Reader Response Research Articles

Reader Response: Predictive Model for Estimating the Risk of Epilepsy After Aneurysmal Subarachnoid Hemorrhage: The RISE Score.

Reader Response: Predictive Model for Estimating the Risk of Epilepsy After Aneurysmal Subarachnoid Hemorrhage: The RISE Score.

Reader Response: Statin Therapy for Secondary Prevention in Ischemic Stroke Patients With Cerebral Microbleeds.

Reader Response: Statin Therapy for Secondary Prevention in Ischemic Stroke Patients With Cerebral Microbleeds.

Reader Response: Predictors of Seizure Recurrence in Women With Idiopathic Generalized Epilepsy Who Switch From Valproate to Another Medication.

Reader Response: Predictors of Seizure Recurrence in Women With Idiopathic Generalized Epilepsy Who Switch From Valproate to Another Medication.

Reader Response: IV Thrombolysis in Basilar Artery Occlusion: Outcomes and Comparison With Endovascular Thrombectomy

Reader Response: IV Thrombolysis in Basilar Artery Occlusion: Outcomes and Comparison With Endovascular Thrombectomy

Reader Response: Apathy After Stroke: Incidence, Symptom Trajectory, and Impact on Quality of Life and Disability

Reader Response: Apathy After Stroke: Incidence, Symptom Trajectory, and Impact on Quality of Life and Disability

Reader Response: Apathy After Stroke: Incidence, Symptom Trajectory, and Impact on Quality of Life and Disability

Reader Response: Apathy After Stroke: Incidence, Symptom Trajectory, and Impact on Quality of Life and Disability

So Much Depends Upon a Cup of Coffee: A Reader Response Analysis of Eliot’s “Sweeney among the Nightingales”

T.S. Eliot’s poem “Sweeney among the Nightingales” is a short dramatic monologue that introduces Sweeney as rude and cruel character, in a setting where he interacts with several women referred to as ‘Nightingales’ in a brothel. Sweeney finds himself involved in a cunning plot in that brothel. He is seduced and given alcohol to impair his judgement. To thwart the conspiracy against him, he has to have a cup of coffee to help him remain awake. By having one of the women drop the cup of coffee, Eliot paves the way for unconventional reading of the text that focuses on the unmentioned spilled coffee in the poem. The unmentioned spilled coffee becomes more important than the cup of coffee dropped by the woman in the Spanish cape. For the absence of coffee at the end of Sweeney’s late night activities deters his sobriety; helps the conspirators to attain their goal, and further contributes to the theme(s) of the poem.

Predicting subjective ratings of affect and comprehensibility with text features: a reader response study of narrative poetry.

Literary reading is an interactive process between a reader and a text that depends on a balance between cognitive effort and emotional rewards. By studying both the crucial features of the text and of the subjective reader reception, a better understanding of this interactive process can be reached. In the present study, subjects (N=31) read and rated a work of narrative fiction that was written in a poetic style, thereby offering the readers two pathways to cognitive rewards: Aesthetic appreciation and narrative immersion. Using purely text-based quantitative descriptors, we were able to independently and accurately predict the subjective ratings in the dimensions comprehensibility, valence, arousal, and liking across roughly 140 pages of naturalistic text. The specific text features that were most important in predicting each rating dimension are discussed in detail. In addition, the implications of the findings are discussed more generally in the context of existing models of literary processing and future research avenues for empirical literary studies.

Utopian Method

We analyze reader responses to Tove Jansson’s The Summer Book to suggest the novel offers a platform from which to imagine new, often utopian, thresholds of aging and intergenerational relationships. We suggest the way literature encourages utopian thinking is two-fold, allowing readers to reflect on the current state of the world around them and encouraging them to reimagine new possibilities. The aim of the reading groups was to use the novel to reflect on current age norms – socially, culturally, and politically – and reimagine new social futures relating to intergenerational relationships. In this paper, we discuss the findings from using The Summer Book as a platform to discuss attitudes to aging, time, intergenerational relationships, and age expectations. Participants opened up a number of avenues to reimagine age expectations, categories, and relationships, whilst also relating the fiction to their own experiences, which then often translated into discussions of how age-based stereotypes and intergenerational relationships need to be radically rethought. There were three main themes that we identified from these discussions: 1) countering age-expectations on the intergenerational island, 2) creating counter-narratives through the character of the Grandmother, 3) using the novel’s relational behaviors and practices to imagine better futures for intergenerational relationships.

Beyond the panel: cinematism and affective responses in Itō Junji’s Tomie

ABSTRACT Itō Junji has been a renowned horror author since his work Tomie was released in the late 1980s. Tomie tells the story of an eponymous vengeful entity who, after being killed by her classmates on a school trip, leads men she encounters to madness and to her assassination which leads to her multiplying and being reborn again. Previous studies have focused on gender-based readings of the violence and body-horror elements in Tomie, yet little attention has been given to how this latter works in tandem with other elements as affective devices. By drawing upon several concepts related to affect, this paper analyzes the use of horror manga to evoke affective and somatic responses in readers. It shows that the manga’s use of panelling and composition techniques associated with cinema plays an essential role in the creation of dread and anticipation. Additionally, the exploration of abjection and body horror reveals how these contribute to the reader’s responses which oscillate between sympathy and somatic empathy. Ultimately, this study highlights how horror manga, as a visual medium with cinematic traits, can elicit responses in readers similar to horror cinema and offers a potential theoretical framework for the broader study of horror manga.

Reader Response: Utility of Acute and Subacute Blood Biomarkers to Assist Diagnosis in CT-Negative Isolated Mild Traumatic Brain Injury.

Reader Response: Utility of Acute and Subacute Blood Biomarkers to Assist Diagnosis in CT-Negative Isolated Mild Traumatic Brain Injury.

Reader Response: Patient Travel Distance to Neurologist Visits

Reader Response: Patient Travel Distance to Neurologist Visits

Words and Attitudes of the Heart: The Emotional Content of Christian Nationalist Communications

Christian nationalism has emerged as an important component of the relationship between religious identities and political attitudes. While several studies have analyzed the constellation of Christian nationalist elites and the effects of Christian nationalist orientations on public opinion, to date no study has explored how Christian nationalist elites message to the public or what effects these messages have. Moreover, the current literature lacks comparisons of Christian nationalism to other similar orientations. This study uses content analysis to compare the content and use of emotion language of Facebook messages of Christian nationalist, Christian Christian nationalism (CN) opposition, and patriotic groups. I find that these groups focus posts on issues that are stereotypical to the group identity, and that the use of emotion language differs by topic and group type. Additionally, groups’ use of emotion language shifts the emotional responses of readers, especially in Christian nationalist groups. This study adds to our understanding of the role of emotion in social media communications and the effects of social media communications on readers.

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.

Literary Interpretation and Divination: Visual Adaptation in the Edgar Allan Poe Tarot

Abstract Rose Wright and Eugene Smith’s Edgar Allan Poe Tarot follows the basic structure of the Rider-Waite-Smith (RWS) tarot system. Each of the cards features an illustration by Smith that draws inspiration from and visually adapts an element of Poe’s work, depicting imagery, characters, and narrative moments. This tarot deck synthesizes these two distinct and interconnected types of “reading,” with the accompanying guide providing both an interpretation of the card’s significance drawing on the larger RWS system and critical literary analysis that connects Poe’s work to the specific card and its interpretation. The active engagement of reader response presents a wide range of interpretive possibilities and ways of connecting with and responding to Poe’s work through visual adaptation and the self-reflection central to the tarot tradition.

The Effects of a Direct Instruction Curriculum Sequence on the Reading Comprehension Responses of Early Readers

Reading comprehension is critical for early learners’ academic success. Derived relations are an important feature of reading comprehension within the science of behavior because reading comprehension involves experientially acquired derived stimulus relations (Helou-Care, 2008; Neves in Behavioral Interventions 38:376–400, 2023, Park, 2005; da Silva in Experimental Analysis of Human Behavior Bulletin 24:1–8, 2006). That is, derived relations pertain to a learner demonstrating comprehension by making untrained connections to previously trained stimuli (e.g., words). For example, a learner who is trained that “kitten” is a type of “cat” and that all “cats meow” should then be able to demonstrate the untrained connection that “kittens meow.” The purpose of this study was to investigate the effects of the Corrective Reading Comprehension (CR) curriculum, which employs an instructional sequence involving derived relations, on reading comprehension responses entailing derived relations. Four typically developing first-grade students were the participants in this study and the students were divided into two dyads. The principal researcher instructed each dyad on each of the five lessons of CR until mastery was obtained and then conducted postprobes on the dependent measures that were metaphors, derived relations from sentences, derived relations from letters/numbers, and implicit/explicit comprehension questions. The researchers used a delayed multiple probe design across 1st-grade dyads to assess the effect of five CR lessons on derived relations and reading comprehension responses of the participants. Posttest assessments showed gains for all four participants. The article concludes with a discussion of the main findings, implications for future research, and the limitations of this study.

Research on Overseas Dissemination of the English Translation of To Live Based on Sentiment Analysis and Topic Mining

Against the background of today s deepening global literary exchange and translation field, a thorough investigation into the international readers responses has become an important task. In this context, this study takes one of Yu Hua s masterpieces, To Live, as a case study, and systematically examines overseas English-speaking audiences reviews of the English translation of To Live on major international book sales and review platforms. The study covers more than 900 English readers comments, including multiple steps of data preprocessing, data description, sentiment analysis and topic mining to obtain comprehensive and in-depth conclusions. The findings of the study show that overseas English readers generally hold a positive attitude towards the English translation of To Live. The comments focus on various levels such as cultural background, writing style, translation, wisdom and emotional experience conveyed by the work, reflection on the novel s main themes, and recognition of the author. This finding reflects the wide resonance of To Live among international readers, and also provides strong empirical support for the global dissemination of Chinese literature.

Using Companion Texts to Widen Student Perspective Across the Curriculum

This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.

Reader Response: The Brain Health Imperative in the 21st Century—A Call to Action: The AAN Brain Health Platform and Position Statement

Reader Response: The Brain Health Imperative in the 21st Century—A Call to Action: The AAN Brain Health Platform and Position Statement

Reader Response: What Is the Ideal Brain Criterion of Death? Nonclinical Considerations: The UDDA Revision Series.

Reader Response: What Is the Ideal Brain Criterion of Death? Nonclinical Considerations: The UDDA Revision Series.