Skocz do pozycji: 1.

Tytuł:

Plädoyer für Förderung der Vorlesekompetenz im DaF-Bereich – potenzielle Verfahren zur Stärkung der Leseflüssigkei
Plea for Promotion of Reading Competence in German as a Foreign Language – Potential Methods to Strengthen Reading Fluency

Autorzy:

Żytyńska, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/2233697.pdf

Data publikacji:

2022-12-19

Wydawca:

Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu

Tematy:

reading competence
reading training
reading fluency
reading speed
prosodic parsing

Opis:

This article deals with methods of oral-reading, which aim to improve reading competence and reading fluency. Important when reading aloud are the following components: decoding, accuracy, automaticity, fluency, reading speed and text comprehension. All these components should be practised with the following oral-reading methods: repeated reading, assisted reading or paired repeated reading. All of these reading-aloud methods contribute to the increase in reading competence. Therefore, they should be applied also in the teaching of German as a foreign language.

Źródło:

Academic Journal of Modern Philology; 2022, Special Issue, 16; 277-287
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Subjective Concepts of Reading Literature Among Future Foreign Language Teachers of German: Implications for Theory and Practice

Autorzy:

Jazbec, Saša

Powiązania:

https://bibliotekanauki.pl/articles/16530385.pdf

Data publikacji:

2013-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

literary reading
reading competence
interview
reading concepts

Opis:

The reading of literary texts has been strongly affected by modern times and media developments. In the development of reading, a proficiency gap can be perceived. In this contribution theoretical starting points are presented for viewing reading from the perspective of scientific disciplines and these are supported by empirical data on the subjective concepts of reading literary texts among future teachers of foreign languages. Teachers, with their inclination or refusal to read and their competences, transmit their views intentionally or unintentionally, consciously or unconsciously to students. At this point their subjective concepts of reading have consequences beyond the subjective. Illustrative segments from interviews and subsequent analysis will allow for a discussion and categorization of concepts held by readers and of guidelines for the education of teachers.

Źródło:

The New Educational Review; 2013, 34; 164-173
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading

Autorzy:

Kim, Hyang Il

Powiązania:

https://bibliotekanauki.pl/articles/1203049.pdf

Data publikacji:

2021-06-24

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

reading anxiety
reading strategy use
orientation to reading
reading confidence

Opis:

Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual’s psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the Foreign Language Reading Anxiety Scale. Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader’s active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers’ use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 2; 313-234
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Czy Harry Potter uratował wskaźniki czytelnictwa w Polsce? Analiza stanu czytelnictwa młodzieży w województwie małopolskim na tle badań ogólnopolskich

Autorzy:

Guzik, Aldona

Powiązania:

https://bibliotekanauki.pl/articles/700433.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

library
reading
reading indicators
reading trends
good practices

Opis:

Did Harry Potter Save Reading Indicators in Poland? – Analysis of State of Readingin Małopolska Voivodshipon on a Basis of all-Polish ResearchA library has become a natural basis for education starting from a primary school toan university. It supports knowledge, aff ects common education, takes part in a processof development of intellectual and emotional progress and broadens horizons ofthose who make use of it. Despite of the aims, society’s links with libraries are alwaysconnected with reading, which is generally comprehended as a social process to satisfydiff erent human needs. However, recently reading indicators have diminishedin Poland, which results in asking a question: why is it so, and what should we do tofi ght it?In this article I am going to discuss statistic data connected with reading level in Polandand in Małopolska voivodship. Th en, I m going to show the most characteristicreading trends, and eventually I am going to present a few good practices used inlibraries to encourage people, especially young ones, to read.

Źródło:

Jagiellońskie Studia Socjologiczne; 2014, 1
000000

Pojawia się w:

Jagiellońskie Studia Socjologiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

One Skill, Many Conceptualizations: Discussion of the Ability to Read, the Purposes for and Types of Reading

Autorzy:

Gąsior, Klaudia

Powiązania:

https://bibliotekanauki.pl/articles/601305.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

reading
types of reading
purposes for reading
receptive skills
metaphors of reading

Opis:

The main aim of the article is to present the ambiguity of the concept of reading. As an introduction, the author puts into foreground the importance of good reading skills. Then the concept of reading is discussed followed by the classification of the purposes for reading and its types. The concluding remarks are devoted to the author’s justification of the selected themes and her stance towards the ideas under discussion.

Źródło:

New Horizons in English Studies; 2018, 3
2543-8980

Pojawia się w:

New Horizons in English Studies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Emocje lekturowego dzieciństwa we wspomnieniach współczesnych seniorów
The Emotions of Contemporary Seniors Regarding Their Childhood Reading

Autorzy:

Aleksandrowicz, Renata

Powiązania:

https://bibliotekanauki.pl/articles/2031250.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

childhood reading
reading research
seniors
reading emotions

Opis:

Senior citizens today make up the last generation whose childhood passed without significant mass media consumption. It is a generation that was raised to respect the written word and the sanctity of books. This article presents an analysis of statements made by students of the Third Age University in Wroclaw about their childhood reading experiences, especially in relation to their emotional reactions to the most popular works of fiction from their childhood and the emotional relationships they forged with literary characters and their fates. The emotional circumstances of reading were also discussed, as well as the circumstance of first readings or community readings, emotional attachment to books as objects, e.g. gifted books or inaccessible books, and finally sentimental returns to youthful reading.

Źródło:

Filoteknos; 2020, 10; 138-149
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Studia na kierunku pedagogika specjalna jako przestrzeń czytania naukowego
Studies in the field of special pedagogy as a scientific reading space

Autorzy:

Sadowska, Sławomira

Powiązania:

https://bibliotekanauki.pl/articles/930496.pdf

Data publikacji:

2018-01-30

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

reading text / reading
student's reading (special education)
reading value
reading in science
reading in college
reading crisis
learning culture
generation C

Opis:

The author describes the properties of modern ways of “reading in science”. It emphasizes the relationship between the type of text (digital, printed) and the kind of reading activity. He points out that reading science texts by scholars is rarely done in full and in linear order. Reading in science, requires active engagement in text, information processing and efficient selection to fully understand content. Analyzing the changes that have taken place with the advent of the C generation, he analyzes “reading in college”. He argues that contemporary students (special education) – representatives of the computerized generation – connected -always clicking – have dropped printed text and are not interested in books as a source of knowledge. Although they have a proficiency in searching online resources, they experience difficulties in using the text and its content. By copying the thesis, the author presents the results of the research conducted in this field and refers to many publications on this subject. Clearly recognizes the need to prepare future students for a rational and critical use of scholarly reading, to learn how to study a scholarly work (both at the earlier stages of education and within the university education system). Also, believes that pedagogical thinking and action derive both from the association with the scientific texts and from reading literature. Reading is an irreplaceable way to enrich the sensitivity and imagination of future teachers (special).

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 13; 9-27
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

Reading literacy skills in the new external exams in Poland

Autorzy:

Kotorowicz-Jasińska, Karolina
Krzemińska-Adamek, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/605437.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

reading skills
reading processes
literacy
reading assessment
external exams

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse new task types introduced to the external exams as well as to provide evidence that the changes in the exam format reflect the way reading comprehension skills have recently been conceptualised. The analysis of the exam tasks is preceded by an overview of the recent trends in conceptualising L2 reading literacy.
L'article contient uniquement les résumés en anglais.

Źródło:

Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

The Reader and Reading Culture from the Perspective of Student Teachers

Autorzy:

Vicherková, Dana
Malach, Josef

Powiązania:

https://bibliotekanauki.pl/articles/2140577.pdf

Data publikacji:

2022-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

non/traditional reader
reading attitudes
reading context
multimedia reading culture
reading literacy

Opis:

This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.

Źródło:

The New Educational Review; 2022, 69; 95-106
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

FOREIGN LANGUAGE READING ANXIETY AMONG ADVANCED STUDENTS OF ENGLISH – A PILOT STUDY

Autorzy:

Marzec-Stawiarska, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/444520.pdf

Data publikacji:

2013-06-01

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

reading anxiety
reading apprehension
advanced students

Opis:

The article discusses the problem of foreign language reading anxiety among advanced students of English. It describes a pilot study whose aim was to check whether reading apprehension exists in this group of participants, to investigate cognitive, behavioural and somatic symptoms of anxiety and to create an instrument which would allow for its multidimensional analysis. The study shows that reading anxiety exists at advanced levels of linguistic proficiency. Within cognitive framework of anxiety testing apprehension was found to be prevailing. As far as anxiety generating factors are concerned students are most stressed by inability to understand a text, by activities accompanying reading tasks and by reading aloud. Behavioural and somatic symptoms exist in a small degree in this group of respondents.

Źródło:

Acta Neophilologica; 2013, XV/1; 89-102
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners

Autorzy:

Park, A Young

Powiązania:

https://bibliotekanauki.pl/articles/780769.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

extensive reading
intensive reading
reading attitudes
EFL learners
proficiency levels

Opis:

Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 2; 337-358
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej
Research of reading skills of the fourth grade pupils in the primary school

Autorzy:

Przybyla, Olga
Turek, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/667360.pdf

Data publikacji:

2013-01-01

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

research of reading skills
determinants of the reading process
decoding
reading comprehension

Opis:

The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.

Źródło:

Logopedia Silesiana; 2013, Logoepdia Silesiana nr 2; 24-50
2300-5246
2391-4297

Pojawia się w:

Logopedia Silesiana

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Assessing Indonesian college students’ reading stamina in reading different text formats

Autorzy:

Rahmatillah, Refanja
Parlindungan, Firman

Powiązania:

https://bibliotekanauki.pl/articles/2196163.pdf

Data publikacji:

2023-05-25

Wydawca:

Akademia Pedagogiki Specjalnej. Language and Society Research Committee

Tematy:

Digital
print
reading format
reading stamina

Opis:

Reading stamina, a term for someone’s ability to keep reading in one sit, is believed to be affected by the reading formats. Despite the crucial benefit of reading stamina for lifelong reading performance, it has not received much attention in literacy research. This study, thus, aims to find out the effect of reading formats (digital and print) on the reading stamina of college students. 70 Indonesian college students taking an English course were involved in this study. They were divided into two groups. 35 of them were asked to read a novel in digital format and the rest were asked to read a novel in print format for four-time meetings (30 minutes each). Their reading stamina was assessed through a reading behavior observation sheet. The students’ perception about their reading behavior was also collected through a self-reflection questionnaire adapted from Lynch (2018). The data obtained were analyzed quantitatively. The result showed that there was an increase in the students’ reading stamina for digital format from meeting one through meeting four, but a decrease in print format. Additionally, statistical analysis showed that there was a significant difference in the students’ reading stamina between those who read digital and print format (t (68) = 5.013, p < 0.05, d = 1.2). Regarding the students’ perception about their reading behavior, 69.20% of them mentioned that reading in print format was easier than reading digital format. These findings suggest that choosing appropriate reading format is pivotal for college students since abundant reading resources are available nowadays.

Źródło:

Language, Discourse & Society; 2023, 11, 1; 65-80
2239-4192

Pojawia się w:

Language, Discourse & Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Reading as a core component of developing academic literacy skills in L2 settings

Autorzy:

Kiszczak, Anna

Powiązania:

https://bibliotekanauki.pl/articles/606151.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

academic literacy
academic reading
reading to learn

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.
L'article contient uniquement les résumés en anglais.

Źródło:

Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Autorzy:

Mokhtari, Kouider
Dimitrov, Dimiter M.
Reichard, Carla A.

Powiązania:

https://bibliotekanauki.pl/articles/780595.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

metacognition
reading comprehension
metacognitive awareness
reading strategies

Opis:

In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

An investigation of Chinese university EFL learners foreign language reading anxiety, reading strategy use and reading comprehension performance

Autorzy:

Lu, Zhongshe
Liu, Meihua

Powiązania:

https://bibliotekanauki.pl/articles/780819.pdf

Data publikacji:

2015-03-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

FL reading anxiety
FL reading strategy use
FL reading comprehension performance

Opis:

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 1; 65-85
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts

Autorzy:

Chodkiewicz, Halina

Powiązania:

https://bibliotekanauki.pl/articles/606119.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

L2 reading, strategic text processing, reading strategy, reading to learn, metacognitive awareness

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Evolving approaches to the conceptualization of reading have created conducive grounds for rethinking the role of strategic reading in second/foreign language contexts. However, despite a wide recognition of the effectiveness of strategic reading, such critical issues as strategy identification, modelling reading strategy taxonomies, and their implications for establishing principles for actual classroom practice are still being  debated on. This article intends to look more closely at current insights into the strategy dimension of the reading process, which, according to the current author, play an enlightening role in defining the utility of reading strategies in helping second/foreign language learners reach their goals in reading and through reading. Hence, the article mainly focuses on promoting text comprehension, language and reading skills improvement, and content learning from text. The author articulates the need for a better understanding of how the potential effects of strategic text processing can be addressed in L2 reading practice.
L'article contient uniquement les résumés en anglais.

Źródło:

Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

THE PROBLEM OF FORMATION OF READING CULTURE OF CHILDREN AND THE YOUTH IN UKRAINE

Autorzy:

OLENA, BUDNYK

Powiązania:

https://bibliotekanauki.pl/articles/460534.pdf

Data publikacji:

2017

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

reading culture
reading competence
pupils of school of general education
Ukrainian youth
reading interests
promoting children's reading

Opis:

The article shows a printed or electronic book as the basic component of information society development on condition of integration to the world education space. The researcher reveals the problem of formation of reading culture of children and the youth in Ukraine. The author shows the tendency of the decrease of reading activity of modern students on the example of experimental research. The paper presented defines reading interests of children and the youth in Ukraine. Relevant tasks of pedagogical community concerning the popularization of the book and the formation of personality reading competence are also described.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2017, 2; 119-128
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

When the print meets the screen: Towards a model of L1 and L2 online reading comprehension

Autorzy:

Piasecka, Liliana Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/606014.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

offline and online reading
models of reading
foreign/ second language reading comprehension

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The spread of information and communication technologies (ICTs) has been changing literacy practices and activities. Consequently, the traditional view of literacy as the ability to read and write needs to be revised to encompass new forms of literacy called e-literacy, or “digital/silicon/electronic literacies” (Murray & McPherson, 2006, p. 132) as well as “hyperreading” (Usó-Juan & Ruiz-Madrid, 2009, p. 59). The members of the 21st century “global”, “fluid” and “networked” (Jewitt, 2008) societies engage in activities that the access to the WWW makes possible. The aim of the paper is to discuss print-based models of reading, identify similarities and differences between online and offline text comprehension, also with respect to the foreign/second language (L2) reading. Online texts entail the necessity to use different sets of skills and strategies which have to be incorporated into a model of electronic text comprehension. Suggestions as to what such a model might include, based on theoretical underpinnings and empirical findings, are presented.
L'article contient uniquement les résumés en anglais.

Źródło:

Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Jednak czytają! Co, dlaczego i jak czyta współczesna młodzież
But They Read! The Reading Practices of Contemporary Young People

Autorzy:

Latoch-Zielińska, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/2031241.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

youth
reading
school reading
motivation
new technologies

Opis:

The article presents the results of a diagnostic survey conducted among schoolchildren aged 13–15 on their reading preferences. The juxtaposition of quantitative and qualitative data with the results of other explorations (e.g. Zofia Zasacka or national readership research for 2016) allowed to create a specific map of interests and reading motivation of young people. On their basis, educational conclusions and guidelines for teachers’ work were formulated.

Źródło:

Filoteknos; 2020, 10; 85-102
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

Autorzy:

Murawska, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/1789409.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

reading comprehension
teaching reading comprehension
determinants comprehension

Opis:

Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 31-41
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

The Development of a Critical Reading Learning Model to Promote University Students’ Critical Awareness

Autorzy:

Sultan, -
Rofiuddin, Ahmad
Nurhadi, -
Priyatni, Endah Tri

Powiązania:

https://bibliotekanauki.pl/articles/1998213.pdf

Data publikacji:

2017-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

critical reading
critical awareness
language learning
teaching reading

Opis:

Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.

Źródło:

The New Educational Review; 2017, 48; 76-86
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Inność, którą trzeba chronić. O empatii zbudowanej na dystansie
Otherness that deserves to be protected. Empathy built upon distance

Autorzy:

Winiecka, Elżbieta

Powiązania:

https://bibliotekanauki.pl/articles/1534858.pdf

Data publikacji:

2010-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

personalistic reading
otherness
emphatic reading
emphatic criticism
poetry

Opis:

The article is a review of Krystyna Pietrych’s book Co poezji po bolu.Empatyczne przestrzenie lektury (Łodż 2009) [What good pain and sufferingbring in poetry. Emphatic dimensions of reading]. Since the reviewedbook presents a bold and, to a large extent, novel approach topersonalistic reading — based on a subjective, compassionate experienceof an encounter with uncognizable and unreductible otherness oftormented man-poet, the reviewer focuses on the issues viewed as themost important for the method of emphatic reading adopted by the author.E. Winiecka analyses aesthetical and epistemological, as well asaxiological possibilities and risks that emphatic criticism opens up forreexamination. Formulates her own opinion on the analytical methodused by K. Pietrych in examining poetry, which is a recording of one’smind in agony and suffering experienced by seven authors: AleksanderWat, Zbigniew Herbert, Miron Białszewski, Stanisłw Barańzak, JanuszSzuber, as well as Julian Przybośand Anna Swirszczyńka. Outlinesthe methodological perspectives of the discussed work that tracesthe stages in the formation of literary depiction and representation ofsuffering. The text is also an attempt at defining and indicating the cognitiveperspectives of emphatic criticism.

Źródło:

Poznańskie Studia Polonistyczne. Seria Literacka; 2010, 17; 203-223
1233-8680
2450-4947

Pojawia się w:

Poznańskie Studia Polonistyczne. Seria Literacka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

My Friend Eeyore or to Be Like Coraline – Training in Reading Engagement

Autorzy:

Zasacka, Zofia

Powiązania:

https://bibliotekanauki.pl/articles/2031274.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

socialization to reading
reading engagement
children reader’s response
literary protagonists
children reading culture

Opis:

Socialization to reading in early childhood is necessary to make reading an obvious, giving pleasure activity. It can be strengthened through literary socialization, for example by reading together with caregivers, browsing through books and talking about them with the child as a pastime at home or in a kindergarten, playing pretend or make-believe games based on a text that was read, etc. The child should be an active participant in all strategies of socialization to reading – autonomous in evaluation and interpretation of the text. The studies on social reading attitudes and motivation prove that reading experiences build intrinsic motivation in reading. When reading is an important, attractive, obvious practice for children, their will to read comes from the conviction that reading brings pleasure and satisfaction, it means that they are intrinsically motivated to reading and they become engaged readers. The author of the paper will describe the process of socialization to reading based on emotions evoked during literary reading and responsible for improving reader’s Theory of Mind. Engagement will be also analyzed through emotions awakening during the reading process in relation to the literary characters, as well as the reader’s participation in the game designed by the plot’s author. Such emotions unleash cognitive processes, self-reference memory, and anticipation, such as figuring personality traits of a literary character, or free empathy-related emotions, for example wanting to become friends with a literary protagonist. Readers follow the narrator into a fictional world, which allows them to experiment with their own states of mind, train their empathy and identify with the character. Theoretical and empirical studies of reader’s response in the context of socialization to engagement in reading will be discussed in this paper.

Źródło:

Filoteknos; 2020, 10; 59-68
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Teaching Polish Learners Early Reading in English: Traditional vs. Contemporary Approach
Nauczanie polskich uczniów czytania początkowego w języku angielskim: podejście tradycyjne i współczesne

Autorzy:

Struk, Barbara
Sawczuk, Anna

Powiązania:

https://bibliotekanauki.pl/chapters/2190038.pdf

Data publikacji:

2022

Wydawca:

Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej

Tematy:

EFL teacher knowledge
teaching early EFL reading
early reading
subcomponents
early EFL reading instruction

Opis:

Learning to read in English usually poses a challenge for early EFL learners because the language represents a deep orthography, which is manifested by the irregularities in the relation between the written and spoken form of words. Teaching learners to read amid such irregularities requires advanced linguistic knowledge and appropriate didactic solutions on part of the teachers. The research concerns in–service teachers’ knowledge of the fundamental subcomponents of early reading, their familiarity with some linguistic terms necessary in teaching early reading and use of appropriate didactic applications. The current study is quantitative and qualitative in nature; a survey was conducted among primary school, Polish EFL teachers working in and around Biała Podlaska. The research indicates that the knowledge teachers have regarding the development of early reading is considerable, however, in some cases the basic linguistic terminology, i.e. phonological awareness, seems to be misunderstood. Also, in some cases, the choice of early EFL reading instruction in early literacy does not follow the current recommendations. The results suggest that in–service, primary school, Polish EFL teachers might need additional, supplementary training in early reading development. It can also be concluded that university courses aimed at pre-service EFL teachers should devote more time and resources to early reading development in English.

Źródło:

Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 97-114
9788364881893

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

Multidisciplinary Explanation of the Reading Voice as a Medium: Challenge to Family Media Literacy

Autorzy:

Tsvetkova, Milena
Pachova, Darina

Powiązania:

https://bibliotekanauki.pl/articles/526528.pdf

Data publikacji:

2019

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Media literacy
Family literacy.
Reading studies
Reading as communication
Reading aloud.
Pre-reading skills
Reader-centric home environment

Opis:

This study addresses the gaps in knowledge regarding the unique energetics of the reading voice in its role as a medium for the development of stalwart future readers. We take into consideration Maryanne Wolf’s reminder about the special need to „foste readers due to the fact that reading is „unnatural“. The purpose of this study is to identify the position of reading aloud as a basic media practice in parenting strategies dedicated to cultivating future readers in order to prove that the energetics of the human voice can serve as a communication medium. This study is committed to finding a solution to a specific scientific problem: could the media modality of the environment involving reading aloud from birth be the crucial factor for developing unfailing future readers? The multidisciplinary reading research analyzes the results of a quantitative sociological 32-item survey which assesses the level of awareness and perceptions towards parent-child reading of 71 families in Bulgaria. The analysis focused on parental attitudes towards pre-reading skills before the child learned to read in the conventional sense. From a new perspective, the study looks at the role of the human voice as a medium of unique energetics for family communication. The study demonstrates that the reading voice adds unique energetics to the parent-baby environment by elevating it with non-verbal rhetoric as well as maintaining it in mode of attention and affectionate sound register. These findings can inform decision-making to improve family media literacy on the protection of children’s key right to a highly energetic cognitive environment that nurtures avid readers.

Źródło:

Media Literacy and Academic Research; 2019, 2, 1; 72-88
2585-8726

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Fictional Characters as Anticipations of Adolescent Readers’ Dreams

Autorzy:

Zasacka, Zofia

Powiązania:

https://bibliotekanauki.pl/articles/16436088.pdf

Data publikacji:

2023-01-26

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

young adult literature
reading engagement
reading attitudes
literary protagonist

Opis:

The aim of this article is to look through the most attractive characters in books important to the contemporary Polish young adults. It concerns the ways young readers use, interpret and find the meaning in literature designed for them. The position of literary protagonist in the adolescent readers’ horizon of expectations has been described on the basis of values and attributes associated with enjoyable reading and books worth to recommend to readers’ peers. The analysis of spontaneous reading choices and characteristics pertaining to highly esteemed books formed the part of the results of nationwide adolescents’ readership survey conducted at the end of 2017. The article it is an attempt to answer the question: how adolescent readers engage with characters or entire books, how they could even become attached to them? There is discussion about the characteristics of a literary protagonist important in adolescent readers’ expectations of a satisfied reading, particularly in their axiological approach in interpreting literature and identification with literary protagonist and how they matter in reading engagement.

Źródło:

Filoteknos; 2022, 12; 117-131
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Tempo czytania ze zrozumieniem w języku polskim na przykładzie uczniów klas ósmych i maturalnych
Fluent reading in Polish: the case of primary and high graduates

Autorzy:

Moździerz, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/16461869.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

average reading rate
reading comprehension
fluent reading
reading efficiency
Polish
średnie tempo czytania
czytanie ze zrozumieniem
płynne czytanie
wydajność czytania
język polski

Opis:

Reading constitutes for one of the most important activities, both in work and in education. There are three major components to reading: comprehension, decoding and reading speed. The relationship between comprehension and reading speed is a tradeoff; after reaching a certain peak one has to decrease for the other to increase. The knowledge of how fast an average person reads can be a useful tool in planning any activity that requires the use of text, such as a language course. To date Polish linguistics lacks relevant research on the speed of reading with comprehension. The following paper presents part of the doctoral project that aims to answer the questions “How fast and with what level of understanding do Poles read?” The paper sums up two research studies which examined the reading speed and comprehension in Polish of students in the final year of high school and in grade 8 of Polish primary school. Both groups read a non-specific text of medium-difficulty about Sherlock Holmes and completed a 9-item comprehension test. The high school students on average scored 77% on the comprehension test with an average reading speed of 173 words per minute (wpm). On the same text, primary school students scored 66% and read at 156 wpm.  

Źródło:

Neofilolog; 2022, 59/2; 76-91
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Three Readings of Frequency Adjectives in Polish

Autorzy:

Mokrosz, Ewelina

Powiązania:

https://bibliotekanauki.pl/articles/1807416.pdf

Data publikacji:

2019-10-23

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

przymiotniki częstotliwości; interpretacja wewnętrzna; interpretacja przysłówkowa; interpretacja generyczna
frequency adjectives; adverbial reading; internal reading; generic reading

Opis:

Trzy interpretacje przymiotników częstotliwości w języku polskim Przedmiotem badań niniejszej pracy są przymiotniki wyrażające częstotliwość w języku polskim. Na podstawie przykładów z języka angielskiego Autorka pokazuje, że grupa tych przymiotników może zostać podzielona pod kątem różnych interpretacji związanych z poszczególnymi przymiotnikami częstotliwości, jak i rodzajem modyfikowanego rzeczownika. Wspomniane interpretacje to interpretacja przysłówkowa, interpretacja wewnętrzna oraz interpretacja generyczna. Interpretacja przysłówkowa związana jest ściśle z rzeczownikami denotującymi zdarzenia (event nouns). W porównaniu z językiem angielskim polskie przymiotniki z interpretacją przysłówkową wykazują większą tolerancję pod kątem modyfikacji przez przedimek. Najbardziej zróżnicowaną grupę stanowią przymiotniki z interpretacją generyczną.
In this paper the Author describes a group of frequency adjectives in Polish. Polish frequency adjectives may be divided with regard to different readings, namely an adverbial reading, an internal reading and a generic reading as well as a type of a modified noun. The three readings were analysed in English, e.g. by Stump (1981) and Gehrke and McNally (2013). The adverbial reading occurs with frequency adjectives modifying event nouns. In contrast to English, Polish frequency adjectives inducing an adverbial reading admit all sorts of determiners and allow coordination with a specific group of adjectives. Frequency adjectives giving rise to an internal reading require a participant noun. The group of frequency adjectives compatible with a generic reading turns out to be the most varied one.

Źródło:

Roczniki Humanistyczne; 2017, 65, 11; 41-59
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Strategie uwodzenia tekstem. O odpowiedzialnej lekturze literatury podczas zajęć na przykładzie języka polskiego jako rodzimego oraz jako języka obcego
Strategies of using literary texts as means of seduction. On reading literary text while teaching Polish as a mother tongue and as a foreign language

Autorzy:

Czerkies, Tamara

Powiązania:

https://bibliotekanauki.pl/articles/510759.pdf

Data publikacji:

2014

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

literary texts in teaching
reading process
types of reading
responsible reading
glottodidactics
third place culture

Opis:

The article discusses problems for native speakers and foreigners when reading literary texts during Polish language classes. Two important books are presented here (K. Koziołek, 2006; A. Janus¬ Sitarz, 2009). It also refers to publications about the importance of literature in teaching and the role of the teacher (J. Kowalikowa 2004, B. Chrząstowska 1979, 2009). The author of the article also compares the theory of A. Janus¬ Sitarz (designed for teaching Polish as a mother tongue) with J. Spiro’s concept of 6 reading types (concerning the function of literary texts in teaching Polish as a foreign language). The author concentrates on the problem of responsible reading (as described by M.P. Markowski, 2000) and on teaching being understood as an invitation to a dialogue with text. K. Koziołek, A. Janus¬ Sitarz and C. Kramsch in glottodidactics recommend this kind of dialogic approach.

Źródło:

Postscriptum Polonistyczne; 2014, 1(13); 27-46
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Reading Books as Shared Events. A Performative View on Early Literacy Practices

Autorzy:

Mayer, Johannes

Powiązania:

https://bibliotekanauki.pl/articles/2031258.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

literary learning
reading-aloud interactions
emotions
performative reading
aesthetics

Opis:

The most important setting for early literary learning is reading-aloud interactions within families. Children gather fundamental experiences with literature as a dialogic imagination with a competent partner who scaffolds the literary learning processes within a temporary supportive interpersonal framework, which can be described as a learning format. The process of experiencing literature is not only determined by reading-aloud and listening but also by multimodal activities and emotions that accompany the reading interaction. Emotions in reading-aloud therefore are more than a para-verbal way of reading or a way to gain joint attention. The performative perspective on reading-aloud formats shows different activities that help the adult and child to establish and experience their interaction as an event. This qualitative case study examines videotaped reading-aloud interactions in which adults and children create the event of reading as a shared goal. The results suggest different categories to describe performative processes and effects. The aim of the study is to discuss the idea of performative reading and present didactic conclusions with regard to the experience of literature in early reading-aloud interactions.

Źródło:

Filoteknos; 2020, 10; 162-184
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception

Autorzy:

Kiszczak, Anna
Chodkiewicz, Halina

Powiązania:

https://bibliotekanauki.pl/articles/783103.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

academic reading, reciprocal reading, students’ generated questions, strategy training

Opis:

It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.

Źródło:

Theory and Practice of Second Language Acquisition; 2019, 5, 2; 39-57
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Comparison of reading speed, phonological decoding, and comprehension in the group of children with anisometropic amblyopia and control group

Autorzy:

Buczkowska, H.
Miskowiak, B.

Powiązania:

https://bibliotekanauki.pl/articles/174935.pdf

Data publikacji:

2017

Wydawca:

Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej

Tematy:

anisometropic amblyopia
reading speed
phonological decoding
comprehension
reading in amblyopia

Opis:

The purpose of this study was to compare the reading speed, phonological decoding, and comprehension between a group of children with anisometropic amblyopia (amblyopic group) (N = 21) and a group without visual problems (control group) (N = 37). Mean (± SD) age in amblyopic group was 10.3 ± 1.7 and 10.7 ± 1.3 years in control group (p = 0.130). The reading speed measurement was conducted with the use of Konopnicki test, phonological decoding and comprehension using the Prolexia tests – string words test and string sentences test. All reading tests were made binocularly with spectacle correction (subjective refraction result). The median (range) of the Konopnicki test in the amblyopic group was 62 words per minute (from 32 to 108), while 92 words per minute (from 51 to 125) in the control group (p < 0.0001). The mean (± SD) of the string words test for amblyopic group was 3 min and 55 s (± 1.68), while in control group it was 2 min and 55 s (± 0.95) (p < 0.0001). Median (range) of the string sentences test for amblyopic group was 4.18 min (from 1.52 to 10.32) and for control group was 2.50 min (from 1.30 to 5.12) (p < 0.0001). This study indicates that children with anisometropic amblyopia achieve significantly worse results in reading speed, phonological decoding, and comprehension.

Źródło:

Optica Applicata; 2017, 47, 3; 351-362
0078-5466
1899-7015

Pojawia się w:

Optica Applicata

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Czytelnictwo wśród użytkowników Facebooka
Reading among Facebook users

Autorzy:

Czerniak, Zuzanna
Witek, Joanna
Krawczyk, Anna
Boczek, Magdalena
Łaziuk, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/681007.pdf

Data publikacji:

2015-05-21

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

Czytelnictwo
Facebook
Reading

Opis:

: Recent research on reading situation in Poland indicates decreasing interest in books among adults. This tendency is also supposedly followed by changes in reading models as well as different ways of reader-text interactions. Since internauts are generally believed to be a non-reading community, an online questionnaire for Facebook users was prepared, a group which is quite easy to reach, to get a better insight into the situation. The research was carried out between April 23rd and May 3rd 2011 on a group of 150 respondents. It focused on book reading and purchasing intensity, book choices, most commonly used book sources, reading traditional magazines, online magazines, e-books and using digital libraries. It was available in either Polish or English language version. A total of 138 respondents from Poland, USA, UK, Tunisia, Australia, Belgium, Canada, Finland, Germany, Mexico, South Korea and Switzerland took part, one origin unknown. Most of them (74,67%) were people between 17 and 35 years old, the eldest one being 77, the youngest 13. Out of 138 interviewees, 110 were women, over 76% lived in urban areas and declared their education level as higher (57,3%) or secondary (28,7%). The results proved surprisingly optimistic. Only 9 interviewees admitted that they had not read any books in the last 12 months, others read 0–2 or 3–5 books a month. Fantasy, suspense fiction and classical novels were the most popular among them. When asked about favourite titles, respondents listed mainly classics of world literature and popular bestsellers. Reviews as well as recommendations of family members or friends had the greatest influence on their reading choices. Almost 75% of survey participants bought books, usually once a month or once every few months, however, they preferred to borrow them from libraries or friends. Almost half of Polish respondents read e-books and online magazines, although they avoided using digital libraries. They also read traditional print magazines, especially political and social ones, women and popular science magazines. As the results show, reading still remains one of the most popular forms of spending free time for both interviewed Facebook users and other members of their communities. Books are also a popular subject of their conversations and discussions in both real and virtual space.

Źródło:

Folia Bibliologica; 2013-2014, 55-56; 171-181
2449-8246
1230-2376

Pojawia się w:

Folia Bibliologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Reading and Understanding Texts

Autorzy:

Podlasińska, Ilona

Powiązania:

https://bibliotekanauki.pl/articles/916847.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

reading
understanding texts

Opis:

The ability to read effectively is essential to the success in life. Unfortunately many students experience difficulty in mastering this skill. That is why in this article I have presented certain techniques which can help to develop and improve the students' reading skills. Reading is widely considered to be a passive process whereas it is an active and involving one. To be able to read effectively, the reader must work out what they want to achieve and how well they are progressing. Reading is an active and interactive process involving many skills. Therefore the teacher's role in enhancing the reading skills is enormous.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 105-115
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES

Autorzy:

Hewgley, Gary Dean

Powiązania:

https://bibliotekanauki.pl/articles/955863.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

video
reading instruction

Opis:

Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.

Źródło:

Teaching English with Technology; 2015, 15, 4; 44-51
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

E-texts or p-texts? Evidence from reading comprehension tasks for Polish teenage learners of English

Autorzy:

Gąsior, Klaudia Emanuela

Powiązania:

https://bibliotekanauki.pl/articles/606251.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

reading comprehension
EFL reading
paper texts
electronic texts
secondary school students

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Research investigating differences between reading comprehension of electronic and paper texts has so far provided conflicting evidence. Thus, the present paper aims to examine the impact of the text source on the quality of reading comprehension of Polish intermediate learners of English. In a pre-test the participants representing a similar level of this subskill were selected and divided into two groups. In the study proper, the control group read a paper version of the text while the treatment group did it using a computer screen. Although the participants’ results were better in the case of e-texts than of p-texts, these differences were not statistically significant.
L'article contient uniquement les résumés en anglais.

Źródło:

Lublin Studies in Modern Languages and Literature; 2019, 43, 4
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

Opowiedz mi "Miasto narysowane". O translinearnej możliwości poznawania Lublina z bliska

Autorzy:

Jankowski, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/45457799.pdf

Data publikacji:

2023-12-31

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

translinear reading
Lublin in comic books
reading experience
legend
everyday life

Opis:

The aim of the exercise proposed in this article is to closely read five comic books about Lublin, looking for translinear connections between them. Thus discovered, the links should bring about a peculiar reading experience and reveal a multifaceted perception of Lublin. This “Drawn City” is a mix of folk tales, urban legends, historical facts, and everyday human existence. The proposed translinear reading brings all of these together, offering an insight into the true nature of the city and its residents.

Źródło:

Załącznik Kulturoznawczy; 2023, 10, 10; 107-138
2392-2338

Pojawia się w:

Załącznik Kulturoznawczy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Ekokrytyczne i etyczne czytanie poezji w szkole podstawowej na przykładzie Piosenki o końcu świata Czesława Miłosza oraz Chwilę błyśniesz potem zgaśniesz Artura Rojka
Ecocritical and ethical reading of poetry in the elementary school on the example of Czesław Miłosz’s Piosenka o końcu świata and Artur Rojek’s Chwilę błyśniesz potem zgaśniesz

Autorzy:

Dryja-Zabielska, Samanta

Powiązania:

https://bibliotekanauki.pl/articles/1954069.pdf

Data publikacji:

2021-12-30

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

ecocriticism
ethical reading
ecocritical reading
intertextuality
Czesław Miłosz
Artur Rojek

Opis:

Addressing the challenges of the contemporary world, the climate crisis among them, Samanta Dryja-Zabielska presents her reflections on the function of assigned reading at school and on the role of the teacher in educating young generations. After analyzing the core curriculum and the texts of Polish educators, she goes on to recommend methodological pluralism in literary education. This idea consists in taking advantage of the opportunities offered by the ecocritical reading model in combination with the ethical and intertextual methods of reading literary texts. Dryja-Zabielska presents the main assumptions of these two methods and justifies her choice. A comparative analysis of poems by Czesław Miłosz and Artur Rojek enables her topoint out references to traditional literary and cultural motifs. In the final part of her article, the author emphasizes the role of the teacher, who needs to be open towards the Other: both the student and the literary text. The aim of this approach is not solely to make possible an intellectual and an emotional experience, but also to teach students how to be critical and responsible readers as well as creators of culture and the surrounding world.

Źródło:

Paidia i Literatura; 2021, 3; 1-13
2719-4167

Pojawia się w:

Paidia i Literatura

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

MOTYWACJE I PREFERENCJE CZYTELNICZE W EDUKACJI HISTORYCZNEJ

Autorzy:

ANDRZEJ, STĘPNIK
PIOTR, MAZUR

Powiązania:

https://bibliotekanauki.pl/articles/460642.pdf

Data publikacji:

2016

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

reading
book
education
history

Opis:

Reading, which is the practice of transferring knowledge through printed word, has never been very popular in Poland. At the root of this situation there laid state as well as peasant and proletarian character of the basic social classes in the past. Further retreat from the books was caused by the development of new media an consumption. Regardless of this, literature had developed the basic canons of values that for centuries have been and still are the basic of general education and culture. The book remains the primary medium of dealing with the past in historical education. The main motives for reading are: scientific (cognitive) and utilitarian (practical) reasons. The first of these relate to the world of scholars, the second shall be extended to all social circles. These include educational, technological, political, cultural, compensational, personal, artistic, ludic and many other motives. A large part of the modern readers use new carriers of the culture of language. They use the digital record. This helps to extend the reach of content and ideas created on the basis of literature. This causes that the alarming diagnosis and visions of readership should be judged with greater serenity and distance.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2016, 1; 9-27
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

THE INTEGRATION OF A COMPUTER-BASED EARLY READING PROGRAM TO INCREASE ENGLISH LANGUAGE LEARNERS’ LITERACY SKILLS

Autorzy:

James, Laurie

Powiązania:

https://bibliotekanauki.pl/articles/955740.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

achievement gap
computer emphasized reading program
English language learner
grade level expectations
proficient
oral reading fluency
traditional reading program

Opis:

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations (GLEs) in reading were enrolled into the computer emphasized reading program. An Analysis of Variance design determined if the students improved reading fluency as measured by the Victory 1000 Oral Reading Fluency test. The findings revealed a correlation between the students who used the Waterford Early Reading Program and reading achievement scores of the students enrolled in the traditional reading program.

Źródło:

Teaching English with Technology; 2014, 14, 1; 9-22
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom

Autorzy:

Tilahun, Ayalew
Teka, Mulugeta
Simegn, Berhanu

Powiązania:

https://bibliotekanauki.pl/articles/2053533.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

integrated reading and writing instruction
reading skills
writing skills
critical thinking achievement

Opis:

The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 105-127
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Nauczyciel polonista wobec nowych wyzwań (Na marginesach podstawy programowej)
Teacher of Polish language in the face of new challenges, on the margins of the core curriculum

Autorzy:

Jaskółowa, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/783063.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie

Tematy:

reading
photography
reading pleasure
teaching proces
czytanie
fortografia
przyjemność czytania
proces nauczania

Opis:

Article is an attempt to show, how the teacher of Polish language can discuss interesting contemporary books during lessons with students. The author describes how the students see the book written by Monika Sznajderman “Falsifiers of pepper”. She described her classes when students were working with essays of Roland Barthes and Wojciech Nowicki about photography, to deepen the reception of family story, which is shown by Monika Sznajderman in her work. The presented academic classes have become the starting point for student educational projects.
brak

Źródło:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2019, 10, 285; 76-85
2082-0909

Pojawia się w:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Młody czytelnik i książka. Alternatywna lista lektur a potrzeby czytelnicze współczesnego dziecka
Young readers and books. Alternative obligatory reading and contemporary children’s reading needs

Autorzy:

Adamczewski, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/29519647.pdf

Data publikacji:

2023

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

reading
obligatory reading
book
elementary education
elementary school
history of education

Opis:

In elementary education, books and the messages they put across determine the way in which children perceive the world around them. Therefore, reading has become a tool of raising and educating the youngest children in the course of remote learning. The collection of obligatory books for classes 1–3, suggested by the Minister of Education, touches upon difficult issues related to contemporary life and children’s experiences in a limited way. The article presents obligatory reading taking into account a historical perspective and the latest developments that have inspired an open project “Alternative Obligatory Reading” initiated by Towarzystwo Inteligentnej Młodzieży (Association of Intelligent Adolescents), BUKBUK website and EDICO Foundation.

Źródło:

Biuletyn Historii Wychowania; 2021, 44; 109-119
1233-2224

Pojawia się w:

Biuletyn Historii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

A BLENDED LEARNING MODEL FOR TEACHING READING ENGLISH AS A FOREIGN LANGUAGE

Autorzy:

Karkour, Islam

Powiązania:

https://bibliotekanauki.pl/articles/569444.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

blended learning
teaching reading

Opis:

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.

Źródło:

Teaching English with Technology; 2014, 14, 4; 17-32
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

READING EFFICIENCY IN BLENDED LEARNING CONTEXT

Autorzy:

Szymańska, Aleksandra
Kaczmarek, Alicja Wujec

Powiązania:

https://bibliotekanauki.pl/articles/955911.pdf

Data publikacji:

2011

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

blended learning
reading efficiency

Opis:

This article describes the experiment investigating the issue of reading efficiency in blended learning context. The study aimed to find out whether reading efficiency is higher when reading from a printed material or from a computer screen and if the effectiveness of reading depends on the attitude towards a text presentation format. The research aimed to inform the teachers that the blended component introduced into the learning English not only does not impede the learning process but improves it by influencing the attitude. The effectiveness of reading was measured in the terms of recall and comprehension of the texts presented in two different modes. The findings show that there is no significant difference as far as recall results are concerned when two delivery modes are applied though the experiment participants obtain higher comprehension results while they deal with electronic texts. The attitude study showed that the participants seemingly born as digital natives prefer reading from a printed material to reading from a computer screen.

Źródło:

Teaching English with Technology; 2011, 11, 2; 29-42
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

A PILOT STUDY ON THE POTENTIAL USE OF TOMATIS METHOD TO IMPROVE L2 READING FLUENCY

Autorzy:

Chou, Peter Tze-Ming

Powiązania:

https://bibliotekanauki.pl/articles/941296.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Tomatis method
reading
fluency

Opis:

This was a pilot study that used the Tomatis Method to see the effects it had on L2 reading fluency in a group of Taiwanese learners. Eight volunteers participated in this study undertaking 40-hours of before-and-after-experimental treatments. The results from the analysis showed that the participants had significant improvements in the areas of fluency, tone, stress, and intelligibility. However, there was not a significant improvement in pronunciation. This study concludes that the Tomatis Method seemed to help participants improve their reading fluency as well as increase the levels of confidence and motivation when learning the target language.

Źródło:

Teaching English with Technology; 2012, 12, 1; 20-37
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Exploring senior high school students’ difficulties and strategies for reading L1 and L2 texts in Taiwan

Autorzy:

Tsai, Cheng-Chang

Powiązania:

https://bibliotekanauki.pl/articles/2011738.pdf

Data publikacji:

2015-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

L1 and L 2 reading difficulties
L1 and L 2 reading strategies
reading strategy curriculum and instruction

Opis:

This study is an attempt to explore proficient Taiwanese senior high school students’ difficulties and strategies in L1 (Chinese) and L 2 (English) Reading. A total of eight proficient students participated in this study. An in-depth face to face interview was adopted for data collection. Thanks to the enthusiastic response of the students, we could gain an overall understanding of their reading difficulties and strategies in Chinese and English reading. This study shows that there are some similarities and differences between Chinese and English reading perceptions. Based on the findings of this study, classroom teachers will be able to design more effective reading strategy curricula and instruction geared to their students’ needs.

Źródło:

The New Educational Review; 2015, 41; 39-51
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Czytanie według wartości (nie tylko) w szkole – czy i jak możliwe?
Reading according to values (not only) at school – is it possible, and how can it be done?

Autorzy:

Wójcicka, Edyta Marta

Powiązania:

https://bibliotekanauki.pl/articles/1191739.pdf

Data publikacji:

2020-01-31

Wydawca:

Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej

Tematy:

czytanie
czytanie literatury
czytanie według wartości
szkoła
uczeń
reading
reading a set book
reading according to values
school
student

Opis:

W tekście podjęto jedno z ważnych zagadnień dydaktycznych, jakim jest rozbudzanie motywacji czytelniczych uczniów. Problem ten omówiono, odwołując się do ekstensywnej strategii czytania ujmowanej w perspektywie aksjologicznej, która – w przekonaniu autora – odgrywa ważną roli w procesie edukacji polonistycznej. Założono, że w procesie kształcenia tego rodzaju czy-tania znaczącą rolę mogą odegrać lektury szkolne z kręgu polskiej i obcej literatury pięknej dla młodych czytelników. Zwrócono uwagę na rolę szkolnego polonisty, powszechnie postrzeganego, jako osobę bezradną wobec niechęci uczniów do czytania, motywowania do lektury – zarówno, jako szkolnego obowiązku, jak i czytania własnego.
The text deals with one of important didactic questions, which is evoking the motivation to read in students. This problem is discussed by appealing to the extensive strategy seen from the axiological point of view, which – in author’s opinion – plays a crucial role in the process of education in Polish philology. It was assurred that Polish and foreign fiction set books for young readers can play a vital role in the process of teaching this kind of reading. The author would like to point to the role of a school teacher of Polish, who is commonly perceived as helpless towards students‘unwillingness to read and unable to motivate them to do so – both as a school chore, as well as for their own development.

Źródło:

Rozprawy Społeczne; 2019, 13, 3; 53-69
2081-6081

Pojawia się w:

Rozprawy Społeczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 50.

Tytuł:

Czy lektura czyni nas lepszymi ludźmi? Dyskusja o Weselu Wyspiańskiego i Na ustach grzechu Samozwaniec w krakowskim Dyskusyjnym Klubie Czytelniczym
Does Reading Make Us Better People? The Wedding by Stanisław Wyspiański and Na ustach grzechu [On the Lips of Sin] by Magdalena Samozwaniec in the Krakow Reading Club

Autorzy:

Stoch, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1038263.pdf

Data publikacji:

2020-06-30

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

recepcja literatury
grupy czytelnicze
etnografia czytania
literature reception
reading groups
ethnography of reading

Opis:

Przedstawione studium dyskusji o Weselu Wyspiańskiego i Na ustach grzechu Samozwaniec jest przykładem analizy recepcji literatury we współczesnych grupach czytelniczych. Autorkę interesuje sposób oddziałania tekstu na czytelników i czytelniczki, co bada na drodze obserwacji uczestniczącej, poprzez analizę przebiegu dyskusji, sposobu interpretacji tekstu i negocjowania sensów w grupie, na podstawie wyrażonych werbalnie reakcji afektywnych (emocjonalnych) i stosowanych kryteriów estetycznej oceny tekstu. Autorka zadaje pytanie o metodologię badania grup czytelniczych.
This article is a study of readers’ discussions about Stanisław Wypiański’s The Wedding and Na ustach grzechu by Magdalena Samozwaniec. The author analyzes the reception of literature in contemporary reading groups. She is interested in how the text affects readers, which she researched through participatory observation, by analyzing the discussion, interpretation of the text and negotiating meanings in the group, based on verbally expressed affective (emotional) responses and applied criteria of aesthetic text evaluation. The author asks a question about the methodology of studying reading groups.

Źródło:

Perspektywy Kultury; 2020, 29, 2; 151-162
2081-1446
2719-8014

Pojawia się w:

Perspektywy Kultury

Dostawca treści:

Biblioteka Nauki

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