Reading Practices Research Articles

LA LECTURA EXTENSIVA COMO FORMA DE ENSEÑAR ESPAÑOL

At present, the promotion of reading the literary text is aimed at forming the reading habit in students and integrating them in the different socio-cultural contexts where they interact; motivate them to experience reading activity from pleasure, to develop reading behavior in them. Owning this type of communicative activity, a person understands everything he reads, and responds adequately to what he has read, converting his thoughts in response. Reading any text in a foreign language and answering questions about the text or expressing their opinion about the read, the student learns the skills of monologue speech. In this article, the author considers the importance of extensive reading in the study and teaching of Spanish as a Foreign Language or any other foreign language, presents approaches to teaching reading that can be used in reading and parsing any text, introduces activities to be used in an extensive reading program, and analyzes the reading practices in the students of the 2nd year of E/LE at the Taras Shevchenko National University of Kyiv. The benefits of extensive reading include gains in reading and writing competence, growth of vocabulary, and increases in self-respect and motivation of students. Reading books can be a good way to acquire new vocabulary, see grammar in action and develop understanding of a language. It is important that the books are interesting to students and at a level appropriate to their reading ability.

Prácticas Cotidianas de Lectura en Estudiantes de Magisterio

ABSTRACT This article examines the daily reading practices of primary education teacher training students. With the aim to discuss the stigmatization attached to the quantity and quality of readings performed by this population, the daily reading practices of three female students from this teacher training institution were analyzed. The main results of the research show that, on a daily basis, teacher training students engage in multiple reading sessions which are associated with diverse meanings and social connections, and are culturally valuable within the concrete conditions of their lives.

Radically Re-Reading Youth Feedback With Anticolonial Black Feminist Critique

Many scholars have drawn on youth voice as a way of learning about educational inequity from the perspective of those closest to it. Yet, methodological engagements with youth voice tend to elide considerations of how coloniality and raciality operate in the very interpretive strategies leveraged to represent youth voice in academic knowledge produced about inequity. Following anticolonial black feminist critique and method-making, the inquirer turns to a radical reading practice for engaging youth feedback at a summer achievement program dedicated to promoting racial and educational justice and reversing summer learning loss. Key to this radical reading practice are methodological and analytical moves that: (a) pivot from earlier interpretations of youth feedback; (b) trace raciality in educational text to demonstrate how the text relies on modern signifying strategies that hide Man, his descriptive statements for existence, and the attendant power structures that facilitate global capital; and (c) consider how youth feedback illustrates coloniality and raciality at work within the out-of-school program. In all, the paper demonstrates how a black inquiry approach complicates educational equity’s federally mandated, state-monitored, and locally enacted pursuit at an out-of-school program to collectively consider alternatives to our current ethical-political education demands, and how we might engage the task of posing those alternatives.

Moveable types: Embodied letters in Soviet children’s “living newspapers” (1920s-1930s)

The article demonstrates the convergence of physical, literary, and political educational goals in early Soviet child correspondents’ performances of “living newspapers.” Drawing on notions of letters as “graphic bodies,” developed within the field of typography studies and social semiotics, it presents the 1920s Soviet educational development of embodied reading practices and the medium of living newspapers among children. It analyses a collection of the Perm-based illustrated pioneer monthly Zhivaia teatralizovannaia gazeta dlia pionerov [The Living Dramatized Newspaper for Pioneers], guidebooks for pioneer editorial boards, and visual materials from child performances, to discuss the implications of how the news performances turned the child correspondents’ bodies into living letter carriers.

Pendampingan Membaca Al-Quran Menggunakan Metode Ummi pada Mahasiswa Teknik Informatika di STT Wastukancana Purwakarta

The Ummi method can lead students and female students to be able to read the Al-Quran well and correctly according to the tajwid, in reality the underlying problems are low activity in studying the Al-Quran, lack of motivation to learn the Al-Quran, non-varied learning methods and models, and ability. reading the Koran is still lacking. In this community service activity, the author wants to research the extent to which female students read the Koran by carrying out various methods including: Lectures, questions and answers and demonstrations on the practice of reading the Koran. This technique is used to make it easier for female students to read and practice the Al-Quran, especially in family, school and community environments. The ummi method is one method of studying the Koran. Ummi itself means Mother, who remains patient and gentle. And you can invite all students from the LDK (Student Da'wah Institute) informatics engineering study program at STT Wastukancana to learn to read the Koran using the Ummi method. Easily, quickly and according to the tajwid. This ummi method is starting to motivate female students because the method is easy, fun and calms the hearts of the readers. After learning the Koran using the Ummi method, it is easy for students to memorize wherever they are, of course it will be easy to remember.

Problems Encountered by Bachelor's Level Students in Reading English Texts

Reading textbooks is challenging as our school-level courses do not teach students how to improve their reading comprehension abilities. They simply memorize the word meaning and question-answers. Also, they have no idea in improving their reading skills. Reading comprehension is still crucial for their academic and personal success but it is being ignored which motivated me to research this issue. This study aimed to explore reading problems encountered by bachelor-level students in English texts. I selected four students studying compulsory English at the bachelor level as the participants purposively from two constituent campuses of TU in Rupandehi. I adopted the phenomenological research method and in-depth interviews as major research tools for collecting information using the thematic analysis technique. None of the previous research is expressive and specific on this issue so, I intend to explore it. This paper reveals students' limited and unfamiliar vocabulary, lengthy texts, unfamiliar and uninteresting text, lack of inference skills, problems with reading fluency, lack of background knowledge about the text, inadequate intensive reading practices, lack of exposure to printed materials, complex sentence structure, and lack of reading habit as problems in understanding of English texts. Hence, it may contribute to enhancing the problems that bachelor-level students face in reading English texts.

Secondary-Level Teachers’ Perceptions of Difficulties in Teaching Writing Skills in English

The qualitative research, grounded in interpretivism, explored challenges in teaching secondary-level students writing skills in English. The study aimed to grasp English teachers’ perspectives through interviews. Challenges encompassed limited vocabulary, incorrect pronunciation, and internet dependency. Interviews with six teachers (participants) highlighted the need to address diverse learning needs and maintain a balance between grammar, composition, and creativity. Motivation proved a hurdle, influenced by internet reliance and shyness. Parents' negligence impacted students' writing habits. Additionally, poor handwriting diminished students' confidence in presenting their work- a lack of professionalism among teachers and their inadequate skills added to the challenges. Therefore, recommendations included motivating students, boosting reading practices, reducing internet dependence, and improving teacher expertise. Addressing these challenges is crucial for nurturing proficient writing skills in students.

Empowering Young Adult Second Language Learners through Extensive Reading Practices

Although English as a second language learners identify linguistic forms, structures, rules, and functions in the classroom, they are not able to use them correctly in receiving and producing meaning due to a lack of exposure to the language. Second-language learners can be exposed to the target language through extensive reading. Extensive reading may help the learner to recognize the function of linguistic forms, structures, patterns, and vocabulary of the target language and facilitate the learner to receive and produce meaning independently. Therefore, this study investigated the viability and validity of incorporating the extensive reading component into second language (L2) programmes designed to develop receptive and productive skills. This quasi-experimental study was conducted with 70 undergraduate students of both genders divided into two groups: experimental and control. Both groups were taught the same syllabus by the same teacher. However, the participants of the experimental group (N=35) were engaged in extensive reading programme whereas the participants of the control group (N=35) were not. When the achievement results of the two respective groups were compared, the results of the experimental group indicated a significant increase in receptive and productive skills. Therefore, extensive reading can be considered an effective and useful instrument in developing L2 receptive and productive skills.

An Ethnography Case Study on Reading Habit of One Selected EFL Learner

This ethnographic case study delves into the intricate reading habits of a fifth-semester EFL learner, exploring the multifaceted dynamics of her engagement with both fiction and non-fiction literature. The research unfolds the pivotal role of early exposure to reading, fostered by parental encouragement, in shaping a lifelong commitment to literary pursuits. The participant's diverse reading practices, encompassing print and e-books, reflect a nuanced approach to language acquisition and vocabulary enrichment. The study reveals a positive correlation between extensive reading habits and academic performance, particularly in TOEFL reading comprehension and overall language proficiency. The participant's transition from composing stories in Indonesian to writing in English, coupled with the abandonment of subtitles while engaging with English media, underscores the transformative impact of sustained reading habits on language skills. This research not only enhances the understanding of individual reading behaviors but also emphasizes broader implications for language development, academic success, and the cultivation of writing skills. Further research should investigate the unique impacts of different genres on language acquisition, the influence of digital platforms on reading behaviors, and how reading intersects with socioeconomic and cultural factors. A longitudinal study tracking individuals from infancy to adulthood might uncover the long-term impacts of early literacy. Further investigation is required to explore the impact of personalized reading programs in EFL courses on language proficiency and academic performance. Further research in this field can potentially enhance EFL teaching and overall progress.

Bibliotherapy in practice: shared reading as integrated care

This workshop aims to present the outlines of a research project situated in the interdisciplinary research domain of bibliotherapy: the use of literature in healthcare contexts. With this project we want to demonstrate that different syndromes and pain experiences require a diversification of the (prescribed or non-prescribed) texts and the associated reading practice. On the one hand, the project aims to refine the international discourse of bibliotherapy on this central point. On the other hand, through concrete reading and co-reading sessions with participants from different medical backgrounds (cancer patients, the elderly, patients in rehabilitation, renal dialysis patients), we aim to gain a sharper insight into various bibliotherapeutic needs associated with specific syndromes. The project brings together a team of literary scholars and medical experts who, with their joint efforts, want to make a significant contribution to the interdisciplinary domain of health humanities and narrative medicine.
 In the project we want to find out how literary texts have a therapeutic effect in specific care contexts and we want to increase that effect through a better understanding of the functioning of that text. We assume that the therapeutic effect of literary texts is determined by an interplay between the text itself (with its specific characteristics), the way and circumstances of reading and the mental and physical state of the patient-reader.
 In the workshop we want to present the outline of the project and together with participants simulate a shared reading session.

PRÁCTICAS DE LECTURA Y LETRAMENTOS COMO CAMINOS HACIA UN PROCESO DE ALFABETIZACIÓN SIGNIFICATIVO

This article aims to bring to the discussion the practices of reading and the importance of teacher mediation in partnership with families of children aged 2 to 4 years in the context of literacy and literacy education. The work is linked to research conducted by the "Literacy Practices and Teaching and Learning Processes of the Mother Language" research group. The theoretical and methodological framework for this discussion is based on Bakhtinian, Vygotskian, and Freirean theories. Considering reading as the production of meaning and readings and rereadings of the world, this study seeks to highlight, through data and its analysis, the importance of reading practices in Early Childhood Education schools and the beginning of the literacy process.

ISL-signing mothers' practices for boosting hearing-signing children's engagement in shared reading.

This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children's engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that until the age of 22months, the mothers shared picture books with their children. Between the ages of 12 to 24months, the mothers used mostly low-demand cognitive prompts and responsive utterances. Between the ages of 24 to 36months, they used more high-demand prompts (including open-ended questions) and expanded their responses. In line with previous studies, this research demonstrated that the Israeli deaf mothers used the books as a foundation for storytelling and reading conversations. The shared reading provided the mothers with opportunities to model the construction of ISL narratives and language functional behaviors, such as asking questions, describing things or expanding on the text.

Towards a Decolonial Political Theology of Vulnerability

Abstract This article argues for a Decolonial Political Theology of vulnerability in the context of neo-apartheid South Africa. The article puts forward the argument that vulnerability is an essential part of the decolonial project, and in particular decolonial theology. In developing its argument, the article first provides some definitional limitations of vulnerability. It then links the definitions to the theme of the coloniality of Being and the discussion of the contents of decolonial vulnerability. What such apprehension of vulnerability underscores is a central assumption in the perspectives of vulnerability that focus on negative notions of vulnerability. In response, the article proposes that a decolonial political theology of vulnerability is one that should not simply aim to be yet another pedagogical practice of reading, writing, teaching, and learning differently. It should also endeavour to be oriented towards some form of justice aimed at restoring previously devalued epistemologies and ontologies.

Aplikasi Media Pembelajaran Iqro’ Berbasis Mobile

The iqro method is a method of reading the Koran that emphasizes direct reading practice. In each volume there are instructions for learning with the intention of making it easier for everyone who learns and teaches the Koran. At present there are still many Muslims who have not been able to read the Qur'an properly, both from children to adults based on the results of an interview with one of the clerics in the Baitul Mustaqim Jimbaran Mosque said children in 5 -10 years, there are only 5 children who study the mosque. Many factors influence the reduction of children's learning interest in learning iqro. From the above problems an application was made that aims to design and build a mobile-based iqro application for children. The use of technology as a medium for learning as a way out to reduce the number of Muslims who have not been able to read the Qur'an. In making the application, the concept of planning and design through the data collection stage, UML (Unified Modeling Language) and then implementing it. the method used is the MDLC (Multimedia Development Life Cycle) method. The results of this study are iqro learning media applications for mobile-based children as a means of learning the Koran. blackbox testing function of the learning media application iqro runs according to what is displayed in the menus in each application.

Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners’ access to reading materials and reading motivation.Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners’ motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms.Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data.Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners’ low motivation and limited access to reading platforms.Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education.Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners’ inclusion in the 4IR literacy pedagogy evolution.

Cultures of reading: Then and now

The political implications of reading practices have been a key concern in cultural studies since its beginning. Studying the process of reading, in various media and generic contexts, is crucial to understanding how cultural forces are coded in everyday experiences and to intervening effectively in these forces. I argue that studies of reading benefit significantly from the combination of sociological and phenomenological approaches. This mixed approach was visible from the earliest stages of cultural studies, but became a conscious development in recent work. Interdisciplinary attention to reading not only contributes to the methodological syncretism inherent in cultural studies, but is also a matter of political urgency. Many people around the world, including those in contemporary China, are confronted with affective challenges that cannot be tackled without intimate knowledge of how people are affected by reading.

Fostering reading competence in English as a second language students: exploring motivation, strategies, and contextual factors

This contribution is associated with the research project entitled "Improvement of pedagogical practices in educational institutions in the southern area of Manabí". Reading persists as one of the least popular practices among students of all educational levels in Ecuador, despite its contribution to strengthening communication skills in using a foreign language. This bibliographic review study presents the perspectives of educational practices applied worldwide and analyzes the elements such as motivation and success strategies that contribute to improving reading competence in their students. This work aims to recognize the factors that can influence students' reading comprehension abilities of English as second language (ESL) or as a foreign language (EFL) in various contexts. In pursuit of this objective, the authors reviewed 70 scientific articles available on the Scielo, Web of Science, and Scopus platforms to explain the characteristics of students of English as a second language, the understanding of reading practices, and finally, the review of the influential factors of the process. They concluded that motivation factors, reading strategies, and elements of the student's context affect ESL students' reading comprehension ability.

Queer Performativities in Pakistan

The essay that follows is part of a larger queer genealogy project that aims to fashion “the theoretical organization and methodological perspective of genealogy” into a tool for understanding how the discursive practices and processes of state and religion (which hinge on conceptions of majority/minority) have turned notions of sexuality and sexual categories (heterosexual, gay, lesbian, transgender), as well as all other “minority” positionalities including religious and sectarian ones (Muslim, Christian, Hindu, Shia, Sunni, Ahmedi), into performative objects of study, analysis, and disciplinary control in the postcolonial, modern Muslim state of Pakistan. A similarly twinning effect occurs via neo-imperial mechanisms mobilized in the so-called liberatory promises marshalled on behalf of formerly colonized queer-identified subjects. To cast a “queer eye” on the dominant landscape of citizenship within Pakistan, then, is to address not only the growing body of work by queer-identified creators, but also to develop a reading practice that allows for an “interrogation of … the limits of a politics of visibility and representation” conferred on unequal citizens of various nation-states. Reading “queerly”, I will, in this essay, situate three exemplary performatives of gendered and sexual citizenship within global circuits of power including social media platforms, reflecting on what constitutes not just Pakistani, but also Pakistani-diasporic identity and its cross-racial, sexual, and feminist transnational promise.

Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA

The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students’ performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students’ schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children’s early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices.

Supplemental Material for Paths to Transformation Across Contemporary Reading Practices: The Role of Motivations and Genre Preferences

Supplemental Material for Paths to Transformation Across Contemporary Reading Practices: The Role of Motivations and Genre Preferences