Joy Of Reading Research Articles

LOOKING THROUGH THE LENS OF READING COMPREHENSION IN ENGLISH EDUCATION: CATCH-UP FRIDAYS IN FOCUS

The main purpose of the study was to recognize the individuality of each student’s learning approach and classified students based on their reading levels. This thoughtful categorization enabled the school to tailor activities, ensuring that every student could participate in meaningful learning experiences on Catch-Up Friday. Schools paused regular classes to immerse the entire school in a reading-focused day. This study provided an opportunity for each kid, regardless of reading proficiency, to have a personalized plan for the day centered on the joy of reading. Activities were planned to meet the children’ reading levels. For novices, comfortable reading areas with bright picture books were built. Intermediate readers engaged in group reading sessions, while advanced readers were assigned more difficult topics. Teachers gave support suited to each student’s reading level throughout the day. In addition to academic catch-up, Catch-Up Friday aims to promote a love of reading. The primary focus of this study was the elementary program teachers who participated in catch-up Friday activities. Each member teaches in a particular public school in Davao City. These participants have been teaching reading for more than five years, and they are presently teaching in the 2023–2024 school year. Ten people in all are included in this study and will participate in a concentrated group discussion and in-depth interview. The information obtained from the IDI and FGD is meticulously documented and converted into an organized summary of the participants' answers. Three themes emerged from the data analysis: the significance of reading comprehension, the need to adapt one's reading techniques, and the imposition of strong incentive. KEYWORDS: Learning, strategies, comprehension, elementary, teachers, reading, education, program, intervention

Bookhive: Virtual Society for Readers

In an era marked by technological advancements, the research endeavors to revolutionize the traditional paradigm of library management by introducing a comprehensive virtual society for readers enriched with digital features and user-centric functionalities. This system comprises multiple interconnected modules designed to enhance the overall library experience for both administrators and patrons. The core Library Management Module streamlines book cataloging, user management, and inventory tracking, optimizing the operational efficiency of libraries. Concurrently, the Mobile App Module extends the library’s reach beyond physical boundaries, offering a user-friendly platform for on-the-go access to resources, virtual book clubs, and personalized recommendations. The Community Engagement Module fosters a vibrant literary community by facilitating discussions, author-reader interactions, and collaborative book recommendations. The Delivery and Rare Books Module ensures accessibility by enabling users to request book deliveries and notifying them of rare book availability. Furthermore, the User Profile and Customization Module empowers patrons to personalize their library experience, from user registration to preference settings. This research is not merely a technological overhaul but a gateway to a more dynamic and inclusive library ecosystem, embracing the digital age while preserving the essence of community, engagement, and the joy of reading. With data-driven insights, personalized features, and an emphasis on community building, our Library Management System represents a forward-looking approach to redefining the role of libraries in the modern world, ensuring they remain vibrant hubs of knowledge, connection, and literary exploration.

Literacy, racial capitalism, and the politics of good feeling

ABSTRACT This article advances a deeply political and material understanding of feeling in the context of racial capitalism. Informed by Ahmed’s work on the ‘politics of good feeling’ (2008, 1) and Gilmore’s concept of ‘infrastructure of feeling’ (2022, 490), we interrogate how feeling is regulated in everyday literacy contexts through two examples: 1) the history of the phrase ‘joy of reading’ and its use in a text for teachers and 2) a vignette in which youth were expected to use digital media to share their grief. Both examples show how liberal sentimentality works to control unruly or unhappy feelings that disrupt the democratizing fiction of white progressivism. With a deeper understanding of the infrastructure of feeling as an analytic intervention drawing on liberatory histories and struggles, educators can work to transform these spaces into arenas of emotional negotiation and emancipation, thereby countering the oppressive reach of racial capitalism.

Do Key Predictors of Academic Resilience Differ Across Cultures? Evidence From Korea and the US

This study aimed to compare key predictors of academic resilience in the distinctive socio-cultural contexts of South Korea and the United States, employing a machine-learning-based random forest technique. Using PISA 2018 data, we focused on students in the bottom 25% of family socioeconomic status, totaling 1,654 in South Korea and 1,175 in the US. The results showed that individual factors, such as meta-cognition, joy of reading, self-concept of reading, and work mastery, were ranked highly in both countries. On the other hand, self-efficacy and students’ expectation of higher education were specific to Korea, while fixed mindset and meaning in life were specific to the US. Based on these findings, this study highlighted the need for culturally responsive policies to nurture academic resilience among disadvantaged youth.

Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability

Background: 
 Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country.
 Methodology: 
 This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children.
 Findings: 
 The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity.
 Conclusion: 
 This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability.
 Originality: 
 The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.

Morning reading for the whole school

When the students enter the class room at 8 am. they begin their day with half an hour of silence. Silence in the good, intense way, which signals immersion, practice and contentment. 30 minutes of reading every morning at the start of the school day has meant a great improvement of the reading development amongst Danish students. The outcome is competent and fast readers. Further more the children and young adults maintain their joy of reading and the problem with book droppers is countered. Morning reading is a help to all students: the talented, the weak and the immigrants.

INTERWEAVING CHARACTER EDUCATION IN ENGLISH TEXTBOOK OF SENIOR HIGH SCHOOL

This research is aimed at find out the character education values in reading materials of English textbook which is published by Yudhistira and Tiga Serangkai. This research used the textbook that is used by the eleventh grade of Senior High School as a handbook. This study is a descriptive qualitative research by doing content analysis. In conducting the research, the researchers analyzed the reading materials provided in the textbook by analyzing the material and determined the genre and character education value of the text. Throughout the analysis, the researchers found 15 character education values are inserted in reading text material, involve: Friendly, Social Care, Love Peace, Curiosity, Religious, Joy of Reading, Tolerance, The Spirit of Nationality, Love Homeland, Creative, Discipline, Rewarding Achievement, Hard Work, Environmental Care, and Responsibility. The teachers assess the character education values directly and joined with other evaluation, in the form of Affective. Therefore, the finding of this research is expected for the teacher to come up with the moral education which inserted in reading materials. Furthermore, in the future character education is intended can be developed and fully realized in the school practices.

Empty Pages and Full Stops: On the Aesthetic Relation between Books and Art

Books and artworks have a long common history. Written texts, as well as the joy of reading and the act of writing them, appeared in pieces of art from early Antiquity onwards, well before the current form of the book itself was invented. Apart from indicating readers and writers, the book had also become a basic symbol of culture, education, or the attribute of saints. On the other hand, there are many artists who create special books, i.e. special one-copy and one-edition volumes, not only containing the artist’s drawings or paintings but the whole assemblage of the book (and often even the paper itself) is the creator’s own work. From the Early Modern Age and especially from Romanticism onwards, the sketchbook of the artist grew rapidly in its importance. In this paper, however, I would like to survey another aspect: when the book, and especially its material property or physicality, serves as the basis of the creation of a novel artwork. In other words, I focus on pieces of art where the book is not simply a depicted motif or an attribute and it is not even a newly-created book-art object. Hence my current examination aims to analyze the phenomenon of the book, as how its materiality and referential ability may inspire the artist to further develop considerations on cultural, social and political issues. Works by Sophia Pompéry, Ákos Czigány, the art collective Slavs and Tatars, Jorge Méndez Blake and Carla Filipe are analyzed. Article received: April 15, 2019; Article accepted: June 23, 2019; Published online: September 15, 2019; Review Article

THE CHARACTER EDUCATIONAL VALUES AS SEEN IN ANNE BRONTE’S AGNES GREY NOVEL

There were some reasons why this research was carried out 1) to describe the setting of the novel entitled Agnes Grey and 2) to describe the character educational values reflected in the main character of Agnes Grey novel. The approach of this research was a qualitative study. The object of the research was a novel entitled Agnes Grey written by Anne Bronte. In the process of collecting data, the researcher used document analysis by reviewing some literary books. The data analysis technique was inductive content analysis. After analysing the data, the researcher found that 1) there were three types of settings found in the main character of Agnes Grey novel; they were the setting of place, time, and culture 2) the character educational values in this research consisted of religiousity, honesty, discipline, hard work, creativity, autonomy, democracy, curiosity, rewarding achievement, love peace, joy of reading, environmental care, social care, and responsibility.

“A ledicia de ler”. Historiografía, crítica e xornalismo

O artigo analiza o que supuxo, dende diferentes perspectivas, a sección “A ledicia de ler” que Casares mantivo no xornal La Voz de Galicia entre 1975 e 1992, cun total de máis de catrocentos artigos. Por unha banda, estúdase o seu valor como plataforma crítica fundamental para a articulación dun discurso historiográfico galego autónomo; en segundo lugar, a súa importancia no conxunto da produción do autor, na medida en que a sección canaliza a vocación de analista literario do primeiro Casares e vai evoluíndo con coherencia no seu proxecto creativo ata converxer de xeito natural nos artigos de “Á marxe”, síntese perfecta da estilística e da visión do mundo casarianas.

IMPLEMENTASI NILAI PENDIDIKAN KARAKTER PADA PEMBELAJARAN BIOLOGI DI SEKOLAH MENENGAH ATAS

This research aims to describing the implementation of character education value in Biology lesson at Senior High School in Muara Enim Regency in respect to planning and implementation aspects of learning. The research subjects consisted of three Biology teachers determined by purposive sampling technique. Data collection techniques are used audiovisual materials and documents. Data were analyzed by transcription, coding and verifying data. the results of this research show that the implementation of character education value in Biology lesson on the aspect of planning and implementation consists of three things, namely 1) the values ​​designed and implemented by Biology teachers consists of discipline, curiosity, and responsibility, 2) values ​​designed but not implemented are discipline, creative value, curiosity value, and joy of reading, and 3) values ​​that are not designed but implemented are discipline, hard work, reading, and responsibility. In general, Biology teachers are implemented character education value in learning through messages by using words. In addition, Biology teachers also have not utilized the learning materials at each meeting to develop the value of character education of the learners.

Meanwhile There Are Letters: The Correspondence of Eudora Welty and Ross Macdonald

Meanwhile There Are Letters: The Correspondence of Eudora Welty and Ross Macdonald

Emergent Readers and the Joy of Reading: A Finnish Perspective

Good reading skills are an essential part of everyday life. This article presents two Finnish projects JEKKU (2010-2011) and LUKUINTO (2012-2015) that aim to enhance children’s engagement and success in reading. The research results of these studies are described in this article from three perspectives: reading skills, reading materials, and reading interventions. The main aim of this article is to highlight how helping children to read and enjoy reading is not complicated. Our studies show that children who are interested in what they read, and experience pleasure and success while reading, are provided with comfortable reading places and enough time to concentrate on reading, read more and become confident readers. The basics of reading skills and the attitudes towards reading are created in the early years, so it is important to concentrate on making these reading experiences more interesting and enjoyable for all young children. This article is not a traditional research article, but collects the results of the two projects together and strives to give concrete tools for reading enhancement to all educators.

Writing “naturally in sentences”: The Joys of Reading F. Scott Fitzgerald

Abstract The 6 July 2011 keynote address at the 11th International F. Scott Fitzgerald Conference in Lyon, France, this article explores F. Scott Fitzgerald's natural affinity for sentence writing. From This Side of Paradise through The Great Gatsby and on into lesser-known contributions to Esquire in the late 1930s, Fitzgerald demonstrated that he was first and foremost a stylist and that the sentence, as Gertrude Stein recognized, was his métier. His style changed over the course of his career, but the essential components of his sentence writing remained the same: he believed in symbolism and imagery and in evoking mood and feeling. In the end, the best place to appreciate his talent for conveying both ideas and sentiments in sentence structures may be his Notebooks, in which he drafted some of his best-known, apothegm-like lines, including “Show me a hero and I will write you a tragedy” and “There are no second acts in American lives.”

Writing “naturally in sentences”: The Joys of Reading F. Scott Fitzgerald

Abstract The 6 July 2011 keynote address at the 11th International F. Scott Fitzgerald Conference in Lyon, France, this article explores F. Scott Fitzgerald's natural affinity for sentence writing. From This Side of Paradise through The Great Gatsby and on into lesser-known contributions to Esquire in the late 1930s, Fitzgerald demonstrated that he was first and foremost a stylist and that the sentence, as Gertrude Stein recognized, was his métier. His style changed over the course of his career, but the essential components of his sentence writing remained the same: he believed in symbolism and imagery and in evoking mood and feeling. In the end, the best place to appreciate his talent for conveying both ideas and sentiments in sentence structures may be his Notebooks, in which he drafted some of his best-known, apothegm-like lines, including “Show me a hero and I will write you a tragedy” and “There are no second acts in American lives.”

Information and experience: audio-visual observations of reading activities in Swedish comprehensive school classrooms 1967–1969

This study investigates reading activities in Swedish primary school classrooms during the late 1960s. Sound and video recordings of 223 Swedish lessons held between 1967 and 1969 are used to analyse the activity of reading as taught and performed. The results indicate that the practice of informational reading, often based on finding predetermined, explicit ‘facts’ in textbooks through individual, silent reading, was common. The practice of experiential reading, based on fiction, imagination and the joy of reading, was not only less common, but also often compromised by instrumental concerns. In the national curriculum of the time, the practice of informational reading was related to study skills and was intended to prepare all pupils for higher-level education. While often appearing over-proportioned, superficial and fragmented, these reading practices were still intentional objects of learning and teaching, and were grounded in the democratic and egalitarian ideals of Swedish post-war educational policy.

The joy of reading, the effort to get information and the wish to educate oneself

The joy of reading, the effort to get information and the wish to educate oneself

Explaining the difference between PISA 2009 reading scores in Finland and Estonia

The aim of the study was to explain the difference between the Programme for International Student Assessment (PISA) 2009 reading results for Finland and Estonia using characteristics of teaching and learning, and characteristics of the overall development of these countries. PISA data were collected via a reading test and student questionnaires from 4,729 students in Estonia and 5,810 students in Finland. Regression analysis made it possible to identify the speed of the rise in PISA scores in relation to the selected variables. The speed was multiplied by the value of the variable to calculate the effect of the variable. The effects of the joy of reading and the diversity of reading materials were greater in Finland, but the effects of metacognition and online reading activities were greater in Estonia. The countries had different values for several indices of development, and this was concordant with the difference in the PISA scores.

"The Joy of Reading" - An Intervention Program to Increase Reading Motivation for Pupils with Learning Disabilities

This study aimed to examine the effect of an intensive reading intervention on reading motivation. The intervention program, ("Joy of Reading"), was implemented in six 2 nd grade special education classes for pupils with learning disabilities, compared to a control group (n=108 pupils in total). The intervention program was created based on learning principles that were proven effective among children with learning disabilities, included intensive exposure to daily structured reading activities, encouraging pupils' involvement in various reading and writing activities. The reading activities included traditional children's literature from all over the world, exposing the pupils to different cultures while being sensitive to their own cultural values. Additional components, such as systematic exposure to schema story discourse, linguistic enrichment and social values, were added through various activities. At the end of the school year, both groups were assessed (the intervention and control groups) using three measures: Book preference, Quality of reading and Quantity of reading. The results indicate a significant difference between the intervention group and the control group in all three measures, confirming the hypothesis that intensive, systematic and structured exposure to reading helps pupils with learning disabilities adopt reading habits as an enjoyable way to spend time. The results also show a relatively more active reading routine is established enabling the improvement of readers' ability to reconstruct stories, analyze what they read, recommend it to their peers, and explain their choice Keywords: Joy of reading, Quantity of reading, Quality of reading, Reading motivation

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