Reading Project Research Articles

From Readers to Creators Secondary Students’ Perceptions of Creating Digital Stories: Challenges and Potential Benefits

This study explores the benefits and challenges of creating digital stories as experienced by Hungarian secondary school students who participated in an international digital‑social reading project and who translated their shared reading experience into a digital narrative. In pursuit of finding connections between the digital stories and their creators, a focus group was held to gain data regarding students​’​ lived experiences with creating digital stories. The findings of this qualitative study may dispel some doubts about using digital narratives in the classroom and present the creation process in a way that makes it approachable for teachers and students alike. Some teachers find it difficult to take even ​small steps towards a more digitised classroom environment, so for those practitioners, deep‑diving into this fully realised ​digital‑social reading project and its outcome will prove useful as a resource.

Instructional Leadership Support and Community-Based Reading Projects: Basis for Development of Outcomes-Based Approach

Instructional Leadership Support and Community-Based Reading Projects: Basis for Development of Outcomes-Based Approach

New Ways for Doing Extensive Reading: Hyperlearning and Cultural Context

Extensive reading is an effective approach to learning reading. However, this approach is sometimes criticized since it is difficult to measure the improvements in learners’ reading skills. This is due to the primary objective of extensive reading being "reading for pleasure." A refreshment is needed regarding the learning process by adding some supplements to the learning activities. This paper proposes a fresh perspective on implementing an extensive reading project by incorporating the concepts of hyperlearning and cultural context-based reading. Hyperlearning is leveraging technology to improve the reading experience while also solidifying a profound value whilst the cultural context involves selecting texts that are relevant to the interests or background of the learner. By incorporating this approach into their learning experience, learners can improve their language skills while enjoying a more dynamic and personalized learning experience. In this way, learners will cultivate learning habits that are called "hyperlearners".

The Read Everything Michael White Published Project

This paper tells the history of The Read Everything Michael White Published Project, in which I read all the works available to me that were published by Michael White, the co-originator of narrative therapy. I describe the reading project’s conception, its effects on my work, some practices that Michael White believed were useful for therapists, tips for others considering a reading project of their own, and new initiatives this project was generative of in my work.

Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis

This study explored the manifestation of multifaceted emotions, sources of emotions, and emotion regulation strategies of college EFL learners participating in digital collaborative academic reading projects. Data were collected through a vignette-based survey that was comprised of 19 episodes of authentic emotion-inducing scenarios among 72 Chinese EFL learners, supplemented by semi-structured interviews with 16 participants. While the results showed a relatively balanced distribution of positive and negative emotions, anxiety, nervousness, and happiness were found to be the top three most commonly experienced emotions. The study identified three sources of positive emotions including topic interest, experiencing mastery and achievement, and recognition from other groups. The findings also revealed factors inducing negative emotions in digital collaborative academic reading: reading difficulties, challenges in interacting with group members, low-quality feedback from external groups, online learning environment and technology issues, and time pressure. Furthermore, the study extended the literature on emotion regulation by developing a comprehensive taxonomy of six categories of strategies (i.e., co-regulation, cognitive change, response regulation, attention deployment, task-related regulation, and situation modification) tailored to the context of digital collaborative academic reading. These findings can offer practical guidance for enhancing social-emotional interactions in technology-enhanced collaborative academic reading.

O ensino de estratégias de leitura em anos iniciais para a formação de leitores profissionais em indexação: mapeamento sistemático de literatura

Reading strategies help the professional reader to read faster and considering the author’s ideas and, to develop them, prior knowledge of the reading strategies taught in the initial years of training is necessary. To study the reading strategies taught in the early years, understand how they are used and what contributions they bring to training a professional reader, a qualitative literature review research was carried out, using the systematic mapping methodology, which made it possible to survey relevant research on the topic of interest. It was found that reading is considered very important for the integral formation of the student, and is one of the main means of access to knowledge, and that the use of reading strategies enable greater textual understanding. It was found that the prior knowledge brought by the student is also fundamental for the process of understanding the text, and is essential for the formation of good readers. In conclusion, guaranteeing libraries in schools with librarianship professionals to carry out reading projects together with teachers and students is essential, and pursuing the continuing education of teachers, so that they can improve their pedagogical practices, is paramount.

WRITING AND READING

This article aims to present the Writing and Reading Project: a Right for Everyone, developed by me for Escola Municipal Expedicionário Aquino de Araújo. The genesis occurs from concerns and questions as a teacher in the Municipal Networks of Rio de Janeiro (1990 to 1995) and Duque de Caxias (since 1987) in relation to learning to read and write by students and teaching by teachers. Throughout the work, the importance of orality is proposed, for two reasons: it precedes writing and is forgotten at school for the construction of a good text. Speaking and writing as different discursive practices in the same linguistic system. Writing as a point of arrival, as it is carried out in the social sphere. Thus, students are guaranteed the use of their citizenship and taught how to produce texts in the most varied situations. Writing will be given relevance because we live in a literate world where different textual genres circulate. How to teach without the main tool? The text. In this case, the literary text. Another occupation is the path to be taken between the starting point and the arrival point: the student's difficulty in elaborating, concatenating and articulating ideas to develop or transcribe what is thought. How to coordinate all this? How to understand and produce a text without other skills: listening, speaking and reading? Another relevant point is the teaching of grammar in the text, that is, the teaching of grammatical content through the handling of texts. Is Productive Language Teaching possible, filled with reflective activities, that is, creating epilinguistic analysis activities?

Developing Project-Based Learning-Based eBook "Critical and Creative Reading" to Improve Students' Critical Thinking Skills

This study aims to examine the feasibility and effectiveness of the development of electronic-book-based Critical and creative reading project to improve students ' critical thinking skills. This study was developed based on the Research and Development (R&D) model by Brog and Gall. The stages conducted in this study were (1) needs analysis, (2) planning, (3) development, (4) product validity, (5) revision, (6) response test, (7) revision, and (8) final product development. The product validity was assessed by two experts in teaching materials and graphs as the validators. The result of the validity assessment was then processed using the five-scale formula. The revision was done to meet the validators’ suggestions. Response test was conducted with students of the Indonesian Language Education Department of Universitas Ahmad Dahlan. The test results were processed using the AIKEN V formula. A revision was then made to meet students’ suggestions obtained from the test. At last, a trial was carried out to measure the effectiveness of the product in order to become the guideline to develop the final product.The research findings were as follows: (1) the lecturers and students in learning critical and creative reading in higher education expected teaching materials that were easily accessible, electronic, and collaborated with one of the learning models so that they were able to measure the success rate of the critical and creative reading process; (2) product development was carried out through the activities of designing materials, models and evaluations that were developed in a product, as well as designing electronic books in accordance with the results of the needs analysis; (3) the appropriateness test results by the material experts obtained 3.40 in the good category and the layout expert scored 4.65 with a very good category. The results of the response test for students after being calculated with the Aiken V formula obtained a score of 0.85 – 1.00 with a very good category. The results of the experimental test showed that the posttests of the control and experimental classes obtained results of 0.001, which showed <0.05, so H0 was rejected. Students' critical thinking skills after the treatment were significantly different. Therefore, the teaching material developed was effectively used to improve students' critical thinking skills.

Enhancing Literacy: A Comparative Analysis of the Effectiveness of Project Bear and Arangkada Pagbasa Reading Interventions in Claver National High School (S.Y. 2022-2024)

This study evaluates the effectiveness of two reading intervention programs, PROJECT B.E.A.R and ARANGKADA PAGBASA, implemented in Claver National High School over two academic years (2022-2024). The Philippine Informal Reading Inventory (Phil-IRI) pretest initially identified many students as struggling readers. Post-intervention results indicated a marked improvement in reading skills, demonstrating the effectiveness of both programs. The study highlights the importance of collaborative efforts involving teachers, parents, and the local government unit (L.G.U.) in addressing reading difficulties. Comparative analysis of both programs offers insights into effective strategies for enhancing literacy among high school students.

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Whether or not extensive reading transforms Vietnamese university students’ attitudes towards reading using a tri-component analysis model is an uncharted area. This study delved into the reading attitudes of English majors concerning their cognitive, conative, and affective dimensions through a two-month extensive reading (ER) project. Participants were composed of 26 first-year students at a large urban university in Vietnam. Research instruments included a pre-project questionnaire, a post-project questionnaire and book records. The findings revealed a positive change in the students’ reading attitudes, characterized by reinforced belief in the benefits of reading, heightened positive feelings, and an increased intent to read. Recommendations for practice and further research were provided and discussed.

Queerowy <i>life writing</i> a dyspozycje krytyczne

This article attempts to analyze the contest diaries written by LGBTQ+ individuals published in the collection <i>Cała siła, jaką czerpię na życie</i> [All the Strength I Muster to Live] (2022) from the perspective of life-writing strategies, the production of auto/biographical subjectivity, and the specific positioning of the authors in relation to the poetics of the contest monograph. The published testimonies are set in the scheme of both literary and sociological traditions of Polish diary writing from the 1930s. The text also draws on the project of anxious reading by Astrid Rash, through which, in the process of critical reading, it becomes necessary to activate individual areas of “selective empathy” towards the stories about experiences of violence and marginalization contained in the diaries. Keywords: competitive diary writing, LGBTQ+, life writing, anxious reading

서 평] 영어 성경 번역을 위한 문법적 읽기에 대한 제고

In order to translate the English Bible, Firstly, needs to know how to read the English Bible. It is necessary to look at how the book was structured for grammatical understanding as the basis for reading, the first process of translation. In this respect, the English Bible Reading Project can be seen as a good textbook to enhance the understanding of the English Bible of general learners and believers. However, there was a regret that the explanation was not possible without utilizing the unique style of the Bible because grammar was important.

Sites of Book Memory: Czech Home Libraries under the Communist Regime (1948–1989)

ABSTRACT The study explores the social and political role of Czech home libraries during the communist era (1948–1989). Analyses of qualitative data from existing oral history reading projects and methodological impulses of memory studies serve as grounds for multiple interpretations of this specific role. Home libraries can be considered as a counterreaction to the official propaganda and to regular purges of politically unsuitable books from public libraries; a reflection of building up alternatives to the centrally controlled public sphere; and perhaps even as a form of book consumers’ need for hoarding as a reaction to the shortage of desirable volumes on the state-operated book market. However, we argue that the persistent position of Czech home libraries as the depository of social and cultural capital can be traced in the enduring, nearly cultic veneration of the book and reading in the Czech book owners’ book memory.

TEACHING DRAMA IN A HYBRID CLASS

Although drama is meant to be performed, due to the pandemic situation, it cannot be done. Beside a government regulation about the maximum number of people who gather in a class or a room, the variants of Covid-19 virus are not easily handled. But still, educators should conduct their learning process well. Some universities in Indonesia have also shifted the online learning into a hybrid one. However, conducting a hybrid class especially in relation to drama was quite challenging. Some real problems appeared and educators should be able to solve them. This article discussed those issues including some good practices to create a meaningful drama class. Data were collected through a questionnaire which included cognitive, behavioural, emotional engagement, motivation and time management. The problems covered the audibility, bad internet connection, less attention and lack of technological tool. Two of the good practices done were a dramatic reading project and gamification to facilitate students who attended the class physically or virtually.

Translating Dark into Bright: Diary of a Post-Critical Year.

This is an account of a reading project that began in February 2020. Australia was burning, a pandemic was simmering, the two of us were early in our PhD journeys at the Melbourne Law School. Already, we felt exhausted by critical theory which seemed to amplify the affects we felt all too intensely. Our reading project began as an attempt to find and inhabit texts that might move beyond critique, that might allow us to find wonder and vitality in legal theory. Taking up the literary critic Rita Felski's invitation to craft a post-critical reading practice, our reading list evolved iteratively to encompass themes and concerns that we identified as possibly correlating with said practice. It evolved too, in conversation with Melbourne, as the city journeyed through different stages of the pandemic. Constantly changing restrictions changed the ways in which we met and conversed, influencing in turn the texts we chose to read and the manner in which we read them. In this account, we pay attention to the time and place of our encounters with these interlocutors, and to the feelings these encounters generated. As such, this article takes the form of a series of (revised) diary entries: first written in 2020, then revisited in the corresponding months of 2021. What we hope emerges from these entries is a sense of how these theoretical texts train us to live in a world undergoing a compounding series of crises - and, perhaps, to imagine that world otherwise. In a more jurisprudential register, we hope that our experiment will identify the methods these texts might give us for (re-)engaging with law in a spirit of wonder and vitality.

Approaching literary connectivity: Early reflections on a Shared Reading intervention in the light of postcritical thought

AbstractDuring recent decades, numerous studies have examined uses of art and literature in the context of health care and preventive interventions. In a recent, large‐scale review of current evidence within the field, the World Health Organization (WHO) concluded that art and culture are vital resources for health promotion, and should be included in health care programs and initiatives to a greater extent than is the case today (Fancourt & Finn, 2019). This article zooms in on “Shared Reading,” a literature‐based intervention developed by the Reader Organization. More specifically, we look at a Danish Shared Reading project for male seniors—“Read, Man!”—that aims to reduce loneliness and isolation among men in the age group of 65–75 in view of the fact that men of this age range have increased risk of developing depressive symptoms in connection with retirement (Noh, Kwon, Lee, Oh, & Kim, 2019). A systematic analysis of the project's data has yet to be undertaken. During this early stage, however, we describe the project and tentatively approach its data and potential health benefits while drawing on the affordances of postcritical thinking and an analysis centered on what we call literary connectivity.

An exploration of project-driven cultivation of students’ innovative ability in college English teaching

Innovation ability is an integral part of students’ comprehensive ability. Compared with students majoring in engineering, students majoring in arts should pay more attention to the improvement of innovation ability in training. This paper expounds the significance of project driven in the cultivation of college students’ innovation ability, introduces the goal of cultivating students’ innovation ability in college English teaching, discusses the implementation path and optimization strategy of the project from three aspects of reading project, writing project and speech project, and explores the talent cultivation mode that conforms to the characteristics of college English teaching and acknowledges the social needs.

Working at the intersection of research and practice: The love to read project

There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ evaluation of this process, set within the context of a longer-term research-practice partnership in the UK. This paper discusses the benefits, challenges and methodological considerations associated with research-practice partnerships. Implications for future research-practice partnerships are highlighted, as are lessons learnt for those interested in working collaboratively and productively at the intersection of research and practice.

A Critical Perspective On Reading Projects Implemented In Schools

Bu araştırmada okullarda uygulanan kitap okuma projelerinin değerlendirilmesi amaçlanmıştır. Araştırmada durum çalışması yöntemi kullanılmıştır. Projeler ildeki Millî Eğitim Müdürlüğünden temin edilmiştir. Elde edilen 61 proje dokümanı içerik analizine göre çözümlenmiştir. Araştırmada projelerin daha çok ortaokul öğrencilerine yönelik hazırlandığı belirlenmiştir. Yine bu projelere en çok katılımın ortaokullardan olduğu bulgulanmıştır. Projelerin hedef kitlesi çoğunlukla öğrencilere, az bir kısmının öğretmen ve velilere yönelik olduğu belirlenmiştir. Okuma projelerinin çoğu sadece bir okulda yürütülmüştür. İl ve ulusal düzeyde yürütülen proje sayısı sınırlıdır. İlkokul, ortaokul ve lise projelerinde öğrencilere okumaları için birbirinden farklı kitaplar ile 100 temel eser listesindeki kitaplar sunulmuştur. Bunun yanında bazı projelerde okunacak kitaplar kişisel tercihlere bırakılmıştır. Projeler kapsamında yapılan etkinliklere bakıldığında okuma etkinliği, kitap sohbeti, resim yapma, kitap sınavı, drama, söyleşi, kitabı anlatma, film izleme, panel, yazar ile söyleşi, soru-cevap yapma, yazı yazma, pano hazırlama, kitap yorumlama, kitap seslendirme ve kitap sunumu gibi çalışmaların yapıldığı belirlenmiştir.

Critical Success Factors and Performance of NGO Education Projects in Rwanda: A Case of USAID Soma-Umenye, Early Grade Reading Project

The general objective of this study was to establish the influence of critical success factors on the project performance of a non-governmental organization’s education project in Rwanda USAID’s Soma-Umenye project. This study was carried out using qualitative and quantitative methods because combining both methods provided the necessary triangulation. It has been noted that many projects end up failing in most cases. This issue of poor performance of projects is not a new phenomenon. More often than not, this frustrated project proponent like the stakeholders and their beneficiaries. The literature review does not reflect the relationship between key critical success factors and project performance; this research aims to fill this gap because it is critical for project practitioners to understand the degree of relationships between critical success factors and project performance in order to focus on the right factors at the right time to achieve the desired project success. The study used a sample of 96 respondents from the target population of 2,278 USAID Soma-Umenye employees and clients. SPSS was used to analyze the data, which was then presented in the form of tables and other graphic presentations of frequencies, means, deviations, correlations, and regressions. A strong positive relationship between management support and project performance was discovered, with a correlation coefficient of.850**. Second, a positive relationship between project planning and project performance was observed with a correlation coefficient of.540**; however, a negative relationship between trained personnel and project performance was observed with a correlation coefficient of -.389**. Similarly, the study found that effective communication is positively related to project performance, with a correlation coefficient of.294**, and that all findings are statistically significant because the Sig. (2-tailed) p-value obtained was less than 0.01. The study findings concluded that critical success factors such as management support, project planning, trained personnel, and effective communication have a significant impact on project performance, as evidenced by the strong correlation between the two variables. The research recommended that staff should be trained in the technical aspects of the projects they are working on in order to ensure the sustainability of the NGO's project performance. Keywords: Critical success factors, Management support, Project performance, Project planning, Training