Book Reading Research Articles

Book review: The anti-racism linguist: A book of readings

Book review: The anti-racism linguist: A book of readings

Georgia Library Spotlight: 1,000 Books With Head Start Reading Challenge Leads to 285,000 Books Read

Georgia Library Spotlight: 1,000 Books With Head Start Reading Challenge Leads to 285,000 Books Read

Greater Parent-Child Brain Synchronisation During Printed Book Versus Screen Reading Using Hyperscanning Electroencephalograph Data.

The differences between parent-child joint attention while reading together from a screen versus from a paper are unknown. The current study aimed to determine if parent-child brains synchronise differently during screen-based versus printed paper-based, in other words, a book reading. The study was carried out in 2022 in Israel. Cohorts were recruited via posted ads. Cognitive and behavioural measures were assessed using standardised tests. In addition, two reading sessions were administered by the parent, one on the screen and another using a book, while electroencephalograph data captured their brain synchronisation. The difference in brain synchronisation between the conditions was correlated with behavioural measures. Of the 49 parent-child pairs age 3.94 years ± 0.751; 24 females who participated in language-based tasks for this study, electroencephalograph data from 11 dyads showed a higher brain-to-brain synchronisation during printed-based reading compared to screen-based reading was found and associated with the child's verbal and cognitive abilities. Printed-paper reading fosters a higher parent-child neural synchronisation and cognitive engagement compared to screen-based reading.

Development of 3D Animation in AR-based Children's Storybooks

Along with the advancement of technology, it brings updates in the digital world, namely the reality of the additional world or Augmented Reality (AR). The application of AR has now been applied in various fields, especially in education. This is because the presence of AR makes the learning process fun. One of the basic learning is reading. However, unfortunately sometimes reading through book media becomes quite boring. For children, now the use of smartphones has become something close and common, so that reading books becomes less interesting because it only displays still images. Therefore, this study was conducted to create an interesting book by combining AR technology. The use of this technology aims to develop children's story books based on Augmented Reality (AR) with 3D animation to increase literacy interest in children aged 6-8 years. This study has succeeded in creating a children's story book entitled The Adventures of Budi and Wati, as well as a mobile application with Android OS and has successfully displayed 3D animation from book illustration images. In this study, data collection was used with literature studies in various sources. The process of creating this 3D animation was carried out in 3 stages of production. Pre-production, Production, and Post-production. In the pre-production stage, the research team carried out story idea and script preparation activities, in the production process, the development process, 3D animation development and AR application development were carried out. In the post-production stage, the product trial process was carried out on several devices. The results showed that the application could be run, but on Android products with OS version 14. Even so, the application product can run well on Android OS 14 and display animations smoothly. AR technology presents characters and stories in interactive visual form, so that children are more enthusiastic about getting involved in reading. The application of this technology not only encourages reading interest, but also stimulates children's creativity and imagination through a more enjoyable and immersive reading experience.

Bede on Jude

The Venerable Bede is known today as the first English historian. Yet he considered himself to be an exegete above all else, and was received as such in the medieval church. Among his various works of biblical interpretation is the first extant Latin commentary on the Catholic Epistles. Dating from the early stage of Bede’s writing, the commentary is generally characterized as concerned with the plain or literal sense of the text. This article offers a reading of the final book of Bede’s commentary, on the Epistle of Jude. Here we find evidence of Bede’s learning and his interest in a range of canonical and doctrinal questions. Significantly, the article demonstrates that Bede also develops early and brief figural readings of the text, and thus disproves the contention that he is concerned only with its literal sense.

TECNOLOGIAS, CIDADANIA E EDUCAÇÃO: PRÁTICAS DIGITAIS E RISCOS NO CONTEXTO DAS INSTITUIÇÕES ESCOLARES.

This present work deals with technology as a necessary factor in educational and technological training for the construction of citizenship. The main objective of this work was to show that we currently live in a technological society characterized by interactivity. Thus, being able to perceive the important continuity in teacher and student training, citizenship and the necessary care in the use of technologies. In this way, one can see how technological advances have altered not only human relations, but also one of the most important sectors of a democratic and republican society, education. Technology has been used in the teaching-learning process as an aid to the student, to enrich the classes and fix the presented content. In this way, it can be considered that the continuous use of technological resources is a growing and current movement, taking into account the need of the education professional for constant training and/or updating. In the construction of this, bibliographic research was used, reading books, articles and several authors such as: (Kenski, 2003), (Lévy, 1999), (Pretto & Pinto, 2006), (Sêmola 2014).

Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis

There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose of this meta-analysis was to describe and evaluate recent research examining the effects of at-home, family-implemented literacy interventions for school-aged children. A total of 25 interventions across 22 studies (12 with group designs and 10 with single-case experimental designs) were analyzed. The average effect on combined literacy outcomes was estimated as g = 0.36 (p < .01; Q = 191.83; I2 = 36.17) for group design studies and g = 1.50 (p < .01; Q = 114.58; I2 = 38.58) for single-case experimental design studies. Notably, for group design studies, effects varied by literacy outcome type. The mean effect for code-focused outcomes (i.e., PA, decoding/word reading, spelling, text reading) was g = 0.28 (p < .01) and the mean effect for meaning-focused outcomes (i.e., vocabulary, listening comprehension, reading comprehension) was g = 0.41 (p < .01). Overall, these findings support the implementation of family-delivered literacy interventions to improve literacy outcomes for school-aged children. At the same time, this meta-analysis revealed the paucity of research examining the effects of family-implemented literacy interventions, especially for older children, indicating a need for more research on this topic.

The relationship between teachers’ teaching style and the number and types of questions they ask during shared book reading: an explorative study in early childhood education

ABSTRACT This study investigated the relation between teaching style and the number and type of questions teachers ask during a shared book reading activity in early childhood classrooms. A total of N = 17 early childhood teachers participated. Teaching style was measured with the Questionnaire on Teacher Interaction for Primary Education. In addition, the number and type of questions teachers asked was measured by videotaping a shared book reading activity and coding the teacher turns using a self-constructed code scheme. Outcomes showed a positive correlation between the teaching style ‘helpful/friendly' and the total number of questions teachers asked, and finishing-, how-feeling-, where- and -what-doing-questions. In addition, the teaching style ‘leading’ appeared to be negatively related to why-questions. The other two teaching styles that were included in this study were not related to the number and types of questions teachers asked. Although further research is required, this study provides evidence for a relation between teaching style and the number and type of questions teachers ask.

Motivating book reading during adolescence: qualitative insights from adolescents

ABSTRACT Background Research demonstrates a wide range of benefits associated with reading books, from academic and cognitive to social and emotional. Reading motivation has been shown to drive the volitional reading of books; however, international research consistently demonstrates a global decline in reading motivation from childhood to adolescence. As a result, there is considerable research, policy and practice interest in understanding how to increase adolescents’ volitional reading. To date, very little research has centred on adolescents’ views within this exploration. Purpose Through collaboration with a Young People’s Advisory Panel (YPAP) of young people aged 13–15, and a national literacy organisation, this study sought to identify adolescents’ views on factors which would increase their volitional book reading. Research questions were: (1) What factors do adolescents perceive as their reasons for reading or not reading? and (2) How can we inspire and sustain book reading motivation and engagement in adolescence? Methods Working with six members of the YPAP, adult- and peer-led semi-structured interviews were carried out with 46 adolescents aged 13–15, 30 of whom were female and 16 male, from six geographically dispersed high schools in Scotland, United Kingdom (UK). Data were analysed using an inductive data-driven thematic process, with findings interpreted in collaboration with the YPAP. Findings Factors which adolescents reported would motivate volitional book reading included (1) Access to quality books aligned with their interests; (2) Knowledge and skills to choose books aligned with their interests; (3) Autonomy over reading choices; (4) Reading promotion messaging which resonated with them and their ways of communicating; (5) Social reading practices which were personally enjoyable, meaningful, and enriching; and (6) Quality space and time to foster and sustain book reading practices. Conclusions This study extends current understanding of the factors that could motivate adolescents’ volitional reading. It offers researchers, policymakers, and educators novel insights into adolescents’ perspectives, which may support continued efforts to increase adolescents’ reading motivation and engagement.

Reading of humanities and social sciences books in chemistry, mathematics, and physics majors

This study analyzes book borrowing patterns among 4,403 borrowers from the chemistry, mathematics, and physics departments at the library of Nanjing Normal University from 2014 to 2023. Utilizing the Chinese Library Classification System, the researcher calculated and ranked the borrowing volumes of various book categories, aiming to discern correlations among multiple variables. Data was processed in SPSS, employing nonparametric tests and correspondence analysis to examine the relationship between book categories and departmental borrowing patterns. Moreover, the researcher calculated the annual borrowing averages for liberal arts books, visualizing trends through scatter plots in Excel to forecast borrowing behavior for 2024. Utilizing Gephi, network diagrams of borrowing relationships were constructed to evaluate connectivity among readers within each department. Further analysis through SPSS involved refining book classifications and performing factor analysis, while structural equation modeling in AMOSS allowed for the calculation of correlation and covariance coefficients between observed and latent variables. The findings provide insights into the humanities and social sciences books’ borrowing habits of students in these scientific majors, revealing patterns that could inform library resource allocation and academic support.

Anticipating future explorations in science and technology literature for university liberal arts majors

Scientific literacy emerges as a vital competency for aspiring preservice educators, underscoring the need for a multidimensional approach to literacy that transcends disciplinary boundaries and fosters a holistic understanding of knowledge. This study investigates the borrowing behaviors of 4,864 students across the teacher education, fine arts, and psychology departments at Nanjing Normal University from 2014 to 2023. A total of 15,859 science and technology book transactions were recorded, culminating in an overall borrowing of 38,783. The analysis employs chi-square tests to explore the relationship between gender and borrowing frequency, particularly in light of the COVID-19 pandemic. A ranking of book categories based on the Chinese Library Classification System is conducted, and the findings are analyzed through SPSS to evaluate the degree of correlation among various levels of borrowing data. Correspondence analysis is utilized to visualize patterns in borrowing across different majors, providing insights into preferences for specific literature and resources. The study further delves into topological structures of borrowing practices using Gephi to create network diagrams, revealing statistical connectivity among readers within a major. Annual borrowing averages for science and technology books are calculated, and predictions for future borrowing trends are visualized using Excel scatter plots, facilitating an understanding of science and technology book reading of liberal arts students, as well as evolving academic resource utilization. The results highlight distinctive borrowing patterns and the impact of demographic factors on students’ library usage, contributing valuable insights to academic resource management.

Effects of Using Prompts During Parent-Child Shared Reading on the Language Development of Mildly Autistic Children.

The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children's use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children's language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children's language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children's affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent-child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children.

The use of gestures in book reading and play situations related to vocabulary in young children with cochlear implants

ABSTRACT Gestures are essential in early language development. We investigate the use of gestures in children with cochlear implants (CIs), with a particular focus on deictic, iconic, and conventional gestures. The aim is to understand how the use of gestures in everyday interactions relates to age, vocabulary testing results, and language development reported by parents. Seven children with CIs, aged 27–39 months, participated in the study. The children’s use of gestures was analysed in caregivers’ video recordings of daily life interactions. The Picture Naming Game was used to test vocabulary. The Swedish version of CDI was used for caregiver reports of vocabulary and gesture use. All seven children used gestures, with deictic gestures being the most common type. Iconic gestures were more frequent during play than during book reading, and iconic gestures were more frequent when vocabulary was low. The results suggest that the use of gestures in combination with speech or vocalisations is related to vocabulary development. This connection is more pronounced during book reading, indicating the significance of this activity for language and gesture use in children with CIs. The study highlights the importance of gestures in communication and language development, especially in children with CIs. It emphasises that assessing gesture use should be a routine part of language assessments for children with challenges in their language development, such as hearing impairments. The study has some limitations, which are discussed in terms of small sample size and lack of detailed information on sign language use in the participating families.

Pemanfaatan Pojok Baca Dalam Meningkatkan Minat Baca Siswa di SD Negeri 1 Baubau

This research aims to examine the use of reading corners in increasing students' reading interest in elementary schools. This type of research is descriptive qualitative which aims to reveal the context of the use of reading corners in fostering students' interest in reading at SD Negeri 1 Baubau. The results of this research show that the availability of a reading corner at SD Negeri 1 Baubau based on the research results shows that it has been implemented well, although there are still shortcomings such as data collection on reading books that have been read by students has not been carried out and the design of the reading corner has not been implemented in classes III and IV. . The Teacher's Role in Implementing and Utilizing Reading Corners. Based on the theory used and field conditions, both from observations and interviews with the homeroom teacher, the teacher has carried out his main duties well, but is hampered by a community environment that has minimal awareness of reading.

Early Childhood Practitioners' Use of Language Facilitation Strategies During Informational Book Reading: Relation to Language Skills of Children With Developmental Language Disorder.

The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD). Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language pathologists) and 33 preschoolers with DLD participated. Practitioners received training and implemented an informational book-reading intervention for 19 weeks. Practitioners' use of language facilitation strategies (i.e., activating thinking by setting the informational text structure, asking target questions, asking inferential questions, and providing support) was coded using an observational tool. Children with DLD were assessed with a battery of language assessments at pre- and post-intervention. Providing support significantly predicted the receptive academic vocabulary and receptive understanding of signal words of preschoolers with DLD. Practitioners asking target questions (direct questions related to targeted academic vocabulary and signal words) significantly predicted the receptive academic vocabulary of preschoolers with DLD. By contrast, these two types of language facilitation strategies were not related to expressive academic vocabulary or signal words. The other language facilitation strategies (i.e., activating thinking by setting the informational text structure and asking inferential questions) did not contribute to receptive or expressive academic vocabulary or signal words. Our findings suggest that asking direct questions and providing support may be effective mechanisms for supporting children's understanding of academic vocabulary and signal words during interactive book reading of informational texts.

O SOFRIMENTO PSIQUICO FEMININO NO PROCESSO DE TRABALHO E DO ENVELHECIMENTO

The present work aims to discuss the female psychic suffering in the aging process. Despite knowing that aging is a natural process and is part of life, there is a common sense thought that says that aging brings many losses such as physical, mental, emotional diseases, as well as loss of mobility, greater difficulty at work, white hair, skin wrinkles and several hormonal factors that cause deficiencies in the body as you age. To carry it out, the contributions of Goldenberg &amp; Ramos (2002), Santos (2009) and Dantas (2011) were used as a basis. The reading reveals female psychic suffering that varies according to the living conditions of these women and had the following specific objectives: to understand female aging in relation to work; to understand this aging in its physical aspects; and reflect the emotional aspects involved during aging. To this end, a qualitative approach was used in the collection of data through reading books, filing articles, research on scientific websites and in the personal experiences of the author of the work. In this context, it was necessary to raise the following hypothesis: How does female aging affect and cause psychic illness in the work process and in the face of social demand? It is known that a woman's life journey is completely different from that of a man, so the justification of this research is based on the various challenges faced by women on a daily basis when performing their tasks throughout their lives, especially in the aging process that generates internal and social conflicts during this process.

An ELM-based approach to promoting reading of library books

An ELM-based approach to promoting reading of library books

Cultural Differences in Visual Attention Emerge in Infancy.

East Asians are more likely than North Americans to attend to visual scenes holistically, focusing on the relations between objects and their background rather than isolating components. This cultural difference in context sensitivity-greater attentional allocation to the background of an image or scene-has been attributed to socialization, yet it is unknown how early in development it appears, and whether it is moderated by social information. We employed eye-tracking to investigate context-sensitivity in 15-month-olds in Japan (n=45) and the United States (n=52). Viewing faces, Japanese infants were more attentive and studied the background longer than U.S. infants. Viewing cartoon videos, Japanese infants looked at the background twice as long as U.S. infants, particularly for objects with eyes. In parent-child book reading, Japanese parents referred to the background significantly more than U.S. parents, although this was uncorrelated with infant behavior on the preceding tasks. These findings illustrated that cultural differences in attention are detectable in infancy, and that sustained attention may be an important foundation upon which culturally-specific attentional styles are built. Overall, results were consistent with the view that a context-sensitive orientation first emerges for social information and later generalizes to non-social situations.

Analisis Gerakan Literasi dalam Meningkatkan Minat Baca Anak Usia Dini pada Kelompok Bermain Bustanul Wildan

This research was motivated by the low interest in reading of young children in Bustanul Wildan's play group, which had an impact on the low interest in reading among the students. This research aims to find out how to develop interest in reading in early childhood in Bustanul Wildan's play group through the school literacy movement. This research is a descriptive qualitative study with the aim of examining the reading interest of young children in Bustanul Wildan's play group through the school literacy movement. Data collection techniques use interviews, observation and documentation. The objects of this research are school principals, teachers and parents of students for the 2023/2024 academic year. The results of this research show that the existence of a school literacy movement activity program can increase young children's interest in reading. The school literacy movement carried out in Bustanul Wildan's play group includes Story Telling activities, raed aloud activities, reading corner activities and Wall Sticker activities. The supporting factors for these literacy movement activities are that adequate facilities play an important role for children who have a high interest in reading, starting from varied reading books, comfortable places to study, and good gadgets, plus parental assistance in guiding them effectively. Being full can make children have high enthusiasm because they feel there is more support from their parents.

부모의 인권 그림책 읽어주기 확장 활동이 유아의 인권인식과 부모의 자녀권리존중 및 실행에 미치는 효과

The purpose of this study is to analyze the effect of parents' activities to expand reading human rights picture books on young children's human rights awareness and parents' respect and implementation of children's rights. The subjects of this study were 18 parents of 5-year-old infants and infants enrolled in S kindergarten located in Ch. Parents of infants who participated in this study conducted activities to expand reading of human rights picture books with their children twice a week for 8 weeks. As a result of this study, first, it was found that parents' activities to expand reading of human rights picture books had a significant effect on children's human rights awareness. Second, parents' activities to expand reading of human rights picture books showed a positive effect on parents' respect for and implementation of their children's rights. These results imply that parents' activities to expand reading of human rights picture books with their children have a positive effect on children's human rights awareness as well as their respect for and implementation of their own children's rights. This study implies that children's human rights awareness should be preceded by parents' respect for and implementation of their children's rights in that human rights awareness, which must be formed from infancy, is influenced by the family environment to which children belong, especially parents. This study suggests how important it is to cultivate parents' human rights awareness, and that human rights education that begins at home can play a key role in improving human rights awareness in society as a whole.