Identical Reading Research Articles

Trayectorias lectoras discontinuas: prácticas letradas durante la transición a la universidad

The study of the transition to university attempts to provide insights into the increase in school failure during the first year of university. Transition is problematized as a standardized phenomenon that ignores students' irregular literate trajectories. This study aims to contrast academic and non-academic literate practices to account for the process of appropriation of literate culture in transition, its disruptions and emerging literate identities. A qualitative descriptive study is proposed, with a phenomenological approach to account for hierarchically structured categories of description. It is based on two series of focus groups (70 students) and eight interviews. The most relevant results indicate that literate practices coexist with the deficit discourse. The need to value reading identities from vernacular contexts and at the same time provide progressive access to dominant forms of literate practice is considered.

Alejandra Pupio, Rodrigo Alonzo Alcalde y Laura de la Fuente (eds.) ¿Qué nos hace humanos? Un manual para pensar (nos) en las aulas. Bahía Blanca: Editorial de la Universidad Nacional del Sur. Año 2019. 190 páginas. Reseña de Hernán Perrière

The study of the transition to university attempts to provide insights into the increase in school failure during the first year of university. Transition is problematized as a standardized phenomenon that ignores students' irregular literate trajectories. This study aims to contrast academic and non-academic literate practices to account for the process of appropriation of literate culture in transition, its disruptions and emerging literate identities. A qualitative descriptive study is proposed, with a phenomenological approach to account for hierarchically structured categories of description. It is based on two series of focus groups (70 students) and eight interviews. The most relevant results indicate that literate practices coexist with the deficit discourse. The need to value reading identities from vernacular contexts and at the same time provide progressive access to dominant forms of literate practice is considered.

Average and avid: preservice English teachers' reading identities

PurposePrevious research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice English teachers’ reading identities and their perceptions of reading identity development in the context of English classrooms.Design/methodology/approachThis study used qualitative collective case design. Data sources included analogy exercise about participants’ reading identities, participant-generated observations of reading identity instruction, questionnaire on reading identity, class discussions about reading identity and final written reflection.FindingsData showed examples of participants’ reading identities as taking a variety of forms, but when discussing what shaped their reading identities, the strongest codes related to positive interactions with people and texts. The data showed that participants related positive reading identities to both reading to learn and reading for pleasure. More participants’ perceived their professional identity as that of a literature teacher than a reading teacher.Research limitations/implicationsFuture research is needed on how to support preservice teachers’ positive reading identities in English education courses.Practical implicationsOur data suggest that learning about reading identity may help preservice English teachers think of reading as something that is developing in themselves as well as their students over a lifetime. By providing space in English methods programs to attend to preservice teachers’ reading lives, we can help them rekindle or find their love of reading.Originality/valueThis research is needed because helping preservice teachers construct and enact positive reading identities in turn aids guidance of their future students’ reading identities, and having a positive reading identity is in turn linked to positive student outcomes.

The Poet and Identity: A Critical Reading of Identity and Belonging in Mahmud Darwish's Poetry

A new literary and critical phenomenon emerged lately after the appearance of globalization and it attracted the attention of Arab critics and scholars because it raises a question about the position of Arabic literature and thought in the contemporary intellectual milieu. It also indicated that an intellectual crisis is at hand which may drive the Arab intellectual to the verge on the unknown creating disorder and confusion in his thinking by trying to thrust him into the turmoil of the information technological revolution, driving him to forget his past under the pretext of the demise of ideology, self-denial, freedom and awareness. In the field of literature and literary criticism, these nomenclatures produced new literary and critical movements which did not belong to a particular identity; on the contrary, they were close to unconsciousness and absorbed in unawareness and irresponsibility which contributed to man's loss of identity. These thoughts caused the vanishing of many principles and values of the Arabs. However, literature as an enormous organism of values retained some of them that upkept the spirit of belonging and showed the importance of identity as thought and practice which are able to bring originality back to maintain the Arabian poet's attitude to colonialist wars, cultural invasion, alienation and attempts of annihilating the Arabic identity. Mahmud Darwish is among the poets who succeeded in mingling the interior and the exterior; the past and the present of the Arabic personality. His attitude is that of the omniscient of the splendor of his personality and its unique potentialities in many of his poetic texts; he even wrote a poem entitled An Identity Card which will be the main concern of this paper. This paper attempts to shed light on the concept of identity and belonging and to analyze the poem to explore its aesthetic value in expressing the contemporary phase, sustaining the importance of identity and belonging, and emphasizing the necessity of identity for man as different from others in cultural, spiritual and material aspects. The paper shows, through analysis, the nature of identity and belonging, according to the poet, from aesthetic perspective. What gives the text more significance is the poet's deep personal experience in facing the attitude of anti-Arabic identity.

To be a Bookeater


 
 
 Today, adolescent fiction readers are increasingly engaged in different forms of ‘social reading’ in online communities. Through an analysis of Bookeater.dk, a Danish site for adolescent readers, we show how a communal reader identity is constructed via predominant conceptions of reading among the site’s users and how this influences literary value assessment. Overall, the article argues that the young readers’ adherence to this communal identity creates a culture of consensus rather than opening up space for critical discussion about literary value. Neverthe- less, they show critical awareness of the different interests surrounding the publica- tion and promotion of literature.
 
 

“Jewish” Politics or the Politics of “Jews”?: On Israeli Nation-Statehood

This essay seeks to explicate a tension that lies at the very root of our discourse on Israel as a Jewish state. I argue that the academic and political fields tend to confuse and conflate two different, often contradictory understandings or constructions of the very meaning of Jewish politics. Schematically labelling these as Jewish politics versus the politics of Jews (and derived from these, the outlook of Israel as a “Jewish state” versus the notion of it being solely a “state of Jews”), I argue that the conflicting political and ideological constructions are nourished by different readings of Jewish identity and authenticity, which were first developed in Europe by leading (self-identified secular) Zionist ideologues, and later shaped mainstream readings of Israeli politics. The essay outlines the basic contours of this conceptual distinction, traces its roots in Zionist ideology (as developed in Eastern and Central Europe), and concludes with a consideration of the playing out of the tension at hand in contemporary Israeli politics.

Književna interpretacija: rasprava između intencionalizma i anti-intencionalizma

LITERARY INTERPRETATION: A DEBATE BETWEEN INTENTIONALISM AND ANTI-INTENTIONALISM The paper presents a controversy between three Anglo-American theories about the role of the author’s intentions in literary interpretation and about the goal of literary interpretations. Moderate anti-intentionalism (Beardsley) maintains that the meaning of the text is determined by the linguistic conventions, therefore the aim of interpretation is to reveal its meaning and not the author’s intentions. Hirsch’s intentionalism claims that the meaning of the text is determined by the author’s intentions and linguistic conventions, so the aim of the interpretation is to discover the author’s meaning. Hypothetical intentionalism (Carroll, Levinson) argues that the meaning of the text is determined by the best hypotheses of ideal readers about the author’s meaning. In the fifth heading, the paper rejects two arguments of anti-intentionalism that a literary work is autonomous and that the aim of literary interpretation should be interpretation of the text. The paper rejects the aesthetic argument by stating that the sole purpose of interpretation is not to show the aesthetic qualities of the work and that there may be other legitimate aims of interpretation. It further rejects the communicative argument that literary works, because of their fictional nature, merely imitate illocutionary speech acts, by offering the opposite argument that not all literature is fiction. Finally, it is argued that the fundamental error of some theoretical discussions is generalization and that intentionalism is acceptable. In conclusion, the acceptability and unacceptability of (anti) intentionalism is decided by the age and type of the text, figures of speech and interests of certain interpretive paradigms.

Reframing and Repositioning College Readers’ Assumptions About Reading Through Eye Movement Miscue Analysis

AbstractAs one of multiple ways to explore the reading process, eye movement miscue analysis is a tool that provides a continuous record of eye fixations and movements over an entire text, and a record of the oral reading of that text and the miscues (observed responses) that readers produce. The authors present profiles of two successful college readers who doubted their reading efficacy. Using data from eye tracking, miscue analysis, and the retelling, the authors invited the readers to examine their assumptions about reading and how they positioned themselves as readers. Data presented were drawn from the readers’ eye movements during the reading of two texts—one an informational text and the other a constructed text with embedded errors—and are discussed in relation to the readers’ perceptions of reader identity and processes. Implications for teachers include strategies for helping readers address common misconceptions about reading and reclaim their role as meaning makers.

Drawing Fear of Difference: Race, Gender, and National Identity in Ms. Marvel Comics

Feminist scholars have provided important analyses of the gendered and racialised discourses used to justify the Global War on Terror. They show how post-9/11 policies were made possible through particular binary constructions of race, gender, and national identity in official discourse. Turning to popular culture, this article uses a Queer feminist poststructuralist approach to look at the ways that Ms. Marvel comics destabilise and contest those racialised and gendered discourses. Specifically, it explores how Ms. Marvel provides a reading of race, gender, and national identity in post-9/11 USA that challenges gendered-racialised stereotypes. Providing a Queer reading of Ms. Marvel that undermines the coherence of Self/Other binaries, the article concludes that to write, draw, and circulate comics and the politics they depict is a way of intervening in international relations that imbues comics with the power to engage in dialogue with and (re)shape systems of racialised-gendered domination and counter discriminatory legislation. Dibujando miedo a la diferencia: raza, género e identidad nacional en Ms. Marvel Comics

Connections Between Reading Identities and Social Status in Early Childhood

This study examines the relationship between early reading identities and social status in school contexts. Reading identities, or the ways that a child constructs the self as a reader across contexts and time, have been posited to be closely linked with social status. This single‐case study examines the reading identities and social status of one 4‐year‐old, multilingual child attending prekindergarten in a public school in a large northeastern U.S. city. Data include child‐centered interviews, naturalistic observations, a teacher interview, and a family questionnaire. Findings provide insights into how one child’s ability to gain recognition of his reading identities was context dependent and distinct from his social status in the classroom, and point to more complexity in how the early reading identities of multilingual children are connected to their social contexts.

Systematic bias in real-world tonometry readings based on laterality?

In research settings, the first eye examined tends to have a higher intraocular pressure (IOP) than the second. We sought to verify whether clinicians in Yorkshire, UK, measure IOP in right eyes before left and whether such behavioural factors affect IOP readings at the population level. We observed 128 IOP measurements taken by 28 ophthalmologists using Goldmann applanation tonometry (GAT) over a 4-month period in 2018, recording which eye was examined first. All IOP measurements on electronic patient records for Leeds Teaching Hospitals NHS Trust, UK, between January 2002 and June 2017 were extracted, yielding IOP readings for 562,360 eyes, analysed for evidence of systematic bias in IOP measurement. Right eye IOP was measured before left in 112/128 observations (87.5% (95% CI: 75.2%-94.2%)). For IOP measured by GAT, there was no statistically significant difference (p = 0.121) between right and left eye IOP (mean IOP 16.95 and 16.96 mmHg, respectively). Even values of IOP were reported more frequently than odd values (136,503/214,628 (63.6%) were even). Identical IOP readings for both eyes were recorded in 124,392/254,380 patients (48.9%) who had both eyes measured. Our study found no IOP difference based on laterality, but strong evidence of certain trends associated with IOP measurement by GAT, such as a preference for even values and the same IOP being recorded for both left and right eyes. Such effects may be explained by behavioural aspects of GAT and suggest that there are substantial opportunities for improvement in the way GAT is utilised in real world settings.

Dueling Narratives of a Reader Labeled as Struggling: Positioning, Emotion, and Power Within Four Differing English Course Contexts

Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant experienced two distinct narratives. Her discourse about the events in her traditional English and remedial reading courses reflects a disempowered positioning, and her discourse about the events in her high school Young Adult Literature and college English courses reflects an empowered positioning. Findings indicate that fostering a strong sense of power and positive emotions and positioning is a promising approach for supporting reader confidence and positive reading identities for readers labeled as struggling.

A cytoplasmic Slo3 isoform is expressed in somatic tissues.

Slo3 is a pH-sensitive and weakly voltage-sensitive potassium channel that is essential for male fertility in mouse and whose expression is regarded as sperm-specific. These properties have proposed Slo3 as a candidate target for male contraceptive drugs. Nonetheless, the tissue distribution of Slo3 expression has not been rigorously studied yet. Applying computational and RT-PCR approaches, we identified expression of two short Slo3 isoforms in somatic mouse tissues such as brain, kidney and eye. These isoforms, which seem to result of transcription starting sites between exons 20 and 21, have an identical open reading frame, both encoding the terminal 381 amino acids of the cytosolic Slo3 domain. We corroborated the expression of these isoforms in mouse brain and testis by Western-blot. The complete isoform encoding the Slo3 ion channel was uniquely detected in testis, both at transcript and protein level. Although the functional role of the cytosolic Slo3 isoforms remains to be established, we propose that they may have a functional effect by modulating Slo channels trafficking and/or activity. This study confirms that expression of full-length Slo3 is sperm-specific but warns against developing contraceptive drugs targeting the C-terminal tail of Slo3 channels.

도심 속 파크골프장의 장소정체성 읽기

도심 속 파크골프장의 장소정체성 읽기

도심 속 파크골프장의 장소정체성 읽기

도심 속 파크골프장의 장소정체성 읽기

From the Editors

From the Editors

Critical Literacy and Its Impact on African American Boys’ Reading Identity

Literature on twice exceptional African American boys who are gifted academically and have a learning disability neglects to emphasize contributing factors relating to the reading gap and lack of effective reading interventions and curriculum. Although the demographics of special education classrooms are shifting to mirror more diverse students, it remains a question as to how critical literacy impacts African American boys’ reading identity based on a representational intersectionality approach to learning, leaving unanswered questions about proper academic support services. This article begins with definitions, followed by key factors in language and literacy development. Next, the article will highlight the urgent importance of critical literacy and its impact on reading identity, concluding with a discussion that focuses on a representational intersectionality approach to learning that includes applying Sweet and Snow’s model. The article will culminate with a call for action for classroom practice.

‘Fitting in’ and ‘standing out’: the peer group and young people’s development of reader identity

The benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people’s reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people’s broader social and cultural worlds, exploring the role of the peer group in young people’s development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people’s development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people’s reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy.

An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years

In this study, we deploy Vygotsky's concept of perezhivanie to trace the reader identities and engagement responses to reading of an Indigenous Australian student over three years. Current research has given insufficient attention to students' evolving reader identities and the significant personal moments that contribute to their identities. As a theoretical concept, perezhivanie provides a holistic unit of analysis that foregrounds the interconnection between emotional experiences, identities and reading (dis)engagement. The data were drawn from interviews with Lisa and her teachers, classroom observations of Lisa and her peers, and survey responses collected over three years. Based on this rich data set, we identified key events in Lisa's experiences as a reader (her perezhivaniya), and how she relived and reflected on these events over time. The findings highlight the uncertain and dramatic nature of Lisa's reading experiences and her evolving reader identities. In forging her reader identities, Lisa dealt with how others perceived her as a reader and whether they thought she was capable of reading. Her case shows how a key task in the life of a child, such as becoming a reader, occurs as a dramatic series of connected perezhivaniya across different times and in different contexts.

The Simulated Self \u2013 Fiction Reading and Narrative Identity

How do participating in a work of fiction and imagining a fictional world intertwine with the reader’s life? I develop an account that explores the relation between fiction reading and the reader’s narrative identity. Starting with an investigation of Paul Ricoeur’s account of narrative identity and of Kendall Walton’s account of the nature of representations, I develop my own model of fiction reading. My account is based on two starting assumptions: first, that human beings are entangled in stories, and second, that emotions are complex and have a narrative structure. I argue that during the reading process, the fiction reader creates her own narratives which contain not only the story provided by the work of fiction, but also event sequences from their own experiential memories. I investigate the creation and the influence of self-conscious emotions which are generated during the reading process, especially when a reader identifies with a fictional character from within. I consider how and why these fiction-induced emotions can continue after the reading is finished, and how these emotions can motivate the reader to engage in self-reflection and to refigure her self-narrative. My account examines a new topic: the interactive influence of fiction reading and the fiction reader’s narrative identity.