45,662 research outputs found
Teaching reading comprehension and extensive reading
No full textThe author namae this book : teaching reading comprehension and extensive reading '' beacuse it present some ideas reading about how to transfer source langunge into target languangevii.; 166 hlm .; 21 c
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
Binocular coordination: Reading stereoscopic sentences in depth
No full textThe present study employs a stereoscopic manipulation to present sentences in three dimensions to subjects as they read for comprehension. Subjects read sentences with (a) no depth cues, (b) a monocular depth cue that implied the sentence loomed out of the screen (i.e., increasing retinal size), (c) congruent monocular and binocular (retinal disparity) depth cues (i.e., both implied the sentence loomed out of the screen) and (d) incongruent monocular and binocular depth cues (i.e., the monocular cue implied the sentence loomed out of the screen and the binocular cue implied it receded behind the screen). Reading efficiency was mostly unaffected, suggesting that reading in three dimensions is similar to reading in two dimensions. Importantly, fixation disparity was driven by retinal disparity; fixations were significantly more crossed as readers progressed through the sentence in the congruent condition and significantly more uncrossed in the incongruent condition. We conclude that disparity depth cues are used on-line to drive binocular coordination during reading.<br/
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
Investigating the causes of reading comprehension failure: the comprehension-age match design.
No full textThe reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying candidate causes of reading comprehension failure, the ‘comprehension-age match design’ and discusses the strengths and limitations of this design
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Reading comprehension in developmental disorders of language and communication
No full textBackground: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD).
Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups.
Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research
Movement in word reading and spelling : how spelling contributes to reading
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Previous issue date: 1987Caption title: Movement into word reading and spelling.Running title: Reading and spelling.This paper will also appear in J. Mason (ed.), Reading and writing connections. Newton, MA: Allyn and Bacon.Bibliography: p. 10-1
Intertextual Episodes in Lectures: A Classification from the Perspective of Incidental Learning from Reading
No full textIn a parallel language environment it is important that teaching takes account of both the languages students are expected to work in. Lectures in the mother tongue need to offer access to textbooks in English and encouragement to read. This paper describes a preliminary study for an investigation of the extent to which they actually do so. A corpus of lectures in English for mainly L1 English students (from BASE and MICASE) was examined for the types of reference to reading which occur, classifi ed by their potential usefulness for access and encouragement. Such references were called ‘intertextual episodes’. Seven preliminary categories of intertextual episode were identifi ed. In some disciplines the text is the topic of the lecture rather than a medium for information on the topic, and this category was not pursued further. In the remaining six the text was a medium for information about the topic. Three of them involved management, of texts by the lecturer her/himself, of student writing, or of student reading. The remaining three involved reference to the content of the text either introducing it to students, reporting its content, or, really the most interesting category, relativizing it and thus potentially encouraging critical reading. Straightforward reporting that certain content was in the text at a certain point was the most common type, followed by management of student reading. Relativization was relatively infrequent. The exercise has provided us with categories which can be used for an experimental phase where the effect of different types of reference can be tested, and for observation of the references actually used in L1 lectures in a parallel-language environment
Spatial Reading, Territorial Signs, and the Clamour of Occupation
No full textThis chapter examines the notion of reading in relation to space and place, and develops an ethics of reading from engagement with Krim Benterrak, Stephen Muecke and Paddy Roe's Reading the Country: Introduction to Nomadology.1 In the context of settler colonial Australia, ongoing practices of what Aileen Moreton-Robinson calls the 'logics of white possession' shape the ways that everyday social practices become readable in relation to Indigenous and non-Indigenous histories and communities.2 Settler colonial society teaches non-Indigenous Australians to treat Australian spaces as incapable of sustaining Indigenous bodies and meanings. Among these spaces, public beaches and memorial statues have become particularly charged sites of investment for non-Indigenous communities, 3 but our focus in the latter part of this chapter will be the 'booing' of Australian Rules Football player Adam Geodes, an Andyamathanha and Narungga man, on the racialised space of the football field. We begin this investigation through an encounter with Reading the Country. If we had spotted its spine in a library, we would have guessed that Reading the Country offered some comments on the poetics of pastoral landscapes. But then the subtitle, Introduction to Nomadology, contained a strong whiff of French philosophers Gilles Deleuze and Felix Guattari
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