Reading Activities Research Articles

THE USE OF DIRECT OBSERVATION TO EVALUATE THE DEGREE OF VISUAL COMFORT IN THE LIBRARY OF GUELMA UNIVERSITY

In libraries, the integration of natural light through illuminated spaces has long been a hallmark of aesthetically pleasing and comfortable environments, fostering an enjoyable reading experience without glare. This practice has been deeply rooted in architectural tradition for centuries. In reading rooms, proper lighting is essential for effectively supporting reading activities. The study employs various methods to collect data, including both data analysis and observation. For our research, we will specifically use observation as the primary investigative technique. This approach will allow us to analyze photographs taken in the library. The objective of this study is to assess visual comfort in relation to the quality of natural light in the reading room of the Guelma library, using an evaluation grid applied on two different days, one in winter and one in summer. The results will reflect the level of discomfort or comfort experienced during reading activities within the room. The grid will help explain the critical role of observation in this evaluation and provide insight into the current lighting conditions, along with the sensory experience related to the required visual comfort standards.

The argumentative dimension in novelistic discourse

The boundaries of the argumentative approach extend into discourses from multiple fields of knowledge. The novelistic narrative discourse is one such discourse that transcends the aesthetic function of enjoyment to embrace the function of argumentation, aiming to influence and persuade. Consequently, impacting readers becomes one of the primary goals of great novels, leaving a lasting and tangible impression on their minds beyond the act of reading. This study addresses the challenge of examining and analyzing the novel from an argumentative discursive perspective, considering its uniqueness as a literary genre. It frames this analysis within a vision aligned with innovative trends in rhetoric, understood as a comprehensive theory of discourse and knowledge production. Keywords: Argumentation, narrative discourse, persuasion, argumentative dimension, narrative image

Dissecting the Causal Role of Early Inferior Frontal Activation in Reading.

Cognitive models of reading assume that speech production occurs after visual and phonological processing of written words. This traditional view is at odds with more recent magnetoencephalography studies showing that the left posterior inferior frontal cortex (pIFC) classically associated with spoken production responds to print at 100-150 ms after word-onset, almost simultaneously with posterior brain regions for visual and phonological processing. Yet the theoretical significance of this fast neural response remains open to date. We used transcranial magnetic stimulation (TMS) to investigate how the left pIFC contributes to the early stage of reading. In Experiment 1, 23 adult participants (14 females) performed three different tasks about written words (oral reading, semantic judgment, and perceptual judgment) while single-pulse TMS was delivered to the left pIFC, fusiform gyrus or supramarginal gyrus at different time points (50-200 ms after word-onset). A robust double dissociation was found between tasks and stimulation sites-oral reading, but not other control tasks, was disrupted only when TMS was delivered to pIFC at 100 ms. This task-specific impact of pIFC stimulation was further corroborated in Experiment 2, which revealed another double dissociation between oral reading and picture naming. These results demonstrate that the left pIFC specifically and causally mediates rapid computation of speech motor codes at the earliest stage of reading and suggest that this fast sublexical neural pathway for pronunciation, although seemingly dormant, is fully functioning in literate adults. Our results further suggest that these left-hemisphere systems for reading overall act faster than known previously.

PENGARUH MEDIA PEMBELAJARAN E-KOMIK BERBASIS KEARIFAN LOKAL TERHADAP KEMAMPUAN LITERASI MEMBACA SISWA KELAS V SDN KARANGDUAK II

This study aims to determine the effect of using E-comic learning media based on local wisdom on the reading literacy skills of grade V students of SDN Karangduak II. The research used a quantitative approach with a quasy exprimental desaign method. The research sample was fifth grade students of SDN Karangduak II consisting of experimental and control classes. E-comic learning media was developed by integrating local wisdom values to increase students' engagement and understanding in reading activities. Data were collected through reading literacy test, observation, and documentation. Data were analyzed using statistical tests to determine the significance of differences in learning outcomes between the experimental group using E-comics media based on local wisdom and the control group using conventional learning media. The results showed a significant positive effect of using E-comic learning media based on local wisdom on improving the reading literacy skills of fifth grade students of SDN Karangduak II.

OVERCOMING APATHY AMONG OLDER COMMUNITY DWELLERS IN RURAL NORTHERN BC: THE BENEFITS OF ENGAGING IN AN EBOOK CLUB

Abstract The study aimed to investigate the impact of an eBook Club on the apathy and overall well-being of older adults dwelling in rural community settings. Employing a mixed-method approach, the research gathered data through surveys and interviews both before and after the program implementation. We recruited twenty-eight older adults, aged between 60 and 86 years, predominantly female (23 out of 28) from three communities in Northern British Columbia, Canada. Each participant was provided with a Kobo eReader loaded with books tailored to their interests, alongside a tutorial for using the device. Each eReader was linked to the public library, facilitating easy access to a broader range of books. The eBook Club convened weekly for sessions lasting 45 minutes to an hour, with groups capped at four members, over a span of 4 to 6 weeks. Initially, about half of the participants (10 out of 28) reported apathy. Remarkably, by the program’s conclusion, these individuals unanimously reported a decrease in apathetic feelings. Additional benefits noted by participants included enhanced mood, improved social connections, and sustained engagement with reading activities beyond the club meetings. We concluded that a relatively straightforward intervention like the eBook Club can significantly ameliorate symptoms of apathy and bolster the overall well-being of older individuals in rural community settings. While initial challenges with the Kobo eReader were reported, the collective support and encouragement within the group played a crucial role in overcoming these obstacles, underscoring the value of peer support in facilitating the adoption of new technologies.

The Impact of Personalized Book Reading Activities Using AI-generated Stories on Vocabulary Acquisition in Preschool Children

Objectives: This study aimed to evaluate the effectiveness of book reading interventions, employing both traditional and AI-generated stories, on typically developing preschool children’s vocabulary acquisition. Methods: A total of fifteen children aged 3 to 6 participated in this study. All participants were divided into two groups: one reading traditional stories and the other AI-generated ones. Over three weeks, participants engaged in eight structured book reading sessions, including pre-reading, main reading, and post-reading vocabulary activities. Pre- and post-intervention evaluation assessments measured receptive and expressive vocabulary skills for 16 target words. A Wilcoxon Signed-Rank Test was conducted to compare the vocabulary accuracy within each group, and a Mann-Whitney <i>U</i>-Test was conducted to compare the vocabulary accuracy differences between the two groups. Results: Statistical analyses revealed significant improvements in both groups’ receptive and expressive vocabulary accuracy post-intervention, with no significant differences between the traditional and AI-generated story groups. Conclusion: AI-generated stories were found to effectively enhance preschool children’s vocabulary skills comparably to traditional methods. This suggests the feasibility of utilizing AI to create personalized stories for effective vocabulary interventions in language therapy settings. Overall, the study highlights the potential of AI-driven approaches in overcoming traditional method limitations, offering innovative avenues for enhancing children’s vocabulary development.

A Study on the Analysis of Reading Activities in Korean Language Textbooks for Academic Purposes

A Study on the Analysis of Reading Activities in Korean Language Textbooks for Academic Purposes

Conceptual Innovative Arabic Language Lesson Plan Based on 21st Century Skills

The learning implementation design or called RPP is an important component in manifesting the form of teaching and learning activities. The design of the implementation of integral learning is the design of the implementation of learning that involves different processes to get good results. This requires special attention that the design of the implementation of learning has a very large effect on teacher performance and the quality of students. Plus the phenomenon that is increasingly happening in the 21st century is the absolute need for students to have qualified skills that become an important standard in the life of globalization. This is something that the teacher must respond to quickly in his expertise in creating the concept of an innovative Arabic language learning implementation design that is oriented towards 21st century skills. However, the problem is that it is difficult for teachers to formulate learning objectives, develop unique 21st century learning steps including strategies, models, methods and their development in the field due to lack of education about understanding the process of preparing innovative 21st century skills-based RPP with an insufficient period of time. Thus the challenges of teachers will be even greater, new innovations will continue to be generated. On that basis, this study aims to understand and know more clearly the conceptual design of the implementation of innovative Arabic learning based on 21st century skills. This study uses a qualitative method with the type of library research (library research), which is to obtain correct and good information on research criteria from all reading and recording activities. in the form of books, journals, articles, survey results, seminar materials and other research results.

PERAN PERPUSTAKAAN DALAM MENINGKATKAN MINAT BACA SISWA DI SD NEGERI 1 MUARA TELADAN

This study aims to determine the role of the library in enhancing students' reading interest at SD Negeri 1 Muara Teladan. The research method used is qualitative with a case study approach. The informants in this study consist of librarians, teachers, and students at SD Negeri 1 Muara Teladan. Data collection techniques were carried out through interviews, observations, and documentation. The data were analyzed to identify themes related to students' reading interest. The results show that the library plays a very important role in increasing students' reading interest by organizing several activities, such as accessible book lending, scheduled library visits, and literacy activities. However, challenges were identified, including low student interest in reading, insufficient budget for library facilities, and a lack of library staff. Facilities such as bookshelves, tables, and chairs need to be improved to support reading activities. Despite these challenges, students showed high enthusiasm for the activities organized by the library, highlighting the library's potential even with its limitations. With improvements in library facilities, increased budgets, and additional library staff, students' reading interest can continue to grow, positively impacting their academic achievements. The library at SD Negeri 1 Muara Teladan plays a crucial role in fostering students' reading interest, but optimizing facilities and more engaging activities are still necessary to achieve better outcomes.

Fostering Critical Thinking Skills through Intensive Reading in EFL University Students

The purpose of this study was to investigate the development of critical thinking skills in EFL university students engaged in intensive reading activities. A mixed-method approach was employed, combining qualitative and quantitative data. The study was conducted in two action research cycles, focusing on the design and implementation of critical reading tasks. Data were collected through self-assessment forms, video recordings, focus group interviews, and field notes. The results highlight the significance of well-structured critical thinking activities in enhancing students' disposition to think critically, ultimately contributing to their academic and professional growth.

Using Digital Media: Beelinguapp Application to Improve Indonesian Middle School Students' Reading Comprehension Achievement in English

In recent years, integrating digital tools into education has gained momentum, particularly in teaching English as a Foreign Language (EFL). This study investigates the effectiveness of Beelinguapp, a bilingual reading application, in enhancing the reading comprehension skills of middle school learners in Indonesia. A quasi-experimental research design was employed, involving 26 middle school students divided into experimental and control groups. The experimental group used Beelinguapp over six weeks, while the control group followed traditional reading instruction methods. Results reveal a statistically significant improvement in the achievement of reading comprehension in the experimental group. The study underscores the value of leveraging digital tools such as Beelinguapp in EFL classrooms, offering insights into the pedagogical implications of integrating technology to foster engagement, understanding, and motivation in reading activities.

Exploring Chinese Elementary Teachers’ Perceptions and Implementations of Gamification in Online EFL Classrooms

This study investigates Chinese elementary teachers’ perceptions and implementations of gamification in online English as a Foreign Language (EFL) classroom. Using a mixed-methods approach, data were collected through a questionnaire (N = 140) and semi-structured interviews (N = 7). Teachers’ perceptions of gamification were analyzed across three dimensions: technological, cognitive, and pedagogical. Technologically, the results revealed that most teachers perceived gamification tools on the ClassIn platform as user-friendly and engaging, although limited in variety. Cognitively, teachers recognized gamification’s potential to enhance motivation and engagement, but expressed concerns about its potential to distract students. Pedagogically, while gamification was perceived as a complement to traditional teaching methods and a means to foster student-centered learning, it posed challenges such as increased workload and difficulties aligning activities with academic goals. Regarding implementation, gamification was most frequently used in vocabulary and reading activities, whereas its use in writing and listening activities was limited due to higher cognitive demands. Key challenges included managing students’ negative emotions from competition, addressing parental skepticism, overcoming technical and classroom management barriers, allocating sufficient time for effective implementation, and adapting gamification tools to diverse student needs. Key factors shaping implementation included student characteristics and content suitability. The results emphasize the need for tailored professional development, adaptive gamification strategies, and institutional support to maximize the benefits of gamification while addressing its challenges. This study offers actionable insights for enhancing teaching practices and improving student engagement in online EFL classrooms.

PERAN BUDAYA LITERASI DALAM MENINGKATKAN KETERAMPILAN MEMBACA SISWA DI SD NEGERI 25/III DESA JUJUN

Literacy culture is an important element in developing students' reading skills, especially at the primary school level. GLS emphasizes the importance of literacy activities before starting lessons, by inviting students to read for 15 minutes at the beginning of the school day. In addition, schools are also encouraged to provide a variety of reading materials that are interesting and relevant to students' needs, so as to trigger their interest in reading. This research was conducted at SD Negeri 25/III Jujun Village by using the subject of all students at SD Negeri 25/III Jujun Village. The approach used in this research is qualitative research. The results of observations show that students' reading skills still need improvement, especially in terms of reading comprehension. The literacy program at school, such as the 15-minute reading activity every day, has had a positive impact, but obstacles such as limited interesting reading materials and the lack of library facilities are still an obstacle. This study highlights that support from teachers, parents and wider access to varied reading materials are crucial in building an effective literacy culture. The study concludes that collaboration between schools, families and communities is needed to create a conducive literacy environment to holistically improve students' reading skills.

Collaborative Learning Strategy for Better Reading Comprehension in EFL University Courses

This study investigates the impact of collaborative learning strategy on the reading comprehension of non-English department students at the university level. An effective reading comprehension not only talk about the ability to understanding the text, but also the capacity to interpret meaning and synthesize information from different text genre. Moreover, for the non-English department students who generally have different language competence with English department students, they often encounter a difficult situation in reading activity because of their limitation in language exposure. Using a mixed-method approach, this study combines quantitative data from reading tests with qualitative insights from student interviews and classroom observations. Over one semester, students from various non-English department participated in collaborative activities, such as collaborative strategic reading and group discussions, designed to improve critical thinking and collaborative problem-solving. The quantitative results demonstrate significant improvements in reading comprehension, particularly in identifying main ideas, making inferences, and understanding vocabulary in context. Qualitative findings reveal that students found the collaborative learning environment is enjoyable and motivating, with many reporting that collaborative learning reduced their anxiety and enhanced their willingness to participate actively. This study highlights the effectiveness of collaborative learning strategy in improving reading comprehension among non-English department students and offers practical recommendations for integrating these strategies into diverse academic disciplines.Keywords: Collaborative Learning, Reading Comprehension, EFL, Non-English Department Student

The Application of Video Transcript on Youtube for Eight Grades Reading Literacy: A Survey Research

This research was written to learn about the application of video transcripts from YouTube videos for students, especially in Reading Literacy. This research uses a Quantitative approach and a questionnaire survey method. The participants of this research were 30 students in 8th-grade Junior High School from Surabaya and Sidoarjo. The aim of this research for to know or compare whether the application of videos with presenting transcript text. The results of this research are that many students are interested in using Transcripts/subtitles when they watch YouTube videos. Therefore, their reading skills are additionally affected by this research. In addition to the video, they watch the text transcription on their device. Usually, they use Digital Apps like Wattpad, Dreame, Webtoon, etc., or use games and social media to support their reading literacy. This research indicated that video transcripts are not only utilized in educational circumstances but in general reading activities outside of the classroom as well.

Implementasi Penguatan Pendidikan Karakter Melalui Ekstrakurikuler Pembelajaran Pendidikan Agama Islam (PAI) di SMP Swasta Kencana Sastra Percut Sei Tuan

This study aims to analyze the implementation of strengthening character education through extracurricular activities of reading and writing the Qur'an (BTQ) in Islamic Religious Education (PAI) learning at school. Strengthening character education is the main focus in an effort to form students who have religious values, discipline, and the value of reading. BTQ activities are chosen as one of the effective methods to instill these values systematically and sustainably. The research method used is descriptive qualitative research method with data collection techniques through interviews, observation, and documentation. The subjects of this study consisted of principals, BTQ extracurricular teachers, deputy curriculum, and students. The results showed that BTQ extracurricular activities are effective in strengthening student character. Through learning to read and write the Qur'an, students not only develop religious skills but also experience strong character building, such as religious values, discipline, and love of reading. This implementation is supported by the active role of PAI teachers and the support of the school environment, but also faces several obstacles, such as time constraints and lack of student motivation. This study suggests an increase in parental involvement in supporting BTQ activities at home as well as additional time and adequate facilities to support the smooth running of these activities. Thus, it is expected that strengthening character education through BTQ can run more optimally and have a greater positive impact on students' character development.

Bases teóricas para fortalecimiento de la comprensión lectora en inglés

The English and the reading comprehension in this language are necessary for the performance and process of the subject in several social, scientific, cultural spaces. Consequently, form the documentary analysis, in this article, on one hand, it is studied the results of external and internal tests to the educational establishment participating in this study; these of institutional, departmental, national and international character, as well as, the academic performance to the end of the scholar year of the students of that educational facility. This with the aim of characterizing the reading behavior in English of both Colombians and students belonging to the Educational Institution mentioned above. On the other hand, it is made a bibliography and conceptual analysis of several opened and closed databases, besides of institutional repositories, referring to the teaching of English and the development of reading comprehension in that language. All the above with the intention of relate both dimensions with Gadamer´s (1999) posture and identify a theoretical support that helps as a base for the enhancement of the reading comprehension in English in such a way that an epistemic proposal is established for the field of general and specific didactics of languages referring to said topic, in addition to being the basis for future research related to this topic. All previous allowed to identify difficulties in the use of English and the reading activity at the Colombian level, in particular, in the eighth grade students in the educational establishment participating in the research. At the same time, At the same time, this gave way to linking Gadamer's thinking with reading in English and its consolidation. And finally, it allowed to conclude the importance of the didactical study related to the reading in English, in which topics such as previous knowledge, the language, the motivation, the context and the interaction are decisive.

Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence

Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence

UHRF1 ubiquitin ligase activity supports the maintenance of low-density CpG methylation.

The RING E3 ubiquitin ligase UHRF1 is an established cofactor for DNA methylation inheritance. The model posits that nucleosomal engagement through histone and DNA interactions directs UHRF1 ubiquitin ligase activity toward lysines on histone H3 tails, creating binding sites for DNMT1 through ubiquitin interacting motifs (UIM1 and UIM2). However, the extent to which DNMT1 relies on ubiquitin signaling through UHRF1 in support of DNA methylation maintenance remains unclear. Here, with integrative epigenomic and biochemical analyses, we reveal that DNA methylation maintenance at low-density cytosine-guanine dinucleotides (CpGs) is particularly vulnerable to disruption of UHRF1 ubiquitin ligase activity and DNMT1 ubiquitin reading activity through UIM1. Hypomethylation of low-density CpGs in this manner induces formation of partially methylated domains (PMDs), a methylation signature observed across human cancers. In contrast, UIM2 disruption completely abolishes the DNA methylation maintenance function of DNMT1 in a CpG density-independent manner. In the context of DNA methylation recovery following acute DNMT1 depletion, we further reveal a 'bookmarking' function for UHRF1 ubiquitin ligase activity in support of DNA re-methylation. Collectively, these studies show that DNMT1-dependent DNA methylation inheritance is a ubiquitin-regulated process that is partially reliant on UHRF1 and suggest a disrupted UHRF1-DNMT1 ubiquitin signaling axis contributes to PMD formation in cancers.

POJOK BACA LASKAR CENDIKIA: INOVASI LITERASI MASYARAKAT DESA BERIRIJARAK

Literacy is a person's ability and skill in processing and understanding information from writing and reading activities. Reading plays an important role in the learning process as a means to absorb knowledge or understand a text. Reading as a cognitive process that seeks to find information in the text. The reading interest and reading ability of students is currently worrying, due to less interesting learning methods and public perceptions that prioritize basic needs such as food and clothing. Beririjarak Village, in East Lombok Regency, faces similar challenges, where early childhood is often involved in agricultural work and limited access to early literacy such as reading and writing before entering school. The objectives of establishing a reading corner include: increasing literacy, especially students' interest in reading. The implementation methods used are observation, interviews and collaboration with the village, as well as conducting socialization to the community and early childhood. The results of the program implementation show an increase in literacy, especially the interest in reading and participation of early childhood in literacy activities. The Reading Corner Program is a significant step in increasing early childhood literacy and providing them with access to learn to read, write, and count outside the school context. Through a comprehensive approach, including socialization and direct practice with early childhood, the Reading Corner program has succeeded in increasing their participation in literacy activities