2,595,372 research outputs found
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
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
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 International 6: 'reading in Reading' - David Raymond Conroy, Ghislaine Leung, Cally Spooner and Jesper List Thomsen
No full textA series of exhibitions and events at Reading Central Library with David Raymond Conroy, Ghislaine Leung, Cally Spooner and Jesper List Thomsen, who have been invited to respond to Reading through the use of various narrative structures, closely related to aspects of the town’s contemporary culture. The project was framed by SUPERSTRUCTURE which hosts the group’s activities and operate as a tool to devise a number of expanded exhibitions and events readings between October 2017 and April 2018
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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
Strategies for Controlling Hypothesis Formation in Reading
No full textReading is a process of forming and evaluating hypotheses to account for the data in a text. Because of its complexity, the task of reading requires strategies for controlling the proliferation of hypotheses. Four of these strategies, (a) jumping to conclusions, (b) maintaining inertia, (c) relying on background knowledge, and (d) working backwards from the goal, are generally effective, but they occasionally create reading problems, rather than alleviating them. Examples from protocols of readers reading a reading test passage are presented. These examples show both the effective use of the strategies and some problems that may arise from their use.is peer reviewedSubmitted by Bertram Bruce ([email protected]) on 2010-05-16T20:25:22Z
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Previous issue date: 1984National Institute of Education under Contract No. HEW-NIE-C-400-76-0116.published or submitted for publicatio
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