Theory Of Reading Research Articles

More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes

Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet.

Verbalisation of an alternative academic position in totalitarian discourse

Background. In Soviet Ukraine, academic discourse often acted as a means of implementing language planning, in particular as a tool for the transformation of the language corpus. All grammar textbooks published after 1933 broadcast the official knowledge: the vocative is not a full-fledged case, but rather a special form of address; morphological means of expressing address in Ukrainian are the “vocative form” and “nominative case.” In the conditions of total control over all areas of social life, Ukrainian linguists were faced with a choice of either 1) look for certain language devices, broadcasting the official theory, which would convince the addressee to believe in the talking points that did not fully comply with the language facts, and then anchor those points in their consciousness; 2) avoid aspects that disagree with the language practice or the logic of academic description; 3) word the findings of their research and observations of the language practice in a way that would not contradict the official theory.Contribution to the research field. The article is dedicated to the analysis of the communication practices used by Ukrainian linguists in the Soviet times to express their academic position, which did not agree with official knowledge. The object of comprehension was a unique for postcolonial societies situation in which the creators of both the official discourse and the alternative discourse opposed to it were the colonised themselves.Purpose. The aim of this research is to analyse ways and means of verbalisation of the alternative academic position held by linguists in the academic discourse of the totalitarian era, based on the materials representing the topics “The Case System” and “Address” in Ukrainian grammar books for higher education, published between 1933–1991.Methods. The research is based on the theoretical and methodological foundations of postcolonial studies, which involve a critical reading of texts that reflect the influence of various forms of authority on the life of subordinate communities. In particular, the theory of critical reading of J. Errimgton’s linguistic works and R. Vodaks’ methodology of discourse-historical approach, which has been adapted for academic discourse analysis, have been applied in this research.Results. Some linguists, who did not share the canonised theory of the vocative, implied their point of view in the official texts they had created (i.e. textbooks for higher education.) On the one hand, they used official terminology and theoretical concepts: they were consistent in naming the vocative case a “vocative form,” and presented two ways of expressing address. On the other hand, the lexical and grammatical structure of their statements levelled the postulates regarding the fact that “vocative is not a case”, and that “the nominative case is used to express address on par with the vocative.” Among the techniques used by the linguists, heavily euphemistic speech in combination with syntactic complication of the structure prevailed, as well as splitting nominations by verbalising the concept with variant naming and violation of logical connections between consecutive statements. Such individual practices of linguistic resistance replicated the practices of the official totalitarian discourse, but with the aim to broadcast the opposite meaning.Discussion. The peculiarity of the alternative academic discourse (in particular, the language education one) of the totalitarian era lies in the fact that it did not directly confront the official theory, but rather occurred within its boundaries. This gives a reason to consider some Ukrainian linguists of the Soviet period as creators of both colonial and anti-colonial discourses.

Makna Lirik Lagu Daimei No Nai Kyou (題名のない今日) Karya Hiraidai Kajian Semiotika Sastra

Makna Lirik Lagu Daimei No Nai Kyou (題名のない今日) Karya Hiraidai Kajian Semiotika Sastra

Creating Identity in Women: A Psychoanalytic Reading of Namita Gokhale’s Paro: Dreams of Passions

This study is based on the theory of psychoanalytic reading, which discusses the identity of a woman in the social structure. Identity is created from the birth of a person and it continues throughout the life of that person. It is a psychological development of each person along with his/her growth. This creation of Identity starts from the relationship with the mother and later with other members of the family and society. The cultural setting also influences the person’s identity as the other members are also influenced by society. The creation of female identity is a veritable discursive concept and acquired more importance in the field of literary criticism. Searching for the identity of the female characters of Indian women authors provide an inspiration to the women of India. However, the identity of a person is always changing or adding more to his/her character along with their growth.

The Effect of Using Wattpad Application to Improving Student’s Reading Comprehension of Recount Text at Tenth Grade Students of Senior High School Number 11 Jambi

Many students are more captivated by reading through the internet and application media than reading a book, one example of reading application the Wattpad application, this application is an electronic book in the form of an application, on Wattpad there are many things that can be read in the Wattpad application. This study employed a true experiment design, using quantitatively approved pre-test and post-test. Genuine experiment with pre- and post-tests This study's type of research design is group design. Or in Indonesian known as true experiment, is the most rigorous and powerful experimental design because in true experiment research the research subject is randomly selected. Before providing treatment, the exam should determine the kids'' reading comprehension. In the pre-test experimental group, the researcher obtained 36 sample scores with means of 55, 35, 63, and 40. In the post-test score following treatment, the researcher obtained 36 sample scores with means of 75, 35, 90, and 35. Based on the theory of reading using the Wattpad application it can help students to improve their reading skill and students can read understand a content of the story text.

Reading with love: the potential of critical posthuman reading practices in preservice English education

PurposePreservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.Design/methodology/approachIn “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.FindingsThis study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.Originality/valueThe authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

Readers matter: seven transactions with the visual, linguistic and material elements in a picture book

In this paper, we draw upon Rosenblatt’s transactional theory of reading to frame six readings of a picture book. The picture book, There’s a Ghost in This House by Oliver Jeffers, was selected for a children’s literature reading group which brought together literacy researchers and teacher educators to share their encounters with the text. The question “How did you read the book?” provoked us to examine how we had transacted with the text to generate interpretations. This work was presented at the “Stories that Matter” seminar alongside the other papers appearing in this special edition of the Australian Journal of Language and Literacy. In this paper, we highlight our own roles as readers encountering Jeffer’s book and reflect on our own responses as a way of explaining the multiple readings we present. We emphasise the place of intertextuality and intratextuality in reader response and argue that Rosenblatt’s transactional theory continues to be an important way of understanding what it means to read, including the reading of multimodal texts which combine linguistic, visual and material modes.

A Symptomatic Reading on Meyer’s Twilight Series: Some Vicarious Lessons Overview

This paper analyzes the problems or conflicts related to the character of Bella Swan who colors the plot in the Twilight series written by Stephenie Meyer, a popular literary romance genre with a vampire theme, a New York Times Best Seller, that consists of four (4) series, namely Twilight, New Moon, Eclipse, and Breaking Dawn. The author uses the Symptomatic Reading theory based on several expert opinions and basic theories about romance and fantasy, as well as several other expert opinions about this work. Written from the perspective of the main character, Bella, the four Twilight series explicitly and implicitly show some of the problems or conflicts that Bella experienced as a young girl approaching adulthood. The conflicts she experiences stem from his family, herself, and her love life. By analyzing this series of novels, the author not only presents the differences between ideological matters and the facts or reality of the main character's problems, but also raises a new understanding or perhaps more precisely an acknowledgment of the realities that underlie family circumstances, choices and desires of an individual like Bella. Through this analysis, some values or discussions can be drawn and overviewed and can be taken into consideration for the teaching and learning in literature classes, or for the general readers and movie goers in general; bearing in mind that popular literature is no longer a topic to be taken lightly, but must be criticized and benefited from in this era of media and technology, which, in turn, greatly influences the popular culture itself. Thus, it is hoped as well that there will be a balance in knowledge and decision-making in discussions about popular literature.

Study on the Application of the Schema Theory to the Teaching of College English Reading

Reading is one of the fundamental approaches for acquiring language and information, and it is an essential part of English language teaching. The most influential teaching theory is “bottom-up” and “top-down” reading theories. “Bottom-up” theory argues that reading process is the pure language decoding process, while “top-down” theory stresses the influence of the existing background knowledge on reading. These two theories only focus on a certain aspect of reading, and they can not interpret reading process effectively. According to schema theory, comprehending a text is an interactive process between reader’s background knowledge and the content of a text. Hence, schema theory has an important effect on teaching of English reading. Under the guidance of schema theory, this thesis attempts to explore the application of schema theory from three aspects: linguistic schema, content schema and formal schema respectively. It is hoped that this study will improve students’ reading ability and enhance the teaching effect of English reading in the long run.

The Neuroscience of Literary Time Travel: How Literary Works Cross Historical Distance

ABSTRACT: How do literary works speak across historical distance? When critics attempt to answer this question, they typically invoke biological metaphors that testify to the inability of formal or historical categories alone to explain the mystery of how literary works reach across the boundary between life and death. This essay investigates the embodied cognitive processes that enable literary time travel by undertaking a neurophenomenological analysis of the relation between aesthetic experiences and their neural correlates. A neurophenomenological approach can clarify what eludes formalist and historicist accounts by correlating the intersubjective interactions that constitute aesthetic experience and the transpersonal biocultural processes underlying them. This essay explains how phenomenological theories of reading and aesthetic experience relate to neuroscientific research in four areas: embodied simulation; action understanding; brain-to-brain coupling; and the anti-entropic organization of "free energy" in predictive processing. Correlations between phenomenological theories of consciousness and neuroscientific findings about cognition show how the experience of interacting with past lives as we read is supported by embodied neurobiological processes that are ubiquitous in our everyday cognitive lives and that aesthetic experiences activate and exploit.

Multimodal Discourse Analysis Theory Applied to Senior High School English Reading Teaching

Reading English is required for high school students to gain language proficiency, enhance their cultural awareness, and broaden their global perspective. This study incorporates the theory of multimodal discourse analysis into English reading teaching for high school students based on the principles of social semiotics and systemic functional linguistics. The results indicate that utilizing multimodal discourse analysis theory in high school English reading enhances students' focus in class and boosts their English reading scores. Additionally, it facilitates their comprehension of text information and establishes a solid basis for developing multiple literacies.
 
 Keywords: Multimodal discourse analysis theory; Senior high school; English reading teaching

Grassroots Inquiry through Reading Groups in Academic Libraries

Reading groups organized within academic libraries offer an interdisciplinary/undisciplined space for academics to discuss scholarly readings without the typical expectations associated with reading within the academy. Unlike reading for coursework or in order to write, which positoins the reader as a suspicious critic, reading as a community interested in a shared topic of inquiry opens up new avenues for interpretation and collaboration. This article describes some history of reading groups, how they are related to libraries, and theories of reading that help explore why reading groups create a sense of grassroots inquiry. It also offers practical advice for those interested in creating academic reading groups in their library.

Kajian antropologi sastra pedagogis pada novel Sokola Rimba karya Butet Manurung

The research aims to describe (1) the main character's adaptation to orang rimba culture; (2) the main character's steps in providing education to the orang rimba in the "Sokola Rimba" novel. This qualitative research uses the theory of Literary Anthropology and Pedagogy. The data source is Butet Manurung's "Sokola Rimba". The data is in the form of story units containing pedagogical literary anthropology elements. Data collection techniques include reading the object of study accompanied by reading theory, making research indicators and data capture tables, and grouping data into data capture tables. The data analysis technique begins with reducing inappropriate data, describing and interpreting the data, and finally concluding the research results. The results of this study are (1) the adaptation carried out by the main character is understanding the local wisdom of the orang rimba, which includes the orang rimba considering the honey tree as a tree of life, the orang rimba believing in natural signs, the orang rimba having skills in obtaining food and saving themselves, and the naming of places by orang rimba; (2) the main character's steps in providing education to the orang rimba include teaching reading, writing, arithmetic, and communicating while maintaining local wisdom.

Our Lives in Literature

ABSTRACT The article traces the evolution of literary theory, beginning in the 1970s when it moved away from the New Criticism that saw the text as removed from the life of its readers toward Reader-Response Theory, where readers are encouraged to see themselves in what they read. I argue that this theory of reading leads to an awareness of how literature helps us fashion a coherent self. I use three examples – the Bible, Shakespeare, and certain nineteenth-century novels – to argue that great literature is great because it gives us the material we need to do this well.

Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools.

Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension. This paper uses two large cluster randomized controlled trials of similar reciprocal reading interventions implemented in different ways to compare their effectiveness. The two interventions had the same teacher professional development, reciprocal reading activities and dosage/exposure, but varied in their implementation, with one delivered as a whole-class ('universal') version for pupils aged 8-9 years and the other a small group ('targeted') version for pupils aged 9-11 years with specific comprehension difficulties. Two large-scale cluster RCTs were conducted in 98 schools with N = 3699 pupils in the universal trial and N = 1523 in the targeted trial. Multi-level models showed significant effects for the targeted version of the intervention on pupil reading comprehension (g = .18) and overall reading (g = .14). No significant effects were found for the whole class version. A sub-group analyses of disadvantaged pupils showed the targeted intervention's effects were even larger on reading comprehension (g = .25). The evidence suggested that this reciprocal reading intervention worked best when implemented in small groups and targeted for pupils with specific comprehension difficulties and particularly for pupils in disadvantaged circumstances. This evaluation shows that even if a reading comprehension intervention is underpinned by strong theory and evidence-based practice, its effectiveness can still depend on implementation choices.

Zhu Xi: Basic Teachings by Daniel K. Gardner (review)

Reviewed by: Zhu Xi: Basic Teachings by Daniel K. Gardner Joachim Gentz Daniel K. Gardner, trans., Zhu Xi: Basic Teachings. New York: Columbia University Press, 2022. xiv+ 155 pp. US$120 (hb). 978-02-31-20633-4 Like an echo of the "Basic Writings" series with selected translations of Chinese thinkers by Burton Watson published in the 1960s as part of their "Columbia College Program of Translations from the Oriental Classics," Columbia University Press has now again published a book in the same format: Zhu Xi: Basic Teachings, translated by Daniel K. Gardner, a paperback booklet, 155 pages in length displaying, like the "Basic Writings," a Han dynasty stone rubbing on its front cover. The contents of the book appear familiar as well. In 1990, Daniel K. Gardner published a translation of chapters 7–13 of the Zhuzi yulei 朱子語類 with 79 pages of introduction, notes, commentary, glossary, bibliography, and index, a most wonderful book.1 Zhu Xi basically follows this composition. The fourteen-page introduction follows the same structure of the earlier seventy-nine-page text: providing the reader with a biography, historical background, philosophy, writings. It includes sentences and entire paragraphs that are copied verbatim from the earlier introduction and basically reads like a summary of it. The following "Notes on the Text and Translation" contains many similar points as the "Note on Text and Translation" of the earlier book, but lacks the discussion of the important issue of contradictory passages, a discussion that due to the lack of commentary in Zhu Xi would have been even more important for this shorter and terser translation. The Zhuzi yulei (Classified Conversations of Master Zhu) is again the main source of the translations in this book. It presents selected translations of the first thirteen chapters of the Zhuzi yulei because these chapters, according to Gardner, "constitute the best overview of Zhu Xi's basic and most enduring philosophical teachings" (p. xxi). The translations are organized into five chapters: 1. "Foundations of the Universe," with three sections mainly containing passages from chapters 1–3 of the Zhuzi yulei; 2. "Human Beings," with three sections mainly containing passages from chapters 4–6 of the Zhuzi yulei; 3. "Learning," with three sections mainly containing passages from chapters 7–9 of the Zhuzi yulei; 4. "A Theory of Reading," with three sections mainly containing passages from chapters 10–11 of the Zhuzi yulei with some passages from chapter 14 and other writings such as Zhu Xi ji 朱熹集; and 5. "Moral Self-Cultivation," with two sections mainly containing passages from chapters 12–13 of the Zhuzi yulei. Three of the five chapters thus contain translations from chapters that Gardner had previously translated, commented and annotated in his 1990 book. The other two chapters present translations of many passages for which we also have translations in Wing-tsit Chan's Source Book in Chinese Philosophy, [End Page 161] pp. 605–646.2 The translations provided by Gardner in this new edition are similar to both his own earlier translations of chapters 7–13 and those in Chan's 1963 translations, but while he often makes use of the same terms—Gardner sticks to "principle" as translation for li 理—and uses similar syntactical constructions found in the earlier translations, the new translations are updated, such as "psychophysical stuff" for qi 氣. As Gardner explains: "while I consulted them, I was eager to read the text with a fresh set of eyes and what Zhu called an 'open mind'" (p. xxiv). The translations are thus slightly more polished, elegant, and economic, and thus at times also more implicit and demanding for the readers who are not familiar with Zhu Xi's texts. This stands in contrast to the overall format of the book, which appears to be more addressed to a non-specialist audience. A major strength of the book and its most original and innovative element are the introductions to the five chapters. In average three pages in length, they each provide historical, systematic philosophical, biographical, and linguistic details to the five main fields of the translations and, just like the introduction, reflect Gardner's knowledge, experience, and masterly ability to convey complex concepts and contexts in...

A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills

Proficient readers use strategies in order to achieve various types of reading purposes. However, purpose-driven strategies are seldom taught in elementary schools. Based on current theories of purposeful reading and direct explicit instruction, the present study developed and tested an instructional program to promote fifth graders’ purposeful reading skills. Teachers from five different schools (10 classes) were trained to implement the program. The intervention included two weekly 45-min workshops over a period of five weeks. Using a quasi-experimental design, participating classes were assigned to an experimental group (n = 78) or an active control group (n = 89). Trained students outperformed controls on post-tests assessing strategy components. However, the effects on an integrated reading task did not reach significance. The study suggests that the explicit teaching of purposeful reading strategies can effectively support students' skill acquisition. The conditions needed for innovative interventions to yield robust and lasting outcomes are discussed.

Literature between Collecting and Hoarding: Revisiting the Object in François Bon, Lydia Flem, and Georges Perec

Abstract Recent readings in literature stress the interdependence of the mental and the material, hence offering a bridge between material culture and literary interpretation. This article develops this line of thought using the concepts of collecting and hoarding as two configurations that undermine both the logic of the commodity and the opposition between materiality and semiotics. Specifically, it discusses these topics within the scope of French studies through a revision of the position of the object or thing in the works of François Bon (Autobiographie des objets), Lydia Flem (Comment j’ai vidé la maison de mes parents), and Georges Perec (Les Choses, Penser/classer, and Je me souviens). In the first section, Bon’s sentimental form of collecting is defined as a practice of material self-mourning. In the second section, comparative discussion of Bon and Flem examines themes of memory and mourning through the practices of decluttering and profanation of stuff. The third section of the article connects with recent theories of reading and examines Perec through a ‘surface reading’: instead of symptomatic readings, which follow the logic of the commodity to presume a hidden value behind brute materiality, this reading explores various texts by Perec in which hoarding is at the very surface, manifested in the reader’s experience.

ONE DAY ONE ARTICLE (ODOA): HABITUATING READING COMPREHENSION SKILLS

This article explores quality habits that can be taught to non-English department students to improve their reading comprehension skills in English-language scientific literature. By using the theory and practice of reading comprehension, students are expected to be able to get used to reading scientific writings in English at a certain stage and time. This paper was developed using a qualitative approach based on data from grounded research that explores phenomena based on inductive studies which include reading theory, reading activity, and reading habit. This study found that students can increase their knowledge by understanding aspects of activities that become routine. These activities are inherent in the quantity and quality of reading activities. The results of this paper have implications for complex literacy mastery in supporting students' higher-order thinking skills (HOTS) as an academic need in the Society 5.0 era. This article proves that there is no barrier for non-English department students to be able to master reading skills from English texts by making quality reading habits.

Monitoring Reading Component Skills during a Word‐Level Intervention for Adolescents with Limited Reading Proficiency

AbstractThis study examined incremental change for several reading component skills while adolescents were actively learning a word‐level intervention and measured pre‐/postintervention change in skills. Six ninth graders in two different classes participated during the 2019–2020 academic year. Primary analysis was based on an A‐B single‐case design across behaviors and participants to observe change in skills proximal to the intervention. Visual analyses of baseline and intervention phase data indicated correlational relationships between the word‐level intervention and word identification of multisyllabic words and oral reading fluency. Specifically, an aggregate Tau‐U statistical calculation for prosody showed a moderate 0.70 effect size. Secondary analysis indicated a statistically significant group effect for improved strategy knowledge and skill with a 0.90 effect size but no statistically significant group effects for silent reading fluency or sentence comprehension. Discussion includes connections between progress monitoring and reading theory as well as limitations and implications for researchers and practitioners.