a book and simply placing it on the shelf means only that we have the book in our library. Truly owning a book means that we have it in our souls. Now of course we don't write in books we don't own. Books we borrow from friends or from the library or from the school classroom must stay intact for others to use later on. But your child can learn that lesson at any age—a lesson I'm sure that you try to teach regularly. Yet, you must temper your proscription. "Don't write in this book" you want to reserve for books your child does not own. "Please write in this book!" should be your plea for any volume in your youngster's home library. Why? As Adler wisely pointed out more than fifty years ago, reading a book should be a conversation between the reader and the writer. Good readers question what they find in books; they challenge what they read; and marking up a book is a way of recording the dialogue between the parties. You really do know this, don't, you, from your own days in school when you attacked review books or texts themselves or photocopies of magazine articles with much underlining, marginal comments, or highlighting.
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Liman Kaban, Aysegul. "Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes." In Digital Pedagogies and the Transformation of Language Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6745-6.ch003.
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The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of the primary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and its influence on reading comprehension performance in an EFL class. Focus group interviews were conducted to support the data collection process in terms of students' and teachers' digital attitudes. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive digital attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to increase the digital attitude of the students in educational settings.
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Petrovic, Andrej. "Lessons in Reading and Ideology." In Greek Epigram from the Hellenistic to the Early Byzantine Era. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198836827.003.0003.
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Chapter 3 explores the transmission of Greek epigrams outside poetic books, that is, in compilations of texts designed to satisfy an individual’s needs and not for widespread distribution. Therefore the chapter analyses in particular the papyri with selections of and excerpts from literary texts assembled for a use on specific occasions and following personal tastes, collections used in school contexts, as well as ostraca and templates for stonemasons. The chapter detects in such Hellenistic ‘paraliterary’ contexts resonances of contemporary literary production and argues that already in the third century BCE school anthologies trained young readers in the sequential reading of epigrams and served as a means of disseminating Ptolemaic ideology.
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Costa, Cecilia, and Elena Zezlina. "The “Little Readers’ Circle”." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch026.
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The “Little Readers’ Circle” was born as an attempt to encourage reading in a class of young adolescents. One of the authors worked in a middle school that served a socially and economically weak area in the North of Italy. The class, in its first year at the school, was composed of 11-to-12-year-olds. Over the course of a school year, one hour a week was spent sharing what had been read at home, presenting books that had been particularly loved, writing quotes on a dedicated poster, reading out favourite passages. Thanks to a well-organised school library and to enthusiastic support staff, all children could access books, some of them reading three books a month. Many even subscribed to the City Library to be able to continue reading over school holidays.
Conference papers on the topic "School reading books"
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Horváthová, Ivana. "METHODOLOGY OF “READING” WORDLESS PICTURE BOOKS AT LOWER SECONDARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1466.
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Chauhan, Amarjeet Singh, and Dayal Nigam. "Smart Bag based on RFID and Internet of Things." In Intelligent Computing and Technologies Conference. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.115.13.
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The Smart Bag is a very innovative and helpful project that uses RFID Technology [1] for identifying books / items smartly. The Radio Frequency Identification sensor uses a reader to get information about the item from a tag attached to it. Smart Bag initially used this technology. Technologies or devices which are used in development of The Smart Bag are RFID Sensor, HX711 Load Cell Sensor, NodeMCU, Arduino, and GPS. The Books / items can be identified by using RFID tag and it will store the count of books / items to its memory and matches the items according to schedule. The circuit for communication comprises of NodeMCU and RFID receiver in which passing of messages / alerts, reading of books / item is done. When the books / items are placed inside the bag, the RFID receiver reads the RFID Tag and sends the Books / items in the bag to the NodeMCU [2]. The NodeMCU compares it with the schedule list. If any book / item is missing then the NodeMCU generates an alert of missing books / item. The smart bag has GPS function also, which sends the Real-time Location of a Bag or a Kid to the Guardian or Parents. Initially, this project is for those small kids who regularly go to school.
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Hanzlikova, Katerina, and Ivana Simonova. "THE ANALYSIS OF READING PARTS OF ENGLISH COURSE BOOKS FOR THE PRIMARY SCHOOL LEARNERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0917.
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He, Feng. "Practice Research on English Reading Teaching Based on Picture Story Books in Primary School." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.32.
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Lucena, Mirelly Éllen Mendes de, Rodrigo Costa, and Jucelio Santos. "Cineclube at School: Disseminating a Literary Culture from Actions of the ATLAS Project." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.1244.
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We aim to detect the habitual expectations of students and teachers in the use of procedures that address the interest in reading and favor their practice. We present a description of the activities carried out in one of the schools attended during the implementation of the ATLAS project, located in the municipality of Catole do Rocha, where it was proposed the adoption of a Cineclube in the teaching-learning process, aiming to provide a multidisciplinary vision that rescued student interest by practicing reading in a pleasant way. As a result, we observed that, we can encourage the participation of the student community in acquiring interest in the healthy habit of reading. We rescued the students search for the library as a stimulating and supportive space for learning; We permeate the curiosity of reading by students to investigate available materials such as books, newspapers, comics and other available media.
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Weiying, Liang. "Study of Chinese Whole Books Reading Teaching in Senior High School From the Perspective of Instructional Interaction in Connectivist Learning Context." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.155.
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Muhammadi, Taufina. "Developing Literacy Reading Teaching Materials by Using Big Books as an Effort to Build the 2nd Grade Students' Characters in Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.136.
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.
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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.
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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Vecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
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The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.
Reports on the topic "School reading books"
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.
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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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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.