Relevant bibliographies by topics / Social sciences Social sciences Reading comprehension

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

Academic literature on the topic 'Social sciences Social sciences Reading comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Social sciences Social sciences Reading comprehension"

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Alico, Jerryk Comawas. "Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students." International Journal for Innovation Education and Research 5, no. 3 (2017): 47–58. http://dx.doi.org/10.31686/ijier.vol5.iss3.637.

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This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.
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Farrokh, Parisa. "Social-Personalized versus Computer-Personalized Methods to Teaching English Learners' Reading Comprehension Ability." Multidisciplinary Journal of Educational Research 7, no. 3 (2017): 287. http://dx.doi.org/10.17583/remie.2017.2775.

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The present study was out to compare new approaches computer assisted language learning, personalized learning program versus traditional approach to teaching second language reading comprehension ability among Iranian English learners. The participants in this study were 90 students who studied at a university of Applied Sciences and Technology in Rasht, Iran. All the participants were randomly assigned into three groups, one control group and two experimental groups. The control group went through a traditional method of teaching reading skill in the classroom. The first experimental group received a personalized learning instruction. The second experimental group went through a personalized learning program supported by a computer assisted language learning system (CALL). At the end of the treatment, a posttest was administrated to three groups to find out the effects of the new instruction. The results of this study revealed that the second experimental group who received treatment through CALL- based personalized learning approach.
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Ferraz, Adriana Satico, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, and Acácia Aparecida Angeli Dos Santos. "Motivation and Strategies for Reading Comprehension in Middle School." Revista Colombiana de Psicología 30, no. 2 (2021): 71–86. http://dx.doi.org/10.15446/rcp.v30n2.88781.

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In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading. How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781
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Tabatabaee-Yazdi, Mona. "Hierarchical Diagnostic Classification Modeling of Reading Comprehension." SAGE Open 10, no. 2 (2020): 215824402093106. http://dx.doi.org/10.1177/2158244020931068.

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The Hierarchical Diagnostic Classification Model (HDCM) reflects on the sequences of the presentation of the essential materials and attributes to answer the items of a test correctly. In this study, a foreign language reading comprehension test was analyzed employing HDCM and the generalized deterministic-input, noisy and gate (G-DINA) model to determine and compare respondents’ mastery profiles in the test’s predefined skills and to illustrate the relationships among the attributes involved in the test to capture the influence of sequential teaching of materials on increasing the probability of getting an item a correct answer. Furthermore, Differential Item Functioning (DIF) analysis was applied to detect whether the test functions as a reason for the gender gap in participants’ achievement. Finally, classification consistency and accuracy indices are studied. The results showed that the G-DINA and one of the HDCMs fit the data well. However, although the results of HDCM showed the existence of attribute dependencies in the reading comprehension test, the relative fit indices highlight a significant difference between the G-DINA and HDCM, favoring G-DINA. Moreover, results indicate that there is a significant difference between males and females in six items in favor of females. Besides, classification consistency and accuracy indices specify that the Iranian University Entrance Examination holds a 71% chance of categorizing a randomly selected test taker consistently on two distinct test settings and a 78% likelihood of accurately classifying any randomly selected student into the true latent classes. As a result, it can be concluded that the Iranian University Entrance Examination can be considered as a valid and reliable test.
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Lo, Chih-Cheng, Hsifu Wen, and Yi-Shuang Lin. "The Effect of Readers Theater on EFL Seventh-Graders’ Reading and Listening Comprehension." SAGE Open 11, no. 3 (2021): 215824402110383. http://dx.doi.org/10.1177/21582440211038388.

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While the effect of Readers Theater (RT) on English oral reading fluency has been extensively investigated, research on the effect of RT on adolescents’ English reading and listening comprehension was scant and yielded different results. This research aimed to explore how RT instruction influenced English as a Foreign Language (EFL) students, especially adolescents, in English reading and listening comprehension. This article conducted a 10-week quasi-experimental design involving two intact classes of 68 seventh-grade students from central Taiwan. The instruments included pretests and posttests of English reading and listening comprehension and nine students were interviewed for an in-depth analysis. The results revealed that the experimental group statistically significantly outperformed the control group on reading comprehension, but not on listening comprehension. Consequently, despite the advantages of RT instruction on reading comprehension stated in the article, interaction among learners in terms of listening comprehension is needed to be emphasized in the course when adopting the RT instruction.
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Vančo, Ildikó, and Viktória Gergelyová. "A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia." Hungarian Studies 34, no. 1 (2021): 120–32. http://dx.doi.org/10.1556/044.2020.00011.

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AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.
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Cordeiro, Pedro, Victor E. C. Ortuño, Maria Paula Paixão, and João Marôco. "Reading a Scientific Paper for Psychology and the Social Sciences: A Critical Guide." Psychology, Community & Health 4, no. 3 (2015): 114–22. http://dx.doi.org/10.5964/pch.v4i3.136.

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AimA critical review of a journal article is a comprehensive evaluation of the article content, formal structure and methodological approach. Success in this task requires students to develop analytic and reflexive skills as pre-requisites to identify key research question(s), relevant findings and main conclusions reached. Critical skills are also an important aspect of a student’s academic and future professional life, yet this has been a largely overlooked component of academic training. This paper aims to provide undergraduate students with a simple and straightforward set of guidelines for reading, analysing and interpreting research articles. Content, structure and common mistakes in research papers are addressed, along with the most relevant standards for review.ConclusionWith this reference guide we hope students will be able to more thoroughly analyse and critically discuss the strengths and weaknesses of a research article.
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Trites, Latricia, and Mary McGroarty. "Reading to learn and reading to integrate: new tasks for reading comprehension tests?" Language Testing 22, no. 2 (2005): 174–210. http://dx.doi.org/10.1191/0265532205lt299oa.

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Einat, Tomer, Amela Einat, Maya Gura, and Adi Segev. "The Impact of Bibliodidactics on Success in Learning to Read Among Nonnative Criminal Inmates." Prison Journal 97, no. 4 (2017): 475–95. http://dx.doi.org/10.1177/0032885517711976.

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The main purpose of this study, based on research conducted in two randomly selected maximum-security prisons in Israel, is to explore the effectiveness of Bibliodidactics, a unique teaching reading method. The research found Bibliodidactics significantly improves the levels of technical reading among nonnative illiterate and poor-reading prisoners of Hebrew. The method is also significantly more efficient for nonnative illiterate prisoners, both in reading comprehension and in technical reading. The authors conclude that literacy instruction for struggling readers benefits from a focus on emotional processing of text, providing meaningful contexts to learning materials that motivate and sustain the readers’ interest.
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Vidal-Abarca, Eduardo, and Raquel Cerdán. "Read&Answer: An application to study task-oriented reading situations." Information Design Journal 20, no. 1 (2013): 70–78. http://dx.doi.org/10.1075/idj.20.1.07vid.

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People often read to fulfill the requirement of a task that demands comprehension, which can be called task-oriented reading. Task- oriented reading activities are associated with reading literacy competencies promoted by international reading literacy assessment programs and definitions of reading skills that emphasize the role of the reader, the tasks, and the social context in reading. Task- oriented reading situations place specific self-regulatory demands on readers that go beyond the scope of comprehension processes considered by current theories and models of comprehension. Read&Answer is an application developed to record actions and reading time on task-oriented situations in an electronic environment. In this paper we describe Read&Answer and summarize studies on the impact that tasks of different nature have on how readers interact with a text and their final performance, as well as some strategies specific to task-oriented reading situations.
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Dissertations / Theses on the topic "Social sciences Social sciences Reading comprehension"

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Dahdouli, Mona, and Heba El-Janoudi. "English reading instruction and comprehension in grade 6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.

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The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.
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Walldén, Oscar, and Vendela Grahm. "The Effectiveness of Reading and Listening to Children’s Literature on English L2 Reading Comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34520.

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This study investigates the effectiveness of children’s literature on English reading comprehension in an L2 classroom context. Children’s literature has a major part in teaching L1 in Swedish primary schools, and although it is a trustworthy method in developing reading comprehension skills, it is not used to any great extent in the English education. Thus, the aim of this study is to examine to what extent reading comprehension is fostered by using children’s literature from a second language perspective. Previous experimental research has, however, shown positive results on children’s literature as a means for teaching L2 reading comprehension. In this research synthesis, we will critically analyse, compare and discuss published research based on empirical data to provide and present the reign believes in children’s literature on L2 reading comprehension enhancement. Based on the findings presented in this paper there is a correspondence between the usage of children's literature and positive results in L2 reading comprehension development. However, solely reading children’s literature might not be the most efficient method in enhancing L2 reading comprehension. Based on the findings presented in this study listening to the text whilst reading can to a greater extent improve on listening comprehension results, which can be connected to the theory of Dual Coding (Paivio, 1986). Furthermore, no research on this area has been done in a Swedish context, which indicates that further research needs to be done in order for the results to be more applicable to our future profession.
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Brewer, Robert Lee. "The effect on comprehension of teaching selected vocabulary prior to reading an eleventh grade social studies passage." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435170.

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This study was conducted to determine the affect on comprehension of teaching selected key vocabulary words prior to reading an eleventh grade social studies passage. Four hypotheses were stated and the .05 level of confidence was used as the criterion for acceptance or rejection.Data for the study were collected from 143 students in six eleventh grade social studies classes. All students in the study were asked to read the same social studies passage. Students in the treatment group were given vocabulary instruction; students in the control group were given no vocabulary instruction. Upon completion of the reading assignment all students were asked to answer sixteen multiple choice questions. The questions were classified as vocabulary specific and general.The sum of the means for specific and general questions and the difference between the means of specific and general questions were calculated in order to determine if differences between the treatment group and control group could be attributed to the question type. A multivariate and a univariate analysis were applied to the data collected for the study.Hypothesis 1, which stated that there is no significant difference between the comprehension scores of the social studies class which receives vocabulary instruction and the social studies class which receives no instruction, was rejected. Vocabulary instruction improved scores for students in the treatment group. Hypothesis 2 which stated that there is no significant mean difference among the gains in comprehension scores of the social studies students classified as high, medium, or low was accepted. There was no significant difference in the gains in comprehension for students of varying vocabulary development. Hypothesis 3, which stated that there is no significant mean difference between the number of correctly answered vocabulary specific questions and the number of correctly answered general questions, was rejected. Students scored higher on the vocabulary specific questions. Hypothesis 4 which stated that there is no significant mean difference between the comprehension scores of the male and female social studies students was accepted. The vocabulary instruction did not result in a significant difference in comprehension between male and female subjects.
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Dong, Bijin. "A Content Validity Study of TEM-8 Reading Comprehension (2008-2010)." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8329.

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TEM-8 (Test for English Majors, Band 8) is a large-scale nationwide standard test for English majors in China. It has been increasingly recognized in China and has already become one of the criteria for judging English teaching and learning in China. It is necessary to pay more attention to its development. Meanwhile, reading comprehension is regarded as vitally important in acquiring a language. It is worthy investigating how to measure reading comprehension ability accurately and properly in language testing and whether reading comprehension in TEM-8 can reflect the test-taker’s reading ability. This thesis analyzes the content validity of the reading comprehension part of TEM-8 from 2008 to 2010 in terms of the new framework of task characteristics revised from Bachman and Palmer’s framework (1996: 49), and in accordance with The Teaching Syllabus for TEM-8 and The 2004 Test Syllabus for TEM-8. This study has shown that TEM-8 reading comprehension part has relatively high content validity, basically corresponding to the requirements in the teaching syllabus and test syllabus. However, there are some deficiencies influencing the content validity of TEM-8, such as limited test method, limited data recources and time. Key words: TEM-8, Reading Comprehension, Content validity
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Klein, Carolyn. "The effects of ability and prior knowledge on recall in social studies /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59444.

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This research examined the influence of ability, prior knowledge and knowledge of text structure on expository history text corpora comprehension using a quasi-representative research paradigm. Sixty grade eight students participated in two history units. Hypotheses that ability, prior knowledge and knowledge of text structure would significantly influence performance in terms of the amount and organization of information presented on various measures were supported for the Ancient Man unit only. No interactions between the independent variables arose. The lack of significant findings for the Ancient Egypt unit is explained by poor text corpus organization and weak text structure. The findings suggest that teachers can facilitate students' comprehension of an expository text corpus by providing appropriate background knowledge of content and strategies for recognizing and utilizing text structure. Further, teachers should consider the organization of a textbook or corpus, and when necessary manipulate the materials to improve their structure and comprehensibility.
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Dynesius, Sara. "The joy of reading to the dog." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28804.

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Läsningen är en viktig färdighet för att kunna fungera och ta del av samhället. Läsningen lärs ut i en tidig ålder men det är dock inte alla som har positiva upplevelser av läsningen. Många elever möter stora svårigheter och utmaningar i sin läsning, vilket kan bidra till en förminskad tilltro till läsandet. En förminskad tilltro kan bidra till en negativ spiral av elevens läsupplevelse och den riskerar att eleven inte vill läsa eller ta del av textvärlden. Goda läskunskaper är en viktig grund för att eleven ska kunna fungera i samhället. Ett arbetssätt som möter och arbetar med elevers läsning är läshund och pedagogisk tjänstehund. Läshund är en hund som är specialutbildad och används som pedagogisk resurs i arbetet med elevers läsning. Elever läser för läshunden medan hunden sitter bredvid och lyssnar. Även pedagogisk tjänstehund kan användas i arbetet med elevers läsning, dock med större fokus på elevers kognitiva förmågor (Skolan för Pedagogiska Tjänstehundar).Syftet med studien är att få kunskap om hur elevers läsning med läshund kan påverka deras upplevelse av läsning. Tidigare forskning visar att läshund har positiv påverkan på elevers läsning gällande självförtroende, självkänsla och motivation. Forskningen lyfter också fram betydelsen av relationen mellan hund och läsare. Det teoretiska perspektivet som forskningen utgår ifrån är det sociokulturella perspektivet, med fokus på att vi lär oss när vi kommunicerar och samspelar med varandra. Metoden som valdes var intervjuer med elever där ljudinspelning användes i syfte att säkerhetsställa empirin. En observation genomfördes också som ett komplement till intervjuerna. Informationen från intervjuer och tidigare forskning visar att arbete med hundar, som en pedagogisk resurs för elever, bidrar till ett positivt förhållningssätt till läsning. Resultatet visar även att motivationen för att läsa fler texter ökar i samverkan med läshund.
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Yilik, Mehmet Ali. "The Effects Of Varied Text Structures And Response Formats On The Reading Comprehension." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607950/index.pdf.

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This research study examines the effects of varied text structures and response formats on Turkish university students&rsquo<br>reading comprehension test performance. More precisely, it deals with investigating the effects of awareness of rhetorical organization on reading comprehension and on testing of comprehension through different procedures. First, a short review of the relevant research on the text structure and response formats and their effects on reading comprehension is presented. Then, the results of a reading experiment are given. In this experiment, four groups of upper-intermediate level EFL students (100 students) read two English passages written in &ldquo<br>description&rdquo<br>and &ldquo<br>cause-effect&rdquo<br>rhetorical organization formats. Then, their comprehension of the texts was tested through a cloze procedure and a multiple choice test. The tests were carried out on first year university students from different departments at the English Language Department of BaSkent University during the 2006-2007 Academic Year Fall Semester. After the research period finished, the data collected throughout the research period were transferred into MS Excel and SPSS spreadsheets and analyzed using the statistical procedure of the paired samples t-test. Relying on the analysis of the data, the hypotheses formulated for the study were weighed against the results in order to see if they were confirmed or rejected. The study showed significant difference between the varied text structures and subjects&rsquo<br>reading comprehension test performance. However, there was not any significant difference between the different response formats and the subjects&rsquo<br>reading comprehension test performance. Finally, the thesis ends with an interpretation and discussion of the results of the study.
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Feldt, Zanna, and Erik Mekkelholt. "Different Methods and Strategies to Aid Reading for Pupils Affected by ADHD." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34281.

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This study investigates the effectiveness of different methods and strategies to aid reading for pupils affected by ADHD. According to recent studies, 1-2 pupils are affected by ADHD in the classrooms (Lenard, Lorch, Milich & Hagans, 2008). Furthermore, these pupils are at a higher risk of falling behind their peers (Zentall,1993). Different factors contribute to these results, but one factor may be that the methods and strategies used for ADHD pupils are not sufficient. Furthermore, they might not even be used correctly or used at all. Additionally, there are precise results that some methods show a positive outcome, while others are lacking in the result area. We will, therefore, explore what methods are more considerable and which ones are worse and how the notable the results are. We also investigate the viability of these methods correlation to our age group and how viable in the classroom.
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Ruffner, Tacey L. "A study of time orientation, temporal integration and reading comprehension: Back to the future." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2940.

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Problem. Lower-track high school students' combination of poor reading comprehension, present time orientation and shortened temporal integration is an area that has been identified in a range of divergent literature, but little studied in terms of educational practice. Previous research into time orientation and temporal integration has failed to investigate a connection with reading comprehension. Purpose. The purpose was to determine if there is a relationship between time orientation, temporal integration, reading achievement/high school track level and reading comprehension. Procedures. Two measures, a Time Orientation Questionnaire and a Cloze Test of Reading Comprehension, previously identified and pilot tested, were employed. One class in each of four track levels (College Preparatory, General, Remedial and ESL) at two high schools was tested. The data were analyzed using descriptive and inferential statistics. Findings. The utility of the two measures was validated by this study. The data indicate that track placement affected 63% of the verb tense items reflecting time orientation on the Cloze Test, and 55% of the verb tense items reflecting temporal integration. The Cloze Test of Reading Comprehension differentiated among the four track levels of reading ability, and showed that there are temporal factors which are involved. These temporal factors have not been understood as elements which mediate between levels of reading comprehension. In addition, track placement affected 35% of the responses on the Time Orientation Questionnaire, which addressed future and present time orientations. Recommendations. The educational problem is how to accomplish temporal intervention by teaching about a broad range of temporality: (1) The teaching should focus on establishing a sense of the future, by starting from the present and incorporating the definite (past tense) and then the indefinite past (present perfect tense) in both teacher-student interactions and reading comprehension materials. (2) The primary vehicle is language and temporally-designed reading comprehension materials throughout the high school curriculum, indicating that a temporally-sophisticated curriculum can be designed to meet the needs of at-risk students.
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Wixtröm, Fanny. "Att utveckla läsförståelse : En kvalitativ studie om lärares uppfattningar om läsförståelse och läsförståelseundervisning i årskurserna F-3." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53506.

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Läsförståelse är en komplex färdighet beroende av flera samspelande förmågor. Lärares uppfattningar om hur läsförståelseundervisning kan utformas i praktiken i relation till elevers olika utvecklingsstadier är en avgörande faktor för elevers läsförståelseutveckling (Jönsson, 2007). I tidigare forskning framgår vilka förmågor som krävs för fullständig läsförståelse, och hur förmågorna kan undervisas i praktiken. Däremot saknas forskning om lärares uppfattningar av arbete med läsförståelse i klassrumskontext. Inte minst saknas lärares uppfattningar av arbete med läsförståelse ur ett helhetsperspektiv och hur lärarna går tillväga för att forma läsförståelsearbetet likvärdigt i relation till elevers skilda utvecklingsstadier. Syftet med föreliggande studie är därför att beskriva verksamma lågstadielärares uppfattningar om läsförståelseoch den undervisningspraktik som bedrivs för att utveckla elevers läsförståelse. Studiens syfte uppnås genom frågeställningarna: ·      Hur uppfattar verksamma lågstadielärare begreppet läsförståelse i F-3?  ·     Vilka arbetssätt beskriver och motiverar lågstadielärare att de använder för att utveckla elevers läsförståelse i F-3? ·     Vilka aspekter beskriver lågstadielärare som särskilt viktiga i samband med arbetssätt för läsförståelse i F-3?  Materialinsamlingen genomfördes genom tre semistrukturerade fokusgruppsintervjuer med sex verksamma lågstadielärare. Denna kvalitativa studie utgår från ett fokus på lärares uppfattningar. Studiens teoretiska utgångspunkt utgår från ett sociokulturellt perspektiv. I resultatet framgår att läsförståelse uppfattas som samspelande förmågor som inkluderar bland annat avkodning och inferensskapanden av textinnehållet. Resultatet visar lärarnas uppfattningar av arbetssätt för att utveckla läsförståelse, vilka motiveras och beskrivs i form av bland annat variationen av högläsning, textsamtal, en läsande klass, parläsning, och textkort. Arbetssätten beskrivs möjliggöra utveckling utifrån varierade kunskapsnivåer och utvecklingsstadier. I samband med arbetssätten har läraren en avgörande roll, där textval i relation till elevgrupp i samband med arbetssätten är en betydande faktor.<br>Reading comprehension is a complex skill depending on several interacting abilities. Teachers' perceptions of how reading comprehension teaching can be designed in practice relative to students' different developmental stages are a decisive factor for students' reading comprehension development (Jönsson, 2007). Previous research emphasizes which abilities are required for fully developed reading comprehension, and to some extent how these separate abilities can be taught in practice. However, there is a lack of research on teachers' perceptions regarding reading comprehension teaching in the classroom context. There is also a lack of research on teachers' perceptions of reading comprehension from a holistic perspective and how teachers create equitable reading comprehension teaching relative to students' different stages of development. The purpose of the present study is therefore to describe primary school teachers' perceptions of reading comprehension and the teaching practice that is conducted to develop students' reading comprehension. The purpose of the study is achieved through the questions:      ·      How does primary school teachers perceive the concept of reading comprehension in grades F-3? ·      What working methods do the primary school teachers describe and motivate that they use to develop students' reading comprehension in grades F-3? ·      What aspects do primary school teachers describe as particularly important in conjunction with working methods for reading comprehension in grades F-3? The data collection was carried out through three semi-structured focus group interviews with six primary school teachers. This qualitative study is focusing on teachers' perceptions. The theoretical framework of the study is based on a sociocultural perspective. The results show that reading comprehension is perceived as interacting abilities that include decoding and inference creation. The results show the teachers’ perceptions of working methods for developing reading comprehension, which are motivated and described by the variation of reading aloud, text talks, a reading class,reading in pairs, and text cards.The teachers describe that the working methods enable development based on varied levels of knowledge and stages of development. In connection with the working methods, the teacher has a decisive role, where text choice relative to the student group in connection with the working methods is a significant factor.
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Books on the topic "Social sciences Social sciences Reading comprehension"

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Making the grade: Strategies for reading in the social sciences, sciences and humanities. D.C.Heath, 1991.

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Making the grade: Strategies for reading in the social sciences, sciences, and humanities. D.C. Heath, 1992.

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Widener, Sandra, and Kate Kinsella. Social studies: Reading strategies. Globe Fearon, 2001.

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M, Klemp Ronald, and McBride Bill 1953-, eds. Building literacy in social studies: Strategies for improving comprehension and critical thinking. Association for Supervision and Curriculum Development, 2007.

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Branch, Elizabeth Grady. Reading academic skills for culturally diverse students. Simon & Schuster Custom Pub., 1995.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Reading social research: Studies in inequality and deviance. SAGE Publications, 2013.

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Les éléments paradigmatiques thématiques et stylistiques dans la pensée scientifique. Publications de la Faculté des Lettres, 2004.

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Book chapters on the topic "Social sciences Social sciences Reading comprehension"

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Ribeiro, Pedro, Anna Michel, Cristina Sylla, et al. "The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78448-5_1.

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Partosa, Jocelyn D. "Using Metacognition as a Tool to Advance Reading Comprehension in a Science Class." In Biology Education for Social and Sustainable Development. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_8.

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Tian, Zhixing, Yuanzhe Zhang, Kang Liu, and Jun Zhao. "Topic Knowledge Acquisition and Utilization for Machine Reading Comprehension in Social Media Domain." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84186-7_11.

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Sezen, Diğdem, Ute Massler, Pedro Ribeiro, Susanne Haake, Ido Iurgel, and Anabela Parente. "Reading to Level Up: Gamifying Reading Fluency." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40180-1_1.

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Rahim, Puteri Rohani Megat Abdul, and Norasyikin Abdul Malik. "Foregrounding Students’ Voices to Promote Reading Engagement Through Writing." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014). Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_50.

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Bos, Jaap. "Falsifying." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_6.

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After Reading This Chapter, You Will: Know exactly what falsifying is Be able to distinguish falsification from other forms of fraud Understand how falsifying impacts the social sciences Develop strategies to address falsification
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Bos, Jaap. "Plagiarism." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_4.

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After Reading This Chapter, You Will: Know precisely what plagiarism is Understand why plagiarism is an ethical issue Be able to identify different forms of plagiarism Develop the capacity to distinguish legitimate from fraudulent references
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Bos, Jaap. "Fabrication and Cheating." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_5.

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After Reading This Chapter, You Will: Know what fabrication is Be able to distinguish between fabrication and other forms of fraud Understand how fabrication impacts the social sciences Comprehend how institutions respond to cheating and fabrication
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Bos, Jaap. "Science." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_2.

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After Reading This Chapter, You Will: Develop an awareness of what social science is about Better understand the role of students within universities Recognize the function of reflexivity in the process of knowledge acquisition Acknowledge science’s institutional imperatives
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Bos, Jaap. "Confidentiality." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_7.

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After Reading This Chapter, You Will: Know what confidentiality entails and why it is important in research Become familiar with techniques of securing confidentiality Understand the difference between anonymity and confidentiality Be able to identify breaches of confidentiality
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Conference papers on the topic "Social sciences Social sciences Reading comprehension"

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Stranovska, Eva, Dasa Munkova, and Silvia Hvozdikova. "Categorisation and Reading Comprehension in Social-Cognitive and Behavioural Sciences." In 4th International Congress on Clinical and Counselling Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.02.8.

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Muhaimin, Mr, Mr Suharsono, and Ahmad Munir. "Do Vocabulary Learning Strategies Correlate to Reading Comprehension." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.40.

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Muzammil, Lasim, and Andy Andy. "Developing EFL Learners’ Accuracy, Fluency, and Comprehension Using Repeated Reading." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007423805150521.

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Wati, Ria, Atmazaki Atmazaki, and Tressyalina Tressyalina. "Contribution of reading comprehension ability and learning motivation to writing." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181144.

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Endah, Sri, Harris Effendi Thahar, and Yasnur Asri. "The contribution of reading interest on literature and reading comprehension toward students’ ability in writing fantasy story." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181137.

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Gergelyova, Viktoria. "READING COMPREHENSION: THE IDEA AND REALITY. PRIMARY SCHOOL PUPILS' READING COMPREHENSION SKILLS BASED ON SELF-ASSESSMENT AND TEST RESULTS." In 7th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscss.v2020.7.2/s07.07.

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Nurdiani, Silvana, Syahrul R, and Abdurahman Abdurahman. "The relationship of vocabulary and reading comprehension in the writing skills descriptive text reviewed gender." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181123.

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Marice, Marice, and Basyaruddin Basyaruddin. "Developing The Media of Reading Comprehension in French Based on Techno Pedagogical Content Knowledge (Tpack)." In International Conference on Education, Social Sciences and Humanities. RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0196.

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Puspasari, Ririn, and Esti Kurniasih. "Creative Learning Model to Support Senior High Students in Reading Comprehension." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.22.

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Sari, Meiliza, Sufyarma Marsidin, and Darnis Arief. "The development of reading comprehension learning material by SQ4R strategy for grade iv at primary schools." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181140.

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Reports on the topic "Social sciences Social sciences Reading comprehension"

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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