Reading Experience Research Articles

Comparative study between JAWS® And NVDA® in academic performance of students with visual impairment

Assistive technology (AT) plays a significant role in improving academic activities of visually impaired students. Through these ATs, visually impaired students can be empowered to engage actively in academic activities. To investigate the impact of JAWS® (job access with speech) and NVDA® (nonvisual desktop access) on the academic performance of visually impaired students. This study employed a prospective analytical design. Age-matched groups of severely visually impaired students were enrolled and divided into two groups: Group A ( N = 25) received NVDA® and Group B ( N = 25) received JAWS®. The MNREAD acuity chart was used to measure the reading acuity, maximum reading speed, and critical print size. In addition, a self-designed questionnaire was employed to gather qualitative data on the features of the software and the students’ experiences while using it. Statistical Package for Social Science (SPSS) was used for data tabulation and analysis. An independent samples t-test was conducted to analyze the differences between variables. Furthermore, a qualitative assessment was performed using Pearson’s chi-square association test to determine the association between software usage and student experience. Statistical significance was set at p < .05. The results revealed that NVDA® exhibited better outcomes than JAWS® in terms of improved academic activity among visually impaired students. These findings contribute to the existing literature on AT and underscore the potential of NVDA® in supporting the educational experiences of visually impaired students. Use of screen reader software not only enhanced the reading and learning experience but also promoted independence in the classroom. NVDA is the superior choice for several reasons. It caters to the individual needs of students, effectively supports their learning processes, and demonstrates a high level of appreciation among the users.

THE USE OF ELLIPSIS IN DRAMATIC DIALOGUE

Every novelist aims to make their work engaging and widely read, striving to craft compelling dialogue that vividly conveys characters' emotions and brings their stories to life. By focusing on the speech of characters, authors can skillfully employ a range of grammatical techniques, choosing and creating fresh expressions to enhance the aesthetic impact of their writing. This careful attention to dialogue allows for a richer and more immersive reading experience. In the novels of Sharof Boshbekov, one particular linguistic tool stands out: ellipsis. Boshbekov adeptly utilizes ellipsis to convey the fluidity, influence, and naturalism of his characters' speech, adding depth and realism to his narratives. Through the strategic use of ellipsis, he is able to capture the nuances of spoken language, making his characters' dialogues more dynamic and true to life. This technique not only enhances the overall aesthetic quality of his novels but also helps to create a stronger emotional connection between the characters and the readers.

Investigating book reading experiences in VR

In this study, we investigated reader experiences on reading in VR. The study was conducted with undergraduate students ( N = 40) who read a chapter of the Turkish novel. In the four different groups read the same chapter of the novel in different formats: print, digital, audio, and VR. In this context, firstly we measured cognitive activities using EEG device while participants were reading. Secondly, they answered the questions about the recall of the details of the chapter they read and reading experiences in VR. Result of the research, we found that reading in VR had significantly higher levels of engagement and stress cognitive activity. E-book and VR experiences can increase the accurate recall of details more than printed books. In addition, VR can increase the comfort of the book reading experience by providing a personalized reading environment through the VR content that enables users to select their virtual environment.

Analisis Struktural dalam Novel “Jelatik” Karya Riki Utomi

Literature in general is the creation of poets to express ideas, feelings and dreams in the process of creating beautiful strings of words or arranging strings of inappropriate words. One of the literary theories used to dissect or analyze a literary work and which will be the main focus in this article is Structural Theory. The data analysis technique in this research uses qualitative data analysis techniques. The collection techniques used are observation, reading techniques and note-taking techniques. Observation in research is a data collection method that involves direct observation of an event. This observation process can involve paying attention to elements such as plot, characters, themes, writing style, narrative structure, and other aspects that influence the reading experience and understanding of the novel Jelatik by Riki Utomi. Structuralism analysis of the novel "Jelatik" by Riki Utomi shows that this novel has strong characteristics and elements in building the story, including characters, plot, theme and setting. This makes this novel a literary work that is worthy of being enjoyed and studied further.

How long does it take to read a mammogram? Investigating the reading time of digital breast tomosynthesis and digital mammography

PurposeTo analyse digital breast tomosynthesis (DBT) reading times in the screening setting, compared to 2D full-field digital mammography (FFDM), and investigate the impact of reader experience and professional group on interpretation times. MethodReading time data were recorded in the PROSPECTS Trial, a prospective randomised trial comparing DBT plus FFDM or synthetic 2D mammography (S2D) to FFDM alone, in the National Health Service (NHS) breast screening programme, from January 2019-February 2023. Time to read DBT+FFDM or DBT+S2D and FFDM alone was calculated per case and reading times were compared between modalities using dependent T-tests. Reading times were compared between readers from different professional groups (radiologists and radiographer readers) and experience levels using independent T-tests. The learning curve effect of using DBT in screening on reading time was investigated using a Kruskal-Wallis test. ResultsForty-eight readers interpreted 1,242 FFDM batches (34,210 FFDM cases) and 973 DBT batches (13,983 DBT cases). DBT reading time was doubled compared to FFDM (2.09 ± 0.64 min vs. 0.98 ± 0.30 min; p < 0.001), and DBT+S2D reading was longer than DBT + FFDM (2.24 ± 0.62 min vs. 2.04 ± 0.46 min; p = 0.006). No difference was identified in reading time between radiologists and radiographers (2.06 ± 0.71 min vs. 2.14 ± 0.46 min, respectively; p = 0.71). Readers with five or more years of experience reading DBT were quicker than those with less experience (1.86 ± 0.56 min vs. 2.37 ± 0.65 min; p = 0.008), and DBT reading time decreased after less than 9 months accrued screening experience (p = 0.01). ConclusionsDBT reading times were double those of FFDM in the screening setting, but there was a short learning curve effect with readers showing significant improvements in reading times within the first nine months of DBT experience.ClinicalTrials.gov Identifier: NCT03733106.

‘Something Mythic’: The power of shared stories in Kamila Shamsie’s Home Fire

Abstract Kamila Shamsie’s (2017) novel Home Fire draws on Sophocles’ Antigone for its plot, but neither requires familiarity with, nor explicitly references, the tragedy. This article attempts to build a specific case for the effects of attending to the intertext by focusing on Shamsie’s complex treatment of Antigone’s punishment and its consequences in Sophocles. Reading the novel’s denouement in conversation with that of the tragedy suggests questions about higher authority and checks on political power in the world of the novel. I argue that shared stories in the novel exert a force analogous to that of Sophocles’ gods in that they authorize moral judgments; attention to the intertext enacts the same experience for readers of the novel that shared stories do for characters within the novel.

THE LIFE SKILLS OF OUTSTANDING INDEPENDENT READERS: A MULTIPLE CASE STUDY

The purpose of this multiple case study was to describe the five different cases of outstanding independent readers in the public secondary schools in Davao del Norte in terms of their life skills. The unique cases revolved around a campus journalist, a volleyball athlete, a student leader, a consistent honor student, and a student with autism spectrum. The cases were identified using maximum variation sampling, and in-depth interviews were employed to explore and gather data in this research. Salient findings were noted as to the experiences of outstanding independent readers which include early reading opportunities and support, sharing of reading abilities to other students, allocation of time for reading, and utilization of gadgets for reading. More so, their coping strategies were summarized in the following themes: enrichment of vocabulary, adoption of reading tactics, development of set of values for reading, and application of leadership skills. In the cross-case analysis of research data, all cases were generally similar. Notably, the only difference is that the student with autism preferred reading by himself unlike the other cases of students who viewed reading as a collaborative experience. It was realized that while cognitive capacities are essential in learning reading, socio-emotional aspects of outstanding readers such as their life skills must also be considered in schools. KEYWORDS: independent reading, life skills, public secondary schools, multiple case study, Philippines

Life Long Education dalam Perspektif Al-Quran dan Hadis

This researcher on long life education from the perspective of the Koran and Hadith aims to explore how to learn throughout life / long life education according to the Koran and Hadith. As well as analyzing how the concept of learning is reflected in the daily life practices of Muslims. This researcher used a qualitative type of approach with a descriptive type and the data collection process was carried out through observation, interviews and documentation. The data analysis used is data triangulation by displaying data, data reduction, data presentation, and verification. This researcher formulated two problem formulations, namely: (1) What is the urgency of longevity education according to the Koran and Hadith (2) What is the concept of Longevity Education in the Koran and Hadith. The results of this research show that (1) Learning is part of a natural human need (2) Learning is a process towards changing behavior for the better, either through reading, observation, research, reflection and direct experience (3) Al-Qur'an believers are instructed to study continuously, so that they can develop to reach perfection as servants of Allah and His caliphs (4) The object of reading/learning includes all phenomena of the universe, humans, history, signs of the times, etc. (5) Learning is a way to achieve success and happiness.

Motivating Engagement with Literature: Using the Individual Story Ending (ISE) Method to Reveal Personal Reading Experiences

AbstractThe Individual Story Ending (ISE) is an effective and appealing activity for students of every age. The method requires students—as a group or individually—to devise an ending to an excerpt at a turning point in a fictional narrative. Students can read the excerpt themselves, or the teacher can read it aloud to everyone. The ISE method can be applied to any creative activity and can be developed in various ways. While most teachers already use ISEs, this article suggests ways of building an entire learning process around the method and how ISEs can be used to initiate reading engagement and discussion of different themes.

Жанровые дефиниции в современной читательской литературной критике

The article studies definitions of genre that exist in mass readers’ minds and appear in their book reviews. While readers’ literary criticism and other forms of online-communication per se are now beginning to draw scientific interest, the problem of genre in fiction book reviews written by readers has been underinvestigated. Non-professional literary critics have a rather vague idea of literary genres that often lacks logic and does not comply with traditional hierarchy of genres. Readers try to fit the text they have read into a genre system they understand, but if it does not fit they create or coin a new genre definition that reflects their own understanding of the text, how they define its subject matter and what the text made them think about. In the minds of novice readers genre definition is closely related to the plot and their personal opinion of the book. Genre criteria analysis is often overlooked or seems arbitrary, oftentimes readers use the first genre definition that comes to their minds, i.e. a socially-agreed-upon definition, a convenient definition, a general definition, or a definition that has been widely used lately (for example, in the movie or book advertisements). Using their own reading experience, reviewers create their own reader’s glossary, in which literary movement is intertwined with their own estimation of the book quality, stylistic devices are mixed up with the author’s individual writing style, and reader’s emotional response becomes a genre criterion.

Interactive text reading: a text 2.0 implementation

In the article an interactive text-reading platform based on the Text 2.0 framework is presented. An experiment was carried out to investigate the reading behaviour of Italian language learners using this platform. Average reading time and comprehension scores did not differ across the conditions (a dedicated eye tracker PCeye Go, webcam-based eye tracking and mouse-only interaction). Additionally, participants in all the groups rated high on the perceived usefulness of the developed platform and overall reading experience. The implications of using such a tool for interactive reading are presented in this paper.

Enhancing Reading Comprehension: Visual Documentation Approaches for Children with Reading Difficulties and Disabilities

This study explores the effectiveness of visual documentation approaches in enhancing reading comprehension for children with reading difficulties and disabilities. This study aims to investigate how integrating visual elements alongside text can improve the reading experience for these children. In the methodology, a sample group of children with varying reading difficulties and disabilities was selected to participate in a series of reading comprehension tasks using visual documentation approaches. The study used qualitative case study research to analyze the impact of these approaches on the participants’ reading comprehension skills through pre- and post-studio-based assessments, observation, and feedback collection. The findings of this study indicated that incorporating visual documentation approaches significantly improves the reading comprehension abilities of children with reading difficulties and disabilities. Participants showed higher engagement, better retention of information, and increased understanding of textual content when visual elements were introduced. The data collected suggests that visual documentation approaches can be a valuable tool in supporting these children’s learning needs. Visual documentation approaches have demonstrated a positive impact on enhancing reading comprehension for children with reading difficulties and disabilities. By leveraging visuals alongside text, educators and parents can create a more inclusive and effective learning environment for these children. It is recommended that further research be conducted to explore additional strategies and best practices for integrating visual documentation into literacy instruction for children with diverse learning needs.

Influence of Character Development Techniques on Reader Engagement in Kenya

Purpose: The aim of the study was to assess the influence of character development techniques on reader engagement in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Well-developed characters tend to evoke stronger emotional responses from readers, fostering a deeper connection to the narrative. This emotional resonance can lead to increased empathy and investment in the characters' journeys. Secondly, techniques such as character arcs, internal conflicts, and growth over the course of the story contribute to a sense of realism and complexity, enhancing reader immersion. Additionally, relatable and multi-dimensional characters are more likely to captivate readers, as they can see aspects of themselves reflected in the characters' struggles and triumphs. Furthermore, the effectiveness of character development techniques varies depending on genre and target audience, highlighting the importance of tailoring strategies to fit the specific demands of the narrative. Overall, skillful implementation of character development techniques plays a crucial role in engaging readers and enhancing their overall reading experience. Implications to Theory, Practice and Policy: Social cognitive theory, schema theory and narrative transportation theory may be used to anchor future studies on assessing the influence of character development techniques on reader engagement in Kenya. Authors and storytellers can benefit from the findings of empirical studies by strategically employing character development techniques to enhance reader engagement in their narratives. While the influence of character development techniques on reader engagement primarily resides within the realm of creative expression, policymakers and educators can play a role in promoting literacy and fostering a culture of reading.

Role of Symbolism in Reader Understanding and Interpretation in Nigeria

Purpose: The aim of the study was to assess the role of symbolism in reader understanding and interpretation in Nigeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The role of symbolism in reader understanding and interpretation is profound, as symbols serve as powerful tools for conveying deeper meanings and themes within literary works. Through symbolism, authors imbue objects, characters, and events with additional layers of significance, allowing readers to engage with the text on multiple levels. Symbolism facilitates the exploration of complex ideas, emotions, and societal issues, often transcending language barriers and resonating with diverse audiences. Moreover, it encourages readers to actively participate in the interpretation process, fostering personal connections and insights that enrich their reading experiences. Consequently, the study of symbolism underscores its crucial role in shaping reader comprehension and interpretation, highlighting its capacity to evoke profound reflections on the human condition and the world around us. Implications to Theory, Practice and Policy: Reader-response theory, semiotic theory and cognitive theory of metaphor may be used to anchor future studies on assessing the role of symbolism in reader understanding and interpretation in Nigeria. Educators should implement evidence-based instructional strategies for teaching symbolism in educational settings, including guided discussion, close reading, and scaffolded instruction. Educational policymakers should consider integrating symbolism into curriculum standards and assessments to ensure that students develop symbolic literacy skills alongside other critical reading competencies.

Relationship between Setting Description and Immersion in Fiction in Algeria

Purpose: The aim of the study was to assess the relationship between setting description and immersion in fiction in Algeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that vivid and detailed depictions of settings significantly enhance reader immersion. The Study have shown that richly described settings contribute to a more immersive reading experience by allowing readers to mentally visualize and emotionally connect with the story world. Moreover, descriptive passages that engage multiple senses, such as sight, sound, smell, and texture, have been found to deepen immersion by creating a more sensory-rich environment. Additionally, the effectiveness of setting description in fostering immersion seems to be influenced by factors such as reader preferences, genre conventions, and the narrative context. Overall, the findings highlight the importance of thoughtful and evocative setting descriptions in enhancing reader engagement and immersion in fictional narratives. Implications to Theory, Practice and Policy: Schema theory, transportation theory and reader-response theory may be used to anchor future studies on assessing the relationship between setting description and immersion in fiction in Algeria. In terms of practical implications, findings from research on setting description and immersion can inform authors, educators, and practitioners in the fields of literature, media, and education. From a policy perspective, research on setting description and immersion in fiction can inform initiatives aimed at promoting literacy, cultural diversity, and media literacy.

A COGNITIVE STYLISTIC STUDY OF EPITHET SYSTEM IN COLSON WHITEHEAD’S FANTASY

Attempts by cognitive stylists to explain readers' comprehension of literary texts face a significant challenge in bridging the author's and reader's worlds. Attempting to clarify the conceptual space that links the different discourse realms to the author-reader levels of interpretation is something that Werth (1999) does. This method offers a fresh perspective on how we think about writing and reading. When it comes to interpreting literature using language models, cognitive stylistics goes farther than conventional stylistic accounting. It examines reading experiences, both comparable and different, by applying concepts from cognitive science regarding the mind, language, and the world. The purpose of this research is to examine Colson Whitehead's chosen novel through the lens of cognitive stylistic devices, with a focus on the impact of mental spaces on meaning interpretation. The poet's worldview can be better conceptualized through the use of these mental spaces in the construction of grammars. Not only are they utilized to model dynamic mapping in language and mind, but they also interact and aid in the integration of concepts throughout production. The study utilizes a descriptive qualitative method with the model of Text World Theory by Werth (1999). The study concludes that Text World Theory is used in a novel to describe the characters' lives in various locations, such as subways, kill fields, refuges, colleges, and streets. The protagonist's solitude, paralysis, and senseless state are depicted through the use of pronouns like 'he', 'they/routes', and 'it/gray'. The characters' world is described as tedious, paralyzed, and a gloomy environment. The epithets, which are adjectives and nouns, describe the protagonist's life in a dark, gloomy environment filled with corpses, bad smells, and crazy activities. These epithets help to convey the complexities of the characters' lives and the complexities of their world.

Embracing mindful reading: leveraging technology to soothe sensory stress

In an increasingly digitized world, technological advancements have transformed information consumption, introducing sensory stress. This review explores mindful reading as a strategy to alleviate this stress and enhance digital reading experiences by integrating technology and mindfulness practices. Mindful reading involves deliberate engagement, derived from mindfulness techniques, offering improved concentration and emotional regulation. Tools like Reader View and digital annotation features can help to reduce sensory strain and enhance readability. Educators play a vital role in supporting mindful reading by providing tailored resources for navigating digital formats and fostering reflective learning approaches. This review calls for further research on this topic to build our understanding of how to create a balanced coexistence between technology and human well-being in reading.

What books should we like? A study of gender differences and stereotypes in the reading behaviors of Chinese middle school students.

This study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported. A mixed-methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t-test and chi-square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices. This study revealed a number of gender-linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action-based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender. The mixed-methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.

Analysis of Elfan Bookless Library System Innovation at the Barru Regency Library and Archives Office

This qualitative study explores the innovation of the Elfan Bookless Library System at the Barru Regency Library and Archives Office. Data were collected through observation, interviews, and documentation, with validity ensured via triangulation, negative case analysis, member checking, and extended observations. The findings reveal that the Elfan Bookless Library System enhances the reading experience by providing its own Wi-Fi network, allowing online book access. While the system effectively meets visitors' needs, its Wi-Fi coverage is limited to 500 meters, posing a connectivity challenge beyond this range. Despite this, the system is accessible without special requirements; visitors only need a cellphone or Android device. User guidance is provided through tutorials on billboards and banners, and library staff offers additional support. This study highlights the Elfan Bookless Library System's potential to innovate public library services, offering valuable insights into its advantages and limitations. These findings contribute to understanding how digital library systems can be optimized to improve user experience and accessibility in public libraries.

Book Reading and Recommendation Application using Python and Dart

Recommender System are new generation internet tool that help user in navigating through information on the internet and receive information related to their preferences. Most of these existing systems are user-based ratings where content-based and collaborative based learning methods are used. These systems' irrationality is their rating technique, which counts the users who have already been unsubscribed from the services and no longer rate books. This paper proposed an effective system for recommending books for online users that rated a book using the clustering method and then found a similarity of that book to suggest a new book. Inksavor is an innovative book reading and recommendation app that seamlessly integrates Python and Dart technologies to redefine the reading experience. Users can explore a diverse library, read, and actively engage with literature by writing, annotating, and sharing their thoughts. The app offers a user-friendly writing interface, enabling aspiring authors to effortlessly create and share their literary works. Key Words: Contend Based Filtering, collaborative based filtering, K-Nearest Neighbour Algorithm(KNN), Recommendation system