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Artigos de revistas sobre o tema "Books and reading"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 30 de julho de 2024

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1

M.Graff, Jennifer. "Reading, Readin’, and Skimming: Preadolescent Girls Navigate the Sociocultural Landscapes of Books and Reading." Language Arts 87, no. 3 (January 1, 2010): 177–87. http://dx.doi.org/10.58680/la201029425.

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This article shares the voices of preadolescent girls as they participated in an eight-month book selection study which enabled them to be active agents in their book and reading experiences.; The girls, school-identified as struggling readers and self-identified as resistant readers, complicate current notions of reading, as influenced by education policy, and trouble the potential tendencies of educators to equate books with reading.; For these girls, books and reading converged and diverged within various sociocultural spheres and ultimately served as conduits for academic success and socia

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Bădulescu, Dana, and Dan Cristea. "Reading Books Differently." Knygotyra 70 (July 5, 2018): 41–56. http://dx.doi.org/10.15388/knygotyra.2018.70.11807.

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[full article, abstract in English; abstract in Lithuanian] Starting from the premise that the book is a world in itself, which sometimes invades reality, that the “reality” of the city is “literaturized” in the sense given to it by Bertrand Westphal, and so the city is a book, we present a technology intended to complement electronic reading with contextual information. Automatic language processes working on the original text adorn it with electronic artefacts that highlight mentions of entities and relations between them, thus revealing semantic links within the text and outside it, t

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Mirza, Nouman. "The Sciences of the Qur’an Readings According to Al-Dhahabi through His Mention of Issues and Benefits in the Biographies of the Qur’an Reciters A Comparative Applied Study." Journal of Umm Al-Qura University for Sharia'h Sciences and Islamic Studies, no. 95 (December 19, 2023): 1–20. http://dx.doi.org/10.54940/si41780961.

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I meant to highlight examples of issues in the sciences of Qur'anic readings and their benefits found in the biographies of Qur'anic readers in Al-Dhahabi's -(died 748 AH)- biographies books, especially his book: (Quranic Biographies Readers). The most important research objectives are to highlight the aspects of the science of Quranic recitations from Al-Dhahabi's book (Quranic Biographies Readers), refer to his efforts, show the book's importance, and compare it with similar books. Following the descriptive methods, I described the aspects of the science of Quranic recitations from Al-Dhahab

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Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others,

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Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (July 29, 2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.

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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings

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Blair, Amy L. "Reading Matter." American Literary History 32, no. 2 (2020): 365–73. http://dx.doi.org/10.1093/alh/ajaa011.

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Abstract Three new studies of the history of reading, literacy, and publishing bring together reception studies and book history to offer a nuanced and multifaceted look at the varieties of reading culture in the US during the nineteenth century. This essay offers an overview of the current state of nineteenth-century reception studies and book history, and discusses A Literate South: Reading Before Emancipation (2019) by Beth Barton Schweiger; Colonial Revivals: The Nineteenth-Century Lives of Early American Books (2018) by Lindsay DiCuirci; and Books for Idle Hours: Nineteenth-Century Publis

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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietn

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Solonenko, Vladimir K. "Programs about Books and Reading in Central Television." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 4 (November 6, 2020): 387–97. http://dx.doi.org/10.25281/0869-608x-2020-69-4-387-397.

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For a long time, various programs about books and reading appeared on TV and then disappeared. They were lost in the TV broadcasting and programs among other programs, cinema films and TV movies. And when programs were closed, they were quickly forgotten. The purpose of this article is to reveal all such TV programs. The author studied the period of more than 50 years. The article gives the names of TV shows about books and reading, belonging to certain channels, and the time of airing. As possible, the author discloses their intent, concepts, content and the names of TV presenters. The source

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Caesar, Terry. "Traveling through Reading." Hawliyat 13 (November 4, 2018): 69–72. http://dx.doi.org/10.31377/haw.v13i0.209.

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What does the presence of books in travel books reveal about both reading as well as traveling? From the evidence of Larry McMurtry 's recent short account of South Sea travel, Paradise, books do not so much accompany travel as threaten to supplant it. We can read a book anytime. We can presumably see the Marquises Islands only one time in our lives. And yet the real paradise may be the utter freedom to read that the trip releases rather than the trip itself.

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Lee, Jang Suk, and Dong Kyoo Sung. "An Empirical Study on Reading Behavior of University Students : Focusing on the Socio-Psychological Characteristics of Generation Z." Korean Publishing Science Society 111 (June 30, 2023): 111–34. http://dx.doi.org/10.21732/skps.2023.111.111.

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The purpose of this study is to propose a publication marketing strategy by empirically identifying the difference in reading motivation, reading genre, information medium for book purchase, and reading amount by medium according to MBTI type as a socio-psychological characteristic of Generation Z. To this end, university students representing Generation Z were selected as research subjects, an online survey was conducted, and a total of 183 responses were analyzed. Analysis results, reading motivation(pursuit of information and knowledge, pursuit of fun, emotional cultivation, self-realizatio

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Sree, Sharmikha, and Meera s. "Online Automated Library for Reading Books." Research & Review: Machine Learning and Cloud Computing 1, no. 1 (March 29, 2022): 10–14. http://dx.doi.org/10.46610/rrmlcc.2022.v01i01.002.

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In today's environment, people are treated as equals to machines. So book lovers didn't have time to read their favorite novels, and even if they did, they couldn't read them manually, couldn't keep track of what they'd read, or remember what they'd read. In addition, not all books are available in the market at the time of need. People are unable to convey their thoughts and ideas on the book. So, using our app, we can keep track of the books we've read and also share our opinions on them. Users can provide comments or feedback on the book, making it easier for other users to choose a book ba

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Tran, Le, Nguyen, Pham, Vu, Nguyen, Vuong, et al. "The Relationship between Birth Order, Sex, Home Scholarly Culture and Youths’ Reading Practices in Promoting Lifelong Learning for Sustainable Development in Vietnam." Sustainability 11, no. 16 (August 13, 2019): 4389. http://dx.doi.org/10.3390/su11164389.

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Book reading is an important factor contributing to children’s cognitive development and education for sustainable development. However, in a developing country like Vietnam, statistics have reported a low figure in book reading: only 1.2 books a year. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ reading behavior and its association with demographic factors, and the family’s reading culture. Data analysis suggests the older the student gets, the less inclined they are to read, and being female and having hobbi

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Davis, Mary, and Shirley Lyons. "Improving Reading by … Reading: Ideas from Two Teachers." Voices from the Middle 8, no. 4 (May 1, 2001): 51–57. http://dx.doi.org/10.58680/vm20012354.

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Describes a home reading intervention program for students with real reading difficulties, which has turned many students on to reading, by giving students book bags with three books (at different levels) in each bag for home reading. Discusses developing parent support, outlines contents of 30 book bags, and notes challenges and successes of the program.

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Grygas Coogle, Christan, Kimberly K. Floyd, and Naomi L. Rahn. "Dialogic Reading and Adapted Dialogic Reading With Preschoolers With Autism Spectrum Disorder." Journal of Early Intervention 40, no. 4 (September 23, 2018): 363–79. http://dx.doi.org/10.1177/1053815118797887.

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An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly assigned to conditions (i.e., 10 to traditional Dialogic Reading, 10 to Dialogic Reading with technology, 10 to control). Intervention was delivered 1 to 4 times per week across 6 months. Results suggest both methods increased vocabulary compared with base

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Mustika, Melissa, Kannan Nataraj, Charles Y. C. Yeh, and Tak-Wai Chan. "Exploring the relationship between extensive graded book reading and writing performance among third-grade students: a correlation analysis." Research and Practice in Technology Enhanced Learning 20 (July 8, 2024): 016. http://dx.doi.org/10.58459/rptel.2025.20016.

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This study examines the impact of long-term extensive book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language long-term reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between extensive book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’

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Nishikawa, Kinohi. "Merely Reading." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 697–703. http://dx.doi.org/10.1632/pmla.2015.130.3.697.

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Recent statistics on african american readers outline distinct trends that are difficult to reconcile with each other. On the one hand, standardized tests of high school reading proficiency show that African Americans are falling further behind students in every other racial and ethnic group. The National Assessment of Educational Progress “report card” on reading claims that “Black twelfth-graders scored lower in 2013 than in 1992,” when the assessment began, while “the White-Black score gap widened” over that period (“Top Stories”). On the other hand, the Pew Research Center, in a survey pub

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Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from th

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Le Thuy, Tien. "Reading picture book activities in the preschool." Journal of Science Educational Science 67, no. 4A (December 2022): 204–14. http://dx.doi.org/10.18173/2354-1075.2022-0107.

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This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express p

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Nakamura, Lisa. "“Words with Friends”: Socially Networked Reading on Goodreads." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 238–43. http://dx.doi.org/10.1632/pmla.2013.128.1.238.

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Reading isn't what it was. As we enter the “late age of print,” E-Books are still less common than “P-Books” (printed books), but the balance is quickly changing, especially in the world of academic publishing (Striphas xii). While many lament the loss of the p-book's materiality, texts have become more lively as a result of digitization: textual-production platforms like blogging let writers and readers interact with each other and create intimate social relationships. As Kathleen Fitzpatrick found while writing her book Planned Obsolescence using CommentPress, an online platform that enables

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Pinto, Maria, Cristina Pouliot, and José Antonio Cordón-García. "E-book reading among Spanish university students." Electronic Library 32, no. 4 (July 29, 2014): 473–92. http://dx.doi.org/10.1108/el-05-2012-0048.

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Purpose – This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, consi

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Kotelevskaya, Vera V. "READING “LOGOS REVIEW OF BOOKS”." Practices & Interpretations: A Journal of Philology, Teaching and Cultural Studies 5, no. 2 (June 1, 2020): 143–51. http://dx.doi.org/10.18522/2415-8852-2020-2-143-151.

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The essay covers focal topics, genres, and structure of the first issue of the Russian newspaper “Logos Review of Books”. The periodical is conceived as a review supplement to “Logos”, the leading post-Soviet academic journal on philosophy, culture studies and human research methodology. In terms of format it is an analytical monthly periodical covering not only Russian and translated books (fiction, nonfiction on humanities), but also products of new media, cultural events, and ongoing debates on problems of education, technologies, etc. The genre structure is represented mainly by critique a

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Retoliah, Retoliah, Kasmiati Kasmiati, and Heru Kurniawan. "Management of Book Reading Curriculum in the Family to Develop an Interest in Reading in Early Children." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 1 (March 24, 2023): 181–88. http://dx.doi.org/10.37680/qalamuna.v15i1.2374.

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Reading books by parents to children in the family is essential to manage properly. This study aimed to find and explain the management of parents' book reading curriculum in early childhood in family life. This study uses qualitative field research, which focuses on examining texts in references and research articles that discuss the introduction of literacy and reading activities in the family. The data collection technique used is documentation in the form of data sources from various reference sources, both journal articles, research results, and reference books. Data analysis techniques a

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Li, Chen. "A Study on the Impact of Digital Picture Book Reading on Children's Reading Literacy." Communications in Humanities Research 34, no. 1 (May 21, 2024): 5–9. http://dx.doi.org/10.54254/2753-7064/34/20240078.

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With the advent of the Internet era, digital picture books, as a booming reading resource for children, have gradually become the starting point for most children to read. However, digital reading also faces issues such as information overload and distraction, and further attention should be paid to children's reading literacy in the digital reading environment. Therefore, this article selects 26 students from a kindergarten in Shangqiu City, Henan Province, China as the research subjects. The subjects are divided into an experimental group and a control group for a one-month comparative study

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Wang, X. Christine, Tanya Christ, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books." AERA Open 5, no. 3 (July 2019): 233285841986934. http://dx.doi.org/10.1177/2332858419869343.

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Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed respons

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 38, no. 5 (September 2006): 48–51. http://dx.doi.org/10.3200/chng.38.5.48-51.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 1 (January 2007): 52–55. http://dx.doi.org/10.3200/chng.39.1.52-55.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 3 (January 2007): 54–56. http://dx.doi.org/10.3200/chng.39.3.54.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 39, no. 5 (January 2007): 54–57. http://dx.doi.org/10.3200/chng.39.5.54-56.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 1 (January 2008): 51–54. http://dx.doi.org/10.3200/chng.40.1.51-54.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 3 (May 2008): 53–56. http://dx.doi.org/10.3200/chng.40.3.53-56.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 40, no. 5 (September 2008): 63–68. http://dx.doi.org/10.3200/chng.40.5.63-c4.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 41, no. 1 (January 2009): 44–47. http://dx.doi.org/10.3200/chng.41.1.44-47.

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Huber, Mary Taylor. "Books Worth: Reading." Change: The Magazine of Higher Learning 41, no. 3 (May 2009): 59–63. http://dx.doi.org/10.3200/chng.41.3.59-62.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 42, no. 1 (January 2010): 57–60. http://dx.doi.org/10.1080/00091380903449144.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 42, no. 3 (April 30, 2010): 47–50. http://dx.doi.org/10.1080/00091381003704495.

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BRIGGS, JULIA. "Reading Children's Books." Essays in Criticism XXXIX, no. 1 (1989): 1–17. http://dx.doi.org/10.1093/eic/xxxix.1.1.

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William Irwin. "Reading Audio Books." Philosophy and Literature 33, no. 2 (2009): 358–68. http://dx.doi.org/10.1353/phl.0.0057.

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Howard, Nicole. "Books and Reading." Technology and Culture 56, no. 4 (2015): 957–64. http://dx.doi.org/10.1353/tech.2015.0141.

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van der Vlies, Andrew. "Reading Banned Books." Wasafiri 22, no. 3 (November 2007): 55–61. http://dx.doi.org/10.1080/02690050701565810.

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Huber, Mary Taylor. "Books Worth: Reading." Change: The Magazine of Higher Learning 42, no. 5 (August 30, 2010): 47–49. http://dx.doi.org/10.1080/00091383.2010.505155.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 1 (December 27, 2010): 50–53. http://dx.doi.org/10.1080/00091383.2011.533097.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 3 (April 29, 2011): 60–64. http://dx.doi.org/10.1080/00091383.2011.569267.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 43, no. 5 (August 31, 2011): 53–57. http://dx.doi.org/10.1080/00091383.2011.599284.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 1 (January 4, 2012): 39–42. http://dx.doi.org/10.1080/00091383.2012.636003.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 3 (May 15, 2012): 69–72. http://dx.doi.org/10.1080/00091383.2012.672920.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 44, no. 5 (September 2012): 53–57. http://dx.doi.org/10.1080/00091383.2012.706509.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 45, no. 1 (January 2013): 67–72. http://dx.doi.org/10.1080/00091383.2013.749163.

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Huber, Mary Taylor. "Books Worth Reading." Change: The Magazine of Higher Learning 45, no. 3 (May 2013): 34–39. http://dx.doi.org/10.1080/00091383.2013.787268.

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Wu, Zhaoqi, and Fadzilah Amzah. "A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers." Forum for Linguistic Studies 5, no. 3 (November 8, 2023): 1954. http://dx.doi.org/10.59400/fls.v5i3.1954.

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With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly

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Kurniadi, Seto. "STUDENT EFL PERSPECTIVE TOWARDS EFFECTIVENESS EBOOKS AND PRINTED BOOKS IN A PANDEMIC SITUATION FOR INCREASING READING COMPREHENSION AT UNIVERSITY SINGAPERBANGSA KARAWANG." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 2 (December 29, 2021): 158. http://dx.doi.org/10.17977/um006v5i22021p158-163.

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The present study reports students’ responses on the usage of e-books as well as its effectiveness following their experience. This study also examines the students’ preference and experience for printed books and e-books. The method of this research is qualitative method. The data was collected through observation, interview, and documentation. Qualitative findings show that: (1) All of the students had an interest in using e-book in pandemic situation; (2) the use of e-book in in pandemic situation made students independent and active in reading comprehension; (3) e-book engaged them in read

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