The purpose of this study is to investigate the reading conditions and preferences of seafarers. Surveys were distributed to 491 seafarers, and statistical analysis was conducted. The research ...findings indicate that the overall level of reading time and quantity among seafarers is significantly lower than the national average in China. Seafarers under the age of 25 with less than 1 year of work experience exhibit a higher willingness to read, while those aged 56 and above show the lowest inclination to read. As sea service years increase, the willingness to read decreases. Seafarers with higher education levels demonstrate the best reading habits, and those in higher positions with advanced education exhibit better reading methods. The main obstacles to seafarers’ reading are attributed to personal factors and external environmental influences. The primary purposes of seafarers’ reading include entertainment, problemsolving, self-improvement, and stress relief, with diverse content preferences. After understanding the purposes and needs of seafarers’ reading, a series of recommendations are proposed to enhance reading conditions.
A vivid exploration of the evolution of reading as an essential social and domestic activity during the eighteenth centuryTwo centuries before the advent of radio, television, and motion pictures, ...books were a cherished form of popular entertainment and an integral component of domestic social life. In this fascinating and vivid history, Abigail Williams explores the ways in which shared reading shaped the lives and literary culture of the time, offering new perspectives on how books have been used by their readers, and the part they have played in middle-class homes and families.Drawing on marginalia, letters and diaries, library catalogues, elocution manuals, subscription lists, and more, Williams offers fresh and fascinating insights into reading, performance, and the history of middle-class home life.
The space of the book Remnek, Miranda
The space of the book,
c2011, 20110409, 2010, 2011, 2010-01-01, 20110101
eBook
Skilfully connecting multidisciplinary sources along broad historical continuum,The Space of the Bookwill be a valuable resource as the study of Russian print culture takes on new directions in a ...digitized world.
What happens to books as they live in our long-term memory? Why do we find some books entertaining and others not? And how does literary influence work on writers in different ways? Grounded in the ...findings of empirical psychology, this book amends classic reader-response theory and attends to neglected aspects of reading that cannot be explained by traditional literary criticism. Reading arises from a combination of two kinds of mental work: automatic and controlled processes. Automatic processes, such as the ability to see visual symbols as words, are the result of constant practice; controlled processes, such as predicting what might occur next in a story, arise from readers' conscious use of skills and background knowledge. When we read, automatic and controlled processes work together to create the "gist" of reading, the constant interplay between these two kinds of processes. Andrew Elfenbein not only explains how we read today, but also uses current knowledge about reading to consider readers of past centuries, arguing that understanding gist is central to interpreting the social, psychological, and political impact of literary works. The result is the first major revisionary account of reading practices in literary criticism since the 1970s.
Best-selling authors Dr. Jan Burkins and Kim Yaris rethink traditional teaching practices in Who's Doing the Work: How to Say Less So Readers Can Do More.
This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the ...same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how effective are extensive interventions in improving reading outcomes for older students with reading difficulties or disabilities and (b) what features of extensive interventions (e.g., group size, duration, grade level) are associated with improved outcomes. Nineteen studies were synthesized. Ten studies met criteria for a meta-analysis, reporting on 22 distinct treatment/comparison differences. Mean effect sizes ranged from 0.10 to 0.16 for comprehension, word reading, word reading fluency, reading fluency, and spelling outcomes. No significant differences in student outcomes were noted among studies related to instructional group size, relative number of hours of intervention, or grade level of intervention.
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten ...and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. "Features" refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.
This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with ...familial risk for dyslexia-1 group with dyslexia (Dys_FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2-with a group of children without familial risk for dyslexia (controls, n = 72). The Dys_FR group showed persistent deficiency, especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other 2 groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills.
The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered, in other words the ...processes involved as well as the outcomes. The international group of experts, both within teaching and academia, focus on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people’s biographies of reading, their memories of reading in class and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions ...(MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties (N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.
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