Reading Style Research Articles

New Trend of Information Literacy from Leisure Reading Behavior and Experiences of Junior High School Students

Information literacy education in school libraries is based on abilities of personal reading and learning. The research was used semi-structured interview in qualitative research to understand the reading behavior and experiences of junior high school students who are leisure reading lover. The analysis of qualitative data included both hermeneutic phenomenology and axial coding in grounded theory. According to research obtained, leisure reading behavior of junior high school students have several conclusion. First, The interesting content is the main motive. Second, the purposes of leisure reading behavior may divide into the tool goal and the non- tool goal. Third, internet is acting both important information source and channel. The analysis of leisure reading experiences of junior high school students have several conclusions. First, there are three kinds of reading styles that included comprehensive reading, tool reading and the non- tool reading. Second, participants often use internet communication software to exchange their reading information in internet reading. Third, participants often read datas which they searched or browsed, E-mail, internet literature and book description in the internet. According to research conclusions, this article discussed how to develop information literacy in junior high school students. These ways includes that use internet technologies to improve interaction, have library instruction classes depend on reading purposes, integrate reading information in school effectively and promotes software and hardware equipment in school to reduce the imformation divide. Finally, this article thought new trend of information literacy.

Individual reading styles: a narrative approach to understanding reading behaviour

This article reports on the findings from a study that intended to consider the validity of a model of reading comprehension. In the process of coding the resulting verbal protocols, the ‘feel’ or experience of the actual readers was lost, as was the individuality of the participants. Narratives were then developed to describe the experience of the reading and to recapture that individual nature of each reader’s approach to making sense of the texts they read. After those narratives were developed, some patterns emerged that are discussed in this article as reading styles. Some of these styles resulted in the reader developing a good understanding of what they were reading and others did not. The successful styles were classified in two ways, by the main strategy used and by the deliberateness of the readers’ construction of understanding. There are two pairs of successful reading styles discussed here, making four successful styles in total. Readers using a visualisation strategy are described as either “movie makers” for those who consciously constructed their mental movies, and as “Movie watchers” for those who experienced the process as being more receptive. The other strategy used in successful reading was questioning, either as an active “Hunter-seeker” approach or in the less-active “Wondering” style. Three styles that were not associated with successful reading are also described. Some implications for future research, and for teaching and learning are also discussed.

PENGARUH PENERAPAN TEKNIK MEMBACA SUPER GAYA ACCELERATED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MAN 2 PALEMBANG

Reading activity is one of the skills that must be possessed in learning activities. How to read reading material can be different according to the purpose of reading it. This super reading style acccelerated learning technique is a speed reading technique to improve students' reading skills in finding main ideas of reading and reading comprehension quickly, so it can affect student learning outcomes. The purpose of this study was to obtain empirical data on the influence of the application of super reading techniques style accelerated learning to student learning outcomes in the subjects of Islamic Cultural History at MAN 2 Palembang.
 This type of research used in this study is an experimental study in the form of pretest-posttest control group design. Then this research data collection technique uses observation, documentation and test techniques. The data analysis technique used is the t-test gain score and gain test (N-gain). The samples of this study were 32 experimental class students (class XI IIS 2) and 31 control class students (class XI IIS 1) using techniques nonprobability sampling.
 Based on the results of the t-test gain score, the calculated t value is greater than t table, that is t count = 2.00 and t table = 1.99 with a significant level of 5%, then the results of the gain test (N-gain) are obtained at the experimental class was 0.39 in the medium category and the control class was 0.22 in the low category. So the result of the t-test gain score states that the alternative hypothesis is accepted and the null hypothesis is rejected.

Working with reading in GFL lessons

The article analyzes the possibilities of using literary texts in German lessons at universities. The reading style is taken into account, principles of the selection of literary texts, the meaning of the pre-text and post-text are revealed. The texts focus on practicing grammatical structures and new words, as well as listening and reading. Texts, whether synthetic, authentic, have an “instrumental character” and mostly serve as an application of grammar and as a means to achieve a specific linguistic purpose. You read a text for different reasons and with different goals. It has to do with reading interest.

Profiles of teacher & child talk during early childhood classroom shared book reading

Although shared book reading is an extensively studied activity with young children, limited research has focused on typical, holistic patterns of teacher–child interactions during this routine classroom activity. This study sought to describe profiles of teacher talk during shared book reading in 98 pre-kindergarten and kindergarten classrooms. We also considered how identified profiles predicted a subset of students’ (n = 300) end-of-year language and literacy performance. Video recordings of teacher–child interactions during reading of a narrative text were transcribed and analyzed for the timing, content, and form of utterances. Results of latent profile analysis revealed three distinct teacher profiles of talk during book reading that we termed: Moderate Comprehenders (MC, 68% of sample), Discuss & Reflect Comprehenders (DRC, 19%), and Preview & Discuss Comprehenders (PDC, 12%). These profiles differed most in the timing (e.g., before versus after reading for PDC and DRC, respectively) and content of talk (e.g., low- versus high-cognitive demand topics for MC vs. PDC/DRC). The less common DRC and PDC teacher profiles were associated with higher amounts of child talk and more elaborate child utterances within the reading session. However, no teacher profiles or features of teacher/child utterances during this one reading session predicted children's gains in language and literacy skills across the school year. Notably, the first profile in the present study differed from a past, seminal study of shared reading; however, the other two profiles were similar to earlier work on holistic styles of shared reading.

Http://habibiaislamicus.com/index.php/hirj/article/view/139

This examination was intended to look into the Text books of Islamic Studies for auxiliary schools in Karachi. The examination secured the significant components of the Text books of Islamic Studies, to be specific the points, the educational plan, showing strategies, helps and exercises and the styles of appraisal. The strategies which were utilized to gather the information for this examination were the survey and the meeting. The examination populace included: educators of the Islamic Studies, directors, and understudies of the tenth grade optional schools. The discoveries demonstrated that in principle the Text books of Islamic Studies' points appear to be far reaching, covering all the parts of understudy improvement. Be that as it may, shockingly, there were no genuine applications for each one of those points in the down to earth instructing of the Text books of Islamic Studies., regardless of whether one inspected the reading material, showing techniques, or styles of appraisal. The subjects of the course books commonly centered on the hypothetical parts of the Text books of Islamic Studies, and a portion of those points were dreary. Training techniques were customary and centered on telling by the educator, with an absence of present day instructing strategies to urge the understudy to play a functioning job in the learning procedure. Furthermore, there was an away from of present day instructive guides like various media gear. At last, the style of evaluation was conventional planned for estimating the understudies' information, without focusing on estimating different parts of understudy accomplishment.

Application of the Requirements in Qiraat Mutawatirah as a Method in Determining the Validity of Data in Islamic-Based Research Methodology

Qiraat mutawatirah is a qiraat (the style of reading) agreed by ulama (scholars) qiraat as sahih (valid) and is considered as a correct of reading al-Qur’an. Reading al-Qur’an by using qiraat mutawatirah is an ibadah (worship) and it will be rewarded. To ensure any qiraats is qiraat mutawatirah, scholars placed specific requirements to differentiates between valid qiraats with the questionable and made up qiraats. Scholars founds that the requirements stated can also be used to validate modern research in authenticate obtained data. This research focusing on two main objectives which are to identify the requirements for qiraat mutawatirah and to analyze the requirements to be used for validation in authenticating research data related to Islamic-based research methodology. What are the requirements for qiraat mutawatirah? Can the requirements still be used in the modern research context? To answer these questions, qualitative research method and content analyzing was used in this research. In conclusions, there are elements existed in the requirements such as sanad mutawatir, the number of narrator and the characteristic of the narrator can be used in validation of the research data and research about Islam.

Reading La Barka within the Perspective of Feminist Stylistics

This article presents a feminist stylistic analysis of religion in Nh. Dini’s novel La Barka. Proposed by Sara Mills in 1995, feminist stylistics aims to uncover gender bias in both written and spoken (literary) texts; feminist stylistics differs from other stylistic analyses in that it studies the context of text production and the context of text reception so as to reveal hidden sexist ideologies. (Literary) text production includes seven (7) factors, i.e. general language/ discourse constraints, textual antecedents, literary conventions, current literary trends, affiliations, publishing practices and sociohistorical factors. (Literary) text reception covers five (5) factors, which are intended audience, actual audience, implied reader, sociohistorical factors, and actual reader/s. Feminist stylistic reading of La Barka suggests that stereotypes of good women, as were prescribed by Indonesian New Order ideology and patriarchal Javanese traditions, do exist in the novel. Yet, there are also stereotypes of a good man; gentle, honest, assertive, independent, persistent, and tough are characters of good men, husbands, and fathers. Dini, however, does not just echo commonly accepted prescriptions of good women and men. She questions patriarchy, and religion is one social structure that she questions. Religion is sexist in that it does not properly educate women; it educates women in those skills necessary for housekeeping only. Also, religion does not accommodate women’s voices and needs, for all religious leaders are men, who are unwilling to seriously address women’s needs. Then Dini questions the hypocritical and uncritical attitudes of many religious believers; they observe religious rituals willingly and regularly but do not actualize the values in life.

ИЗСЛЕДВАНЕ НА УМЕНИЯТА ЗА ЧЕТЕНЕ С РАЗБИРАНЕ ПРИ ТЕКСТ НА ХАРТИЕН НОСИТЕЛ И ТЕКСТ НА ЕКРАН

The article presents a comparative study of reading comprehension skills in students aged 12–13 years. The perception of text on paper and on electronic media is monitored. The experiment was performed under four experimental conditions – reading on paper (the time is not limited), reading on electronic text (the time is not limited), reading on electronic media with fast and slow slide exposition (the time is limited). In the first experimental condition a gaze tracking system (Eye Tracking) was used to trace the mechanism of text perception. In each of the experimental conditions the reading comprehension is monitored with a comprehension questionnaire. The results of the experiment show that when reading text up to one page there is no difference in the levels of reading comprehension on paper and on electronic text. Some features of the participants’ reading style were also traced, describing similar experiments conducted using a gaze tracking system.

A utilização da prosódia na produção de sentido

Durante a apresentação, Anne Wichmann explica como a prosódia pode ser utilizada para atribuir significado pragmático às elocuções, dar estrutura ao texto lido em voz alta, negociar as tomadas de turno, demonstrar um conjunto de emoções e exibir estilos de fala marcados. Por conseguinte, a prosódia pode ser empregada pelo falante para conferir um significado diferente às elocuções, que são sintaticamente semelhantes, entretanto são pragmaticamente diferentes por conta da entonação. Também pode ser usada pelo leitor para marcar as partes estruturais do texto, como título, subtítulo e parágrafo. Além disso, a prosódia pode ser empregada para negociar as tomadas de turno entre falante e ouvinte, demonstrar emoções e apresentar estilos de fala marcados, tais como os estilos de leitura de notícias, contação de estórias/audiobook, liturgia e recitação de poesia.

The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial.

Purpose Research has indicated that interactive shared book reading can support a wide range of early language skills and that children who are read to regularly in the early years learn language faster, enter school with a larger vocabulary, and become more successful readers at school. Despite the large volume of research suggesting interactive shared reading is beneficial for language development, two fundamental issues remain outstanding: whether shared book reading interventions are equally effective (a) for children from all socioeconomic backgrounds and (b) for a range of language skills. Method To address these issues, we conducted a randomized controlled trial to investigate the effects of two 6-week interactive shared reading interventions on a range of language skills in children across the socioeconomic spectrum. One hundred and fifty children aged between 2;6 and 3;0 (years;months) were randomly assigned to one of three conditions: a pause reading, a dialogic reading, or an active shared reading control condition. Results The findings indicated that the interventions were effective at changing caregiver reading behaviors. However, the interventions did not boost children's language skills over and above the effect of an active reading control condition. There were also no effects of socioeconomic status. Conclusion This randomized controlled trial showed that caregivers from all socioeconomic backgrounds successfully adopted an interactive shared reading style. However, while the interventions were effective at increasing caregivers' use of interactive shared book reading behaviors, this did not have a significant impact on the children's language skills. The findings are discussed in terms of practical implications and future research. Supplemental Material https://doi.org/10.23641/asha.12420539.

On Telling the Truth: A Cognitive Stylistic Reading of Philip Larkin’s “Talking in Bed”

Abstract This essay presents a cognitive stylistic analysis of Philip Larkin’s “Talking in Bed,” highlighting the linguistic functions that aid the reader in the meaning-making process. In the poem, the realization of truth dawns upon the persona in the final moments of a lingering introspection, shedding light on the reason for which he is lying in bed beside his partner, profoundly incapable of uttering a word. It seems to him, in the end, that truth is indispensable to human relationships. This essay represents a thorough attempt at textually analyzing the poem, broaching snippets of knowledge from multiple fields – philosophy, psychology, linguistics, and literature – all in an attempt to present a comprehensive interpretation of Larkin’s poem. The aim is to further evidence the speaker’s realization, that the articulation of truth is a vital element in a healthy relationship, and to provide an understanding of the stylistic technique most utilized by Larkin, namely, the linguistic deviation he usually deploys by the end of his poems. I argue that the ambiguity he instills at the end of this poem makes for a cognitive attempt at empathically communicating to the reader the sense of meaninglessness the persona suffers from throughout the poem.

THE IMPACT OF LOCKDOWN DUE TO COVID-19 IN 2020 ON READING HABITS OF ACADEMIC STAFF OF STATE OPEN UNIVERSITIES: A STUDY

The study is based on theoretical aspects of reading habits. The understanding derived from this investigation contributes to practical issues relating to reading habits during lockdown due to COVID-19 epidemic in 2020. The population of the research is the faculties of the open state universities of India. The sample of the study is the faculties of Dr. Babasaheb Ambedkar Open University, located in Ahmedabad city under Gujarat state of the Republic of India. The important findings that arise from this study covers regarding, frequency of reading and reading materials, source of reading, style of reading, reasons of reading, time spent for reading before and during the lockdown etc. The researcher has analysed demographic and frequency through tabulation, percentage and simple average. This study is useful for faculty members, professionals, and students etc. of library and information science.

Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System

In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year.

Word skipping as an indicator of individual reading style during literary reading.

Decades of research have established that the content of language (e.g. lexical characteristics of words) predicts eye movements during reading. Here we investigate whether there exist individual differences in ‘stable’ eye movement patterns during narrative reading. We computed Euclidean distances from correlations between gaze durations time courses (word level) across 102 participants who each read three literary narratives in Dutch. The resulting distance matrices were compared between narratives using a Mantel test. The results show that correlations between the scaling matrices of different narratives are relatively weak (r ≤ .11) when missing data points are ignored. However, when including these data points as zero durations (i.e. skipped words), we found significant correlations between stories (r > .51). Word skipping was significantly positively associated with print exposure but not with self-rated attention and story-world absorption, suggesting that more experienced readers are more likely to skip words, and do so in a comparable fashion. We interpret this finding as suggesting that word skipping might be a stable individual eye movement pattern.

Extraction of Semantic Content and Styles in Comic Books

Digitisation of comic books would play a crucial role in identifying new areas in which digital comics can be used. Currently, existing systems in this domain lack the capacity to achieve complete digitisation. Digitisation requires a thorough analysis of the semantic content within comic books. This can be further sub-categorised as detection and identification of comic book characters, extraction and analysis of panels as well as texts, derivation of associations between characters and speech balloons, and analysis of different styles of reading. This paper provides an overview of using several object-detection models to detect semantic content in comics. This analysis showed that, under the constraint of limited computational capacity, YOLOv3 was the best-suited model out of the models evaluated. A study of text extraction and recognition using Optical Character Recognition, a method for determining associable speech balloons, as well as a distance-based approach for associations between characters and speech balloons are also presented here. This association method provides an increased accuracy compared to the Euclidean distance-based approach. Finally, a study on comic style is provided along with a learning model with an accuracy of 0.89 to analyse the reading order of comics.

Preferred learning styles of medical students in an Indian medical school: Implications for learner-centered pedagogy in competency-based medical education

Background: One of the crucial elements in any medical science teaching–learning is identification of students’ learning styles to meet the learner needs. This knowledge can help in reinforcing learning and foster self-directed learning. On the other hand, this information can be utilized by medical teachers to incorporate various instructional modes so as to enhance the learning process and outcomes of students within the given curriculum. Aim and Objective: Identification of learning styles in 2nd-year medical students. Materials and Methods: This was a cross-sectional survey to assess learning styles utilized by medical students using visual-aural-read/write-kinesthetic (VARK) inventory 7.1. Descriptive analysis was performed to determine the percentage of students in each category. Results: About 75% of students participated in the study, with age ranging between 18 and 22 years and a gender predominance of 51% females. VARK analysis showed 64.0% multi-modal (VARK) learners consisting of 38.7% quadri-modal, 17.3% bimodal, and 8% trimodal. In the bimodal category, 9.3% preferred auditory and reading component, 4% favored reading and kinesthetic, and 2.7% preferred visual and auditory component while only 1.3% chose visual and reading component. In the tri-modal category, 5.3% favored visual, auditory, and reading style while 1.3% chose auditory, reading, and kinesthetic components, and the remaining 1.3% opted for visual, reading, and kinesthetic style of learning. The highest unimodal learning modality was auditory 25.3%, then Read/Write 9.3%, followed by kinesthetic and visual (both 2.7%). Conclusions: Considering that most of the participants were multimodal learners, designing educational activities that cater to various learning styles can support the learning process. In addition, in long-term it will encourage competency-based medical education.

Design and implementation of bilingual digital reader based on artificial intelligence and big data technology

Along with the development of computer and information technology and the arrival of the digital reading wave, more and more users have switched the way they meet their reading needs to digital reading systems, At the same time, a variety of digital reading systems have also been created. However, most digital reading systems focus on how to present a better reading style, but little research has been done on how to use artificial intelligence and big data technology to provide intelligent information services and user behavior analysis. In such a large environment, a digital reading system that can provide reading behavior collection and intelligent analysis, while providing intelligent reading analysis function, will have broad research prospects. The digital reading system studied in this paper can provide reading behavior analysis and intelligent recommendation service for professional users based on artificial intelligence and big data technology. At the same time, the system uses artificial intelligence technology to realize the functions of bilingual learning reading, new word induction records, etc., which can provide users with knowledge efficiency. In addition, the system utilizes big data technology to provide users with information services such as communication content exchange. The main innovations of this digital reading system are computer automatic clauses based on Chinese and English syntax features, data layering processing mechanism that takes into account the speed and quality of book analysis, and book encryption and decryption schemes across computer systems. The system is based on a C/S and B/S fusion architecture and includes a reading system based on PC and Android.It can present customized ePub electronic resources, and collect users’ reading behavior through mobile screen or mouse and other devices, then use artificial intelligence and big data technology to analyze user data, and finally generate user reading reports. At present, the whole system has been applied in many universities, and the reading level of students and the work efficiency of teachers have been greatly improved, which proves that this digital reading system has high practical value.

Mekkî b. Ebî Tâlib’in el-Keşf ‘an Vücûhi’l-Kırâʾâti’s-Seb’ Adlı Eserine Tevcîhü’l-Kırâʾat Bağlamında Bir Bakış

Kur’ân lafızlarının okunuş keyfiyetleri olarak tanımlanan kıraat olgusu, Hz. Peygamber döneminde hayatiyet kazanmıştır. Bu durum, farklı kıraatlerin ortaya çıkmasında önemli rolü olan “yedi harf” diye de bilinen, Hz. Peygamber’in insanlara vahiy lafızlarını kendi lehçelerine uygun olarak okuyabilme serbestisini tanımasıyla başlamıştır. Bu ruhsatın neticesi olarak Hz. Peygamber vahyin farklı lehçelerle okunmasına izin vermiş, kendisi de bu şekilde uygulamıştır. Her ne kadar tercih ve hüccet olgusunun sistematik anlamda bu dönemde varlığı söylenemese de, farklı okuma biçimlerinin başlaması, bunun akabinde birbirlerinin okuyuşlarını tenkit eden sahabenin kendi okudukları kıraati savunmak maksadıyla meseleyi Hz. Peygamber’e taşıması, söz konusu hüccetin nüvesinin bu dönemde olduğunu göstermektedir. Bu çalışmada öncelikle, İbn Mücahid’e kadarki süreçte kıraat ilminin sistematik tekâmülünde önemli yere sahip ihticâc olgusunun tarihsel arka planı ve gelişim sürecine dair hususların tespiti yapılacaktır. Ardından hüccete dair çalışmaların bir numunesi ve bu alanın önemli çalışmalarından Mekkî b. Ebî Tâlib’in (ö. 437/1045) el-Keşf adlı eseri tahlil edilecektir.

Reading Style and the Text Comprehension of People Who Are Deaf or Hard of Hearing: Focusing on Oral Reading With Signed Japanese

Reading Style and the Text Comprehension of People Who Are Deaf or Hard of Hearing: Focusing on Oral Reading With Signed Japanese