Relevant bibliographies by topics / Text and reading literature

Contents

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

Academic literature on the topic 'Text and reading literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Text and reading literature"

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Gambrell, Linda B. "Reading Literature, Reading Text, Reading the Internet: The Times They Are a'Changing." Reading Teacher 58, no. 6 (March 2005): 588–91. http://dx.doi.org/10.1598/rt.58.6.8.

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Kirova, Milena, and Milena Kirova. "Psychoanalysis and literature: Reading the third text." European Legacy 2, no. 3 (May 1997): 462–67. http://dx.doi.org/10.1080/10848779708579758.

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Kalaidjian, Walter, Jay Clayton, and Aldon L. Nielsen. "Reading the Multicultural Text." Contemporary Literature 37, no. 3 (1996): 492. http://dx.doi.org/10.2307/1208720.

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Shcheglov, Yuri K., and Robert Louis Jackson. "Reading Chekhov's Text." Slavic and East European Journal 38, no. 3 (1994): 507. http://dx.doi.org/10.2307/308858.

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Robinson, Jeffrey C., and Peter J. Manning. "Reading Romantics: Text and Context." Studies in Romanticism 32, no. 1 (1993): 130. http://dx.doi.org/10.2307/25600999.

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Kahn, Coppelia. "Shakespeare: Reading/Text/Theory." Shakespeare Quarterly 48, no. 4 (1997): 455. http://dx.doi.org/10.2307/2871256.

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Handayani, Sumi, Lilies Youlia, R. Bunga Febriani, and Syafryadin Syafryadin. "THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (October 3, 2020): 65. http://dx.doi.org/10.20527/jetall.v3i2.8445.

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This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process
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Wagner-Martin, Linda, and Lisa Ruddick. "Reading Gertrude Stein: Body, Text, Gnosis." American Literature 63, no. 1 (March 1991): 156. http://dx.doi.org/10.2307/2926593.

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Chandra, Giti, and Sanda-Marina Bădulescu. "Violence, Faith, and Women in Romanian Literature." HOLISTICA – Journal of Business and Public Administration 8, no. 2 (August 1, 2017): 69–78. http://dx.doi.org/10.1515/hjbpa-2017-0014.

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Abstract This essay offers a gendered reading of the confluence of violence and faith in Romanian literature, through a reading of two texts: Tatiana Bran’s “Deadly Confession”, and Elie Wiesel’s “Night”. While the former looks at the violence visited upon women in the context of religion and faith, the latter seeks to locate the place of women in the course of the loss of faith in a male context. The essay embeds these readings within the larger context of women and violence in Romanian literature from the 19th century to the present. While the instance of Bran’s novel serves as representative of much of this literature, the example of Wiesel’s autobiographical narrative is uniquely contextualized by the field of Holocaust literature. Nevertheless, it is possible to see these two readings – one, a woman authored text of violence against women, the other, a male authored text of women as a refuge from violence – as complementing each other in the ways in which women respond to faith and the loss of faith.
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McCarthy, Kathryn S. "Reading beyond the lines." Scientific Study of Literature 5, no. 1 (November 19, 2015): 99–128. http://dx.doi.org/10.1075/ssol.5.1.05mcc.

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Reading literature requires not only understanding the literal meaning of the text, but also constructing a nonliteral interpretation of the text’s deeper meaning yet little is known about the psychological processes involved when interpretations are constructed. The current paper presents a review of the extant work from literary theory, empirical studies of literature, and research from more general cognitive text comprehension to explore the conditions under which literary interpretations are made and what this discipline-specific reading behavior can tell us about more general text comprehension.
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Dissertations / Theses on the topic "Text and reading literature"

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Wilson, Emma Fiona. "The pain of the pleasure of the text : Tournier, reading and sexuality." Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/265402.

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This dissertation is concerned with relations between fiction and desire, and reading and pleasure, in sorne works of Michel Tournier. It discusses the contiguity between the often sexual imagery of Tournier's theoretical texts and the obsessions of his novels. Throughout the dissertation there is a double emphasis: on textuality and sexuality. Textuality in Tournier is rendered tense and sentient as the writer tries to inscribe his texts in the pain and pleasure of the flesh of the reader. Sexuality, conversely, takes on a metatextual value where desire is read in terms of a metaphor of fictional seduction. My aim is to deconstruct the double binds and duplicity inherent in Tournier's games of reflection and his play with the reader. The first chapter analyses Tournier's writing on reception with reference to the construction of gender positions and of sexual metaphors. Barthes, Cixous and others are cited as examples of theorists offering alternative eroticized scenarios which re-orient power relations between writer and reader. The next five chapters discuss representations of sexuality in specific texts and the troubling involvement of the reader in desiring relations. Two chapters are devoted to childhood sexuality and paedophilia. In these I consider issues of initiation, idealization and detournement. de majeur in Tournier's contes; and I raise questions of decoding in the case of the rape of the pre-pubescent Martine in Le Roi des aulnes, while also presenting child seduction in the same novel as a charged metaphor for Fascism. Readings of 'Lucie ou La femme sans ombre' in the fourth chapter lead into a discussion of the 'phallic mother' and fetishism in Tournier's fiction. In the fifth chapter I examine Tournier's creation of a desiring reader and (gay) reader of desire in Les Meteores. Finally, in the last chapter, I focus on Tournier's own self-imaging in terms of his quest for a double, in the form of his reader. More generally, illusion, instability and the imaginary can be seen as inhabiting the borders between textuality and sexuality: so, while this thesis looks at Tournier's works, it inevitably discusses other texts too, and ends by suggesting further analyses of reading, gender and desire.
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Knox, Marjorie. "Reading music and written text: The process of sight-singing." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289944.

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The purpose of this dissertation is to examine the cues and miscues singers produce while reading musical text with written text. Analysis of the miscues focuses on defining the process and strategies singers use as they sight-sing a piece of music never before seen or heard. The research of Kenneth S. Goodman forms the basis for the procedures and methodology used in data collection and data analysis. Sight-singing data collected from eight singers, including all cues, miscues, asides, and specific notes, was transcribed on a musicscript. This data yielded 923 musical text and written text cues and miscues. Analysis provides the data that evolved into the Sight-Singing Musical Miscue Taxonomy, a tool for evaluating the miscues of singers orally reading music. A Musical Miscue Inventory Coding Form also was developed using the categories and sub-categories of the Sight-Singing Musical Miscue Taxonomy. The results of the eight singers' use of cues and miscues of the Sight-Singing Musical Miscue Taxonomy and the Musical Miscue Inventory Coding Form provides evidence for the parallel but distinct nature of sight-singing as two semiotic systems working in conjunction with each other-musical text and written text. The results also provide the means to establish a relationship between the sociopsycholinguistic transactive model of reading and the sociopsychomusical linguistic transactive model of sight singing. The findings of this research show that sight-singers utilize the same holistic process and strategies as readers do. The cueing systems, the cognitive strategies, and the learning cycles are the same.
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Reek, Jennifer Lynn. "From temple to text : reading and writing sacred spaces of poetic dwelling." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4537/.

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This thesis inhabits the space between the art of poetry and the conditions of faith. Its concern is threefold: women, Church, poetics. It undertakes a journey from institutional Church into more radical and textual spaces, beginning with an examination of the state of the Roman Catholic Church today as revealed in Tina Beattie’s critique of Hans Urs von Balthasar, whose disturbing theology has contributed to a misogyny she argues has poisoned the body of the Church. Beattie’s critique is a point of departure into a potentially transformative poetics that she hints at but never fully pursues. I attempt to articulate such a poetics through multiple, spiraling approaches that are interdisciplinary, invitatory, performative and creative. In my reading and writing practices, I seek to trace the contours of this poetics through the delineation of a series of alternative poetic ‘ecclesiological’ spaces. These spaces will be shaped mainly by engaging the work of five poet/thinkers, a seemingly disparate group of authors, who, whether strictly poets or not, exhibit qualities of ‘poetic being’: Ignatius of Loyola, Gaston Bachelard, Yves Bonnefoy, Dennis Potter, and Hélène Cixous. The latter will further assist me in defining this poetic geography through her philosophical and fictive investigations of the interrelationships of gender, writing and spirituality. The readings I undertake are relational, conversations in which reading is a careful listening to texts and writing becomes an organic outcome of that listening. I ask essentially what happens when we, man/woman, stand in the clearing with Heidegger to share his wonder at being? With the help of my poet-companions, I respond that we are transformed after a full engagement of poetic thinking itself. I conclude that we are brought by this engagement to a sacred space of poetic dwelling.
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Sze, Tin Tin, and 施福田. "Mapping Neverland: a reading of J.M. Barrie'sPeter Pan text as pastoral, myth and romance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4787000X.

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This thesis is prompted by a curiosity about the popularity of the image of Peter Pan. Realising that the familiar and ubiquitous image is as much a product of consumer culture as it is the result of multimodal adaptations and reinterpretations of J. M. Barrie?s Peter Pan, this study attempts to shovel aside present-day conceptions of Peter Pan stories, so as to unearth the bedrock, to see Peter Pan as it was when it was new, back in its own time. To do so, this study goes back to the original Peter Pan texts. Picking out elements that signal the presence of certain literary modes, this thesis explores how the Peter Pan narratives engage with these modes, genres and traditions. One of the motives of the thesis is to rescue Peter Pan from ghettoization in the cosy category of “children?s literature”, and through critical attention to take it seriously as an important work in the literature of the early twentieth century. Chapter I situates Peter Pan in the pastoral tradition. Adducing William Empson?s concept of the pastoral as the process of “putting the complex into the simple”, this thesis argues that Peter Pan portrays two competing pastoral spaces and lays claim to the tradition by challenging its parameters of innocence. The chapter also invokes Bakhtin?s idea of carnival, asserting that the Peter Pan texts are “carnivalesque” in both their self-referential play with narrative and generic conventions, and with various more or less satirical and transgressive themes. Chapter II traces elements of Pan myths in the texts, and argues that the texts engage with the late-Victorian and Edwardian interest in myth by re-envisioning an avatar of Pan that would take its place amongst other literary Pans of the era, such as those of E. M. Forster, Kenneth Grahame, Elizabeth Browning, and Arthur Machen. The final chapter sets Peter Pan in the midst of a battle of modes of representation and vision, with R. L. Stevenson championing romance and Henry James politely standing for realism. The chapter argues that while the Peter Pan texts belong more to romance, they play with the boundaries of each by critiquing both modes, all the time showing up and relishing the artificiality of narration. The chapter then picks up on the sense of play, pervading Peter Pan’s engagement with every literary mode that has been discussed, and examines the social meanings and aesthetic instances of play against the backdrop of Edwardian England. Throughout the chapters, by dint of its spirit of play, Peter Pan problematizes the modern family and deconstructs the hierarchy of generations, along with the fundamental anthropological categories of childhood and adulthood, categories which were coming under scrutiny and pressure from the modernizing forces at work at the beginning of the twentieth century. With its sustained exploration of the structure of generations, Peter Pan addresses a problem of modernity in spite of its fantasy setting, and there is a case therefore for considering it under the rubric, elaborated by Nicholas Daly, of “popular modernism”.
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Caddick, Kevin Richard. "Authority and the roles of text and context in the history of Piers Plowman reading." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367542.

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Adler, Kajsa, and Rebecca Ljundahl. "How does text design affect reading comprehension of learning materials?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41021.

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All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.
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Hoskinson, Katie E. "An Ordinary Text with Extraordinary Affect: How Reading Twilight can Change the World." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1303915600.

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Scott, Diane Gillies. "Silent reading and the medieval text : the development of reading practices in the early prints of William Langland and John Lydgate." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6356/.

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This thesis is concerned with reading practices and the late medieval vernacular text. More specifically, it is concerned with the ways in which the medieval text was read and received in early modern England. The analysis focuses on two texts in their early modern instantiations: the late fourteenth century allegorical dream vision Piers Plowman by William Langland, and the early fifteenth century Fall of Princes, a translation of Boccaccio’s De Casibus Virorum Illustrium by Benedictine monk John Lydgate. The thesis considers the reception of these poems as they are reworked and reread by successive editors and readers during the shift from script to print, and from a culture of orality to a culture of silent reading. The reception of and editorial policy applied to these texts are considered in relation to the political and religious upheavals of the sixteenth century, and to developments in literacy and literary culture. The editions selected for analysis range from an early manuscript of a B-text version of Piers Plowman, Trinity College Cambridge, MS B.15.17, through to an early seventeenth century print of the Mirror for Magistrates, an early modern reworking of Lydgate’s Fall, published in 1619. The thesis engages with Zumthor’s theory of textual mouvance in that each edition is granted the authority of its own circumstances of production and reception. The synchronic analysis highlights the economic and political pressures which influenced and/or constrained editorial decisions. In charting the various editions through the fifteenth and sixteenth centuries, the thesis provides a complementary diachronic perspective which places each edition within the wider history of textual transmission and in relation to developments in literary culture. The combined synchronic and diachronic analysis of the printed late medieval text provides an insight into developments in reading habits and changing attitudes towards authorship and the functions of literature more generally. The evidence for the development of reading practices can be found in the interaction between the text and its systems of punctuation and paratext. Systems of punctuation and features of paratext act as guide and mediator between the text and the reader; it is these forms and levels of mediation, and the relationship between them, which can indicate patterns of literacy and reader engagement. Thus, developments in the systems of punctuation and paratext interact with changing models of the reader and the various types of ‘literate activities’ available to them (Salter 2012: 67). The late medieval period has been described as a culture of ‘literate orality’ (Sponsler 2010: 1) and its readers exhibited a diverse range of reading practices. The oral and aural characteristics of literary culture gradually declined in the late medieval and early modern periods but a ‘critical mass’ of silent readers did not emerge until the end of the seventeenth century (Jajdelska 2007). Adopting and adapting Jajdelska’s theory of the changing reader model, this thesis focuses on the chosen texts as they appear before the emergence of this ‘critical mass’. The analysis of reading practices, therefore, pertains to the period of transition during which readers negotiated existing oral/aural reading environments while moving towards a predominantly silent reading culture. The thesis demonstrates that the transition was gradual and that sixteenth-century literary culture was diverse in both its reading habits and reading practices. The emerging discipline of historical sociopragmatics provides the theoretical and methodological bridge between the diachronic description of punctuation and paratext, and the examination of reading practices. Historical sociopragmatics allows established insights from sociolinguistics and pragmatics to be applied to the written historical text, creating new opportunities for the recovery and analysis of textual production, editorial treatment and reader engagement. This thesis brings the sociopragmatic concept of ‘situational contexts’ (Culpepper 2011: 4) to the analysis of the physical page and, more specifically, to the interactions between punctuation and paratextual systems. By applying a sociopragmatic approach to the concept of the reader model, this thesis demonstrates that systems of punctuation and paratext provide important evidence for the history textual transmission, reader engagement and the development of reading practices.
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Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
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Rye, Gillian. "Reading dialogues : exploring interactions between text and identity in the fiction of Christine Baroche, Helen Cixous and Paule Constant." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267250.

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Books on the topic "Text and reading literature"

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Munhak, tʻeksŭtʻŭ, ilkki: Literature, text, reading. Sŏul-si: Somyŏng Chʻulpʻan, 2004.

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Stănișoară, Codruța Mirela. Re-reading the text. Craiova: Scrisul Românesc Fundația-Editura, 2010.

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David, Lewis. Reading contemporary picturebooks: Picturing text. London: Routledge Falmer, 2001.

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Loving reading: Erotics of the text. Hamden, Conn: Archon Books, 1985.

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Reading and learning from informational text. Ann Arbor, Michigan: Cherry Lake Publishing, 2014.

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Mason, Michele, and Helen J. S. Lee. Reading colonial Japan: Text, context, and critique. Stanford, California: Stanford University Press, 2012.

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Reading colonial Japan: Text, context, and critique. Stanford, California: Stanford University Press, 2012.

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Ruddick, Lisa Cole. Reading Gertrude Stein: Body, text, gnosis. Ithaca: Cornell University Press, 1990.

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Reading Gertrude Stein: Body, text, gnosis. Ithaca: Cornell University Press, 1990.

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DeFabio, Roseanne Y. Classroom as text: Reading, interpreting, and critiquing a literature class. Albany, N.Y: Center for the Learning and Teaching of Literature, University at Albany, State University of New York, 1989.

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Book chapters on the topic "Text and reading literature"

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Norledge, Jessica. "Chapter 9. Immersive reading and the unnatural text-worlds of “Dead Fish”." In Linguistic Approaches to Literature, 157–75. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lal.32.09nor.

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Pettersson, Torsten. "Components of Literariness: Readings of Capote’s In Cold Blood." In From Text to Literature, 82–105. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230524170_5.

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Wiemann, Dirk. "Being Taught Something World-Sized." In The Work of World Literature, 149–72. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_07.

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This paper reads ‘The Detainee’s Tale as told to Ali Smith’ (2016) as an exemplary demonstration of the work of world literature. Smith’s story articulates an ethics of reading that is grounded in the recipient’s openness to the singular, unpredictable, and unverifiable text of the other. More specifically, Smith’s account enables the very event that it painstakingly stages: the encounter with alterity and newness, which is both the theme of the narrative and the effect of the text on the reader. At the same time, however, the text urges to move from an ethics of literature understood as the responsible reception of the other by an individual reader to a more explicitly convivial and political ethics of commitment beyond the scene of reading.
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Cunningham, Sarah B. "The Song of the Text: A Kantian Aesthetic of Poetry and Poetic Reading." In The Poetry of Life in Literature, 107–17. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-3431-8_7.

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Fukaya, Motoko. "The Use of a Literary Text in an Extensive Reading Programme: Reading Murakami’s ‘Super-Frog Saves Tokyo’ in the World Café." In Literature and Language Learning in the EFL Classroom, 260–79. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_18.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Introduction to the Scope and Sequence of the Reading Literature and Informational Text Standards." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 21–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-7.

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Stanton, Rebecca. "17. Text in Syllabus II. Reading for the Self: Unwrapping the Nested Autobiographies in Lermontov’s A Hero of Our Time." In Teaching Nineteenth-Century Russian Literature, edited by Deborah Martinsen, Cathy Popkin, and Irina Reyfman, 246–60. Boston, USA: Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618113603-021.

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Rekdal, Jan Erik. "Etymology, Wordplay and Allegorical Reading in some Medieval Irish Texts." In Etymology and Wordplay in Medieval Literature, 169–90. Turnhout, Belgium: Brepols Publishers, 2018. http://dx.doi.org/10.1484/m.disput-eb.5.115601.

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Yubero, Santiago, Elisa Larrañaga, Sandra Sánchez-García, and Cristina Cañamares. "Reading and Texts: Cyberbullying Prevention from Child and Youth Literature." In Cyberbullying Across the Globe, 259–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25552-1_13.

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Menuge, Noël James. "Reading Constructed Narratives: An Orphaned Medieval Heiress and the Legal Case as Literature." In Medieval Women: Texts and Contexts, 115–29. Turnhout: Brepols Publishers, 2000. http://dx.doi.org/10.1484/m.mwtc-eb.3.3638.

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Conference papers on the topic "Text and reading literature"

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Amir, Amril. "The Effect of Mastery Reading Strategies Towards Reading Text Skilss in Higher Education." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.036.

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Rahmawati, Eva Yuni, and Hasbullah. "Improving Students’ Reading Comprehension on English Text Through Semantic Mapping." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.036.

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Fahyuan, Daeng Tri, Atmazaki Atmazaki, and Ermanto Ermanto. "The Development of CTL Based Reading Description Text Learning Material." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.41.

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Halimah and Suci Sundusiah. "Reading Text Signals Strategy in Literature Appreciation Learning Through Indonesian Short Stories." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.044.

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Yusiana, Yusiana, Ermanto Ermanto, and I. Basri. "Contribution of Reading Comprehension and Reading Interest Skills to the Text Writing Exposition Skills." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289543.

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Yang, Chun, Xu-Cheng Yin, Hong Yu, Dimosthenis Karatzas, and Yu Cao. "ICDAR2017 Robust Reading Challenge on Text Extraction from Biomedical Literature Figures (DeTEXT)." In 2017 14th IAPR International Conference on Document Analysis and Recognition (ICDAR). IEEE, 2017. http://dx.doi.org/10.1109/icdar.2017.235.

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Harwati, Rina, and Hartono Hartono. "Improving Reading and Understanding Habits Text News with the SQ3R Method." In Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icille-18.2019.67.

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Ivanova, N. A. "Strategies for semantic reading and work with text in Russian lessons and literature." In Scientific dialogue: Young scientist. L-Journal, 2020. http://dx.doi.org/10.18411/spc-22-08-2020-05.

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Zhang, Disheng. "Text Creative Reading and the Reform of Modern and Contemporary Chinese Literature Teaching." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.95.

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Mulyati, Yeti, Vismaia S. Damaianti, and Daris Hadianto D. "Reading Comprehension - Ability to Understand Text Mathematics to Solve Basic Mathematical Questions." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007169104540458.

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Reports on the topic "Text and reading literature"

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Yager, Robert J. Reading, Writing, and Parsing Text Files Using C++. Fort Belvoir, VA: Defense Technical Information Center, June 2013. http://dx.doi.org/10.21236/ada589130.

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Yager, Robert J. Reading, Writing, and Parsing Text Files Using C++ (Updated). Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada611850.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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Acred, Aleksander, Milena Devineni, and Lindsey Blake. Opioid Free Anesthesia to Prevent Post Operative Nausea/Vomiting. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0006.

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Purpose The purpose of this study is to compare the incidence of post-operative nausea and vomiting (PONV) in opioid-utilizing and opioid-free general anesthesia. Background PONV is an extremely common, potentially dangerous side effect of general anesthesia. PONV is caused by a collection of anesthetic and surgical interventions. Current practice to prevent PONV is to use 1-2 antiemetics during surgery, identify high risk patients and utilize tracheal intubation over laryngeal airways when indicated. Current research suggests minimizing the use of volatile anesthetics and opioids can reduce the incidence of PONV, but this does not reflect current practice. Methods In this scoping review, the MeSH search terms used to collect data were “anesthesia”, “postoperative nausea and vomiting”, “morbidity”, “retrospective studies”, “anesthesia, general”, “analgesics, opioid”, “pain postoperative”, “pain management” and “anesthesia, intravenous”. The Discovery Search engine, AccessMedicine and UpToDate were the search engines used to research this data. Filters were applied to these searches to ensure all the literature was peer-reviewed, full-text and preferably from academic journals. Results Opioid free anesthesia was found to decrease PONV by 69%. PONV incidence was overwhelming decreased with opioid free anesthesia in every study that was reviewed. Implications The future direction of opioid-free anesthesia and PONV prevention are broad topics to discuss, due to the nature of anesthesia. Administration of TIVA, esmolol and ketamine, as well as the decision to withhold opioids, are solely up to the anesthesia provider’s discretion. Increasing research and education in the importance of opioid-free anesthesia to decrease the incidence of PONV will be necessary to ensure anesthesia providers choose this protocol in their practice.
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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.
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Creep and Strength Testing of Saline Soils: Literature Review and Text Program. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1991. http://dx.doi.org/10.4095/132689.

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