Reading Habits/Attitudes

How can you get future teachers and school lbrarians to know and use local public libraries? The author who is a teacher trainer (library science, reading education, children's literature)  at the  University College of Teacher Education Styria (Padagogsche Hochschule Steiermark) is covinced that it is necessary to deepen the emotional attachment between teachers and libraries.

L' analisi dell'atteggiamento di Hawthorne verso la sua protagonista è lo spunto per una disamina del rapporto tra la lettrice e i testi del canone letterario. Si evidenzia una fatica di "traduzione", non da evitare ma da sottolineare con orgoglio.

The objective of the present study was to develop once-daily sustained-release matrix tablets of nicorandil, a novel potassium channel opener used in cardiovascular diseases. The tablets were prepared by the wet granulation method. Ethanolic solutions of ethylcellulose (EC), Eudragit RL-100, Eudragit RS-100, and polyvinylpyrrolidone were used as granulating agents along with hydrophilic matrix materials like hydroxypropyl methylcellulose (HPMC), sodium carboxymethylcellulose, and sodium alginate. The granules were evaluated for angle of repose, bulk density, compressibility index, total porosity, and drug content. The tablets were subjected to thickness, diameter, weight variation test, drug content, hardness, friability, and in vitro release studies. The granules showed satisfactory flow properties, compressibility, and drug content. All the tablet formulations showed acceptable pharmacotechnical properties and complied with in-house specifications for tested parameters. According to the theoretical release profile calculation, a oncedaily sustained-release formulation should release 5.92 mg of nicorandil in 1 hour, like conventional tablets, and 3.21 mg per hour up to 24 hours. The results of dissolution studies indicated that formulation F-I (drug-to-HPMC, 1:4; ethanol as granulating agent) could extend the drug release up to 24 hours. In the further formulation development process, FIX (drug-to-HPMC, 1:4; EC 4% wt/vol as granulating agent), the most successful formulation of the study, exhibited satisfactory drug release in the initial hours, and the total release pattern was very close to the theoretical release profile. All the formulations (except FIX) exhibited diffusion-dominated drug release. The mechanism of drug release from FIX was diffusion coupled with erosion.

Amid ongoing concerns about the reading decline, the lack of a "reading culture" and children not reading enough, a variety of solutions are put forward, largely in the form of reading promotion campaigns. these campaigns are seldom sustainable, usually owing to sporadic funding. however, this paper considers whether another factor that affects the sustainability of such campaigns has to do with how they are conceptualised, and whether it is a mismatch between aims and outcomes. Working from a theoretical perspective of the social uses of literacy, the paper examines discourses around reading and how they reflect certain dominant ideologies, social meanings and values. based on a content analysis of the main publicity, communications and speeches associated with some of the dominant reading promotion campaigns in South Africa, the paper examines the words and images being used to promote reading, and how these affect the evaluation of such reading campaigns.

Reading noncompliance is a storied, perennial problem for college teachers. In cases where teachers assign primary source material as readings noncompliance is perhaps even more likely. In this paper, I share how I have increased student reading compliance and comprehension of primary source readings. First, I identify three sources of reading noncompliance by briefly, and very loosely, drawing on Corey Anton’s (2005) essay on contemporary reading atrophy. Second, I show how the use of enhanced PDF formatted readings, along with reading quizzes, can be used as an instructional technology helping introduce practices that counter student’s media-washed predispositions. To conclude, I offer teachers who may be “on the fence” about assigning difficult readings a reason for doing so, and support this perspective with a quick comparison of the formal differences between textbooks and primary sources readings in Media Ecology.

This paper explains the motivation for establishing a Reading for Pleasure ethos in general, explains the additional challenges for pupil with MLD SEN (UK), and how this can positively impact on pupil progress if embedded in whole school practice. It includes references to recent UK Government papers and the Ofsted (Inspection) handbook.

This article is a bibliographic review of
the scientific production published internationally
from 2010 until the middle of 2019
on the concept of School Library. The objective
was to establish an updated status of the
issue on the most relevant research in the
school library area. In order to achieve this,
a systematic methodology of bibliographic
selection was applied in four search engines
using descriptors related to the research
objective. Therefore, a document bank consisting
of 70 titles was obtained. This bank
served as the basis of the scientific evidence
of the review. The results obtained indicated
that the main tasks of the school library are
to promote the reading habit, to offer various
reading media and to facilitate metacognitive
learning in any area of the school curriculum.
To achieve this, teachers and librarians
must unify efforts in order to turn
the school library into a pillar of the school’s
educational project. Likewise, it is necessary
to look for alliances in the social environment
and to develop activities that boost the
school library and in which families are also
involved.

Resumen Las prácticas de lectura más relevantes en la actualidad se enmarcan en el para-digma de la lectura dialógica, dando relevancia no solo a la lectura sino también a la interacción entre lectores. Una de estas prácticas son los clubs de lectura, que en España se vienen desarrollando desde hace treinta y cinco años: en bibliotecas públicas, librerías, centros cívicos, etc. Pese a su dilatada trayectoria en la práctica, la investigación empírica sobre los clubs de lectura es prácticamente incipiente. En este artículo mostramos los resultados de una investigación cualitativa (cuestionario abierto, entrevistas en profundidad y observación participante), en la que analizamos cinco aspectos, a nuestro juicio, fundamentales: (1) la relevancia que tiene la lectura para las personas que participan en los clubs, (2) sus razones para participar en ellos, (3) las lecturas seleccionadas, (4) el desarrollo de los encuentros presenciales entre sus miembros y (5) la actualidad de los mismos y propuestas de mejora. La conclu-sión final es que hoy los clubs de lectura constituyen una apuesta relevante y actual. Abstract Reading Clubs: Are they a relevant practice today? Relevant reading practices nowadays are framed under the paradigm of dialogic reading, giving relevance not only to reading but also the interaction among readers. One of these practices is a book club. They have been developed in Spain for thirty-five years in public libraries, bookstores, community centers, etc. Despite their long excistence in practice, empirical research on reading clubs is practically incipient. In this article we present the results of a qualitative research (open questionnaire, interviews and participant observation), in which we analyzed five aspects, in our opinion, fundamental: (1) the relevance of reading for those involved in clubs, (2) their reasons for participating in them, (3)

Статья посвящена различным аспектам чтения и его роли в монастырской жизни. Самым важным аспектом является техника чтения (вслух и про себя). Долгое время существовало мнение, что техника чтения про себя появилась сравнительно поздно, а потому античность и средневековье знали преимущественно чтение вслух. Однако, как показывается в статье, сейчас в науке подобное противопоставление признано неуместным. Чтение священных текстов как важная часть монастырской повседневности фигурирует уже в таких ранних памятниках монашеской жизни как сочинения Иоанна Кассиана, Устав св. Бенедикта, Устав св. Пахомия и т.д. Чтение как часть монастырской повседневности получило свое отражение в цистерцианской нормативной (Liber Usuum) и визионерской литературе. В данной статье рассматриваются топосы, связанные с чтением, из «Книги видений» Рихальма из Шенталя, цистерцианского памятника XII века.

Berbagai hasil survey menunjukkan bahwa minat baca di Indonesia sangat rendah. Pertanyaannya adalah apakah kegemaran membaca buku untuk saat ini dapat merefleksikan minat baca secara menyeluruh? Bagaimana kontribusi membaca melalui media online terhadap indeks minat baca Indonesia? Era digital telah merubah perilaku membaca masyarakat. Sehingga parameter-parameter minat baca saat ini seyogyanya dapat disesuaikan dengan elemen-elemen perubahan tersebut. Setidaknya ada lima hal yang perlu diperhatikan untuk mengukur minat baca di era digital, yaitu: (1) esensi membaca (2) perkembangan teknologi (3) karakteristik masyarakat di era digital (4) membaca sebagai aktivitas sosial (5) perilaku membaca di era digital. ada beberapa hal yang harus diperhatikan, yaitu: (1) infrastruktur yang memadai (2) kesiapan atau kemampuan sumber daya manusia (3) sumber bacaan. Dengan perubahan perilaku membaca masyarakat di era digital, ukuran minat baca tidak lagi terbatas pada berapa banyak buku dibaca, tetapi juga berapa jumlah bahan bacaan online di-klik, dibaca, dibagikan, didiskusikan, disimpan atau di-download. Hal ini juga dapat menjadi dasar bagi pemerintah dalam menyediakan sumber bacaan online yang berkualitas sesuai dengan kebutuhan dan minat pembaca online. Keywords: minat baca, kebiasaan membaca di era digital, generasi digital, sumber bacaan, media online

Dit artikel doet verslag van een verkennend onderzoek naar wat vo-leerlingen zelf zouden willen bespreken als zij over verhalen praten op school. Daarnaast is onderzocht wat leerlingen daadwerkelijk bespreken over verhalen, als zij zelf invulling mogen geven aan een gesprek daarover.  In hoeverre komt ‘willen’ overeen met ‘doen’? Dat blijkt in de praktijk niet helemaal met elkaar overeen te komen. Leerlingen geven aan dat zij vooral willen praten over interpretatie en oordeel, en in mindere mate over beleving. In de praktijk blijkt dat interpretaties inderdaad veelvuldig besproken worden, maar dat praten over oordeel maar weinig aan bod komt in hun gesprekken.

The reading habits of children are affected by the penetration of electronic devices, social media applications and games. Hence, there is general decline in reading habits / culture in society and specifically among children. In this situation, the current study will look into the factors influencing children reading habits. The study is a significant support in relevant literature by reporting contributing factors related to children, family, and teacher in developing reading habits among children. The beneficiaries are children, their families, school teachers as well as school administrators to appropriately use the methods and techniques to inculcate reading habits.

This essay investigates the conceptual framework of some notable contributions dedicated to the study of reading practices in the 20th century. Although reading processes have gained a crucial importance both in human and social sciences research fields, it is still difficult to find an interdisciplinary theory of reading which could be accountable for the everyday experience of a reader. I will articulate my reasoning in three steps, in order to show how reading practices influence the horizons of meaning in everyday life, both in the social construction of reality and in subjectivation processes that make the world suitable for individuals. In the  first part (1-3), my aim is to give an account of different approaches on the study of reading. The central part (4-6) will look at the experience of the reader and its relation to times and spaces. In the final part (7-8), I will point out the role of reading acts as creative resources for the self, not only as forms of cultural consumption or social distinction.

From last century, many researchers have devoted efforts to examine reading habits of students. The present study is a step forward in the process which aims to identify the reading preferences and tastes of the college students across disciplines. The scope of the study is limited to the degree college students of Kashmir covering the faculties of General Science, Business/ Commerce, Computer Science, Social Sciences and Humanities. The sample was selected through statistical sampling formula and stratified random sampling technique was used to select students. The questionnaire was used as a data collection tool. The results reveal that students of all faculties have positive attitudes towards reading in which General Science students enjoy the most and Social Sciences & Humanities students the least. The General Science students also rank first on spending time on reading. The college students, irrespective of subject differences, mostly prefer to read in English. In comparison, ...

ÖZ. Bu araştırmanın amacı McKenna ve Kear (1990) tarafından 1-6.sınıflar için geliştirilen Okumaya Yönelik Tutum Ölçeği'ni Türkçeye uyarlanmasıdır. Orijinal formu İngilizce olan ölçek 20 madde ve iki faktörden oluşmaktadır. Bu çalışmada öncelikle ölçeğin dil ve alan uzmanları tarafından çevirileri yapılmış ve elde edilen Türkçe forma uzman görüşleri doğrultusunda son hali verilmiştir. Ölçek geçerlik ve güvenirlik çalışmaları için Bartın'da devam eden 289 1-5. sınıf öğrencisine uygulanmıştır. Ölçeğin yapı geçerliğini test etmek amacıyla doğrulayıcı faktör analizi yapılmıştır. Yapı geçerliğine ilişkin bulgular özgün çalışmadaki iki faktörlü yapıyı destekler niteliktedir. Ölçeğin Türkçe formu için Cronbach alfa iç tutarlık katsayısı .88 olarak bulunmuştur. Yapılan analizler sonucunda ölçeğin Türkçe formunun bu araştırma grubu için geçerli ve güvenilir olduğu ortaya çıkmıştır. Anahtar Kelimeler. Okumaya Yönelik Tutum Ölçeği, Geçerlik, Güvenirlik, 1-6.sınıf Öğrencileri ABSTRACT. The aim of this study was to adapt Reading Attitude Survey for 1-6 th Grade Students developed by McKenna and Kear(1990) into Turkish. The original of the scale is in English and consists of two factors and 20 items. In order to adapt the scale, initially the original scale was translated into Turkish by experts in the field of language arts and translation. Turkish final version of the scale was completed by considering expert opinions. To examine the reliability and validity of the scale, it was administered to 289 1-5 th Grade Students attending in Bartın. Confirmatory factor analysis was made for the construct validity. Findings related to construct validity of the scale supports original scale's two factors structure. In Turkish version of the scale Cronbach alpha internal consistency was calculated as .88. Therefore, it can be concluded that Turkish version of the scale was reliable and valid. Consequently, it can be expressed that Turkish version of the scale was reliable and valid for this study group. Keywords. Reading Attitude Survey, Validity, Reliability, 1-6 th Grade Students SUMMARY Purpose and Significance: Student's positive attitudes towards reading are the significant factor which directly influences their reading achievement. In this regard, it is necessary to measure attitude towards reading with an appropriate scale. In Turkey, there is a need for reliable and valid instruments to evaluate attitudes towards reading especially for younger students. For this reason, this study aims to adapt Reading Attitude Survey with " Garfield " picture for 1-6th grade students developed by McKenna and Kear (1990) to Turkish. The original form of the scale consists of 20 items and two factors. The scale contain a four-choice picture rating scale is based on the cartoon character of Garfield. There are two subscales in this survey consisting of recreational and academic reading attitude. It is believed that adaptation of the scale will contribute to literature.

Reading plays an integral part in the education of individuals, especially children and young adults. It is defned as a basic life skill, a cornerstone for a child’s success in school, and indeed throughout the life. Reading is so important that it cannot be eliminated from the education process. Therefore, reading is vital for the individual in different ways. Different people read for diverse purposes, like formal education, entertainment, informal education, obtaining social knowledge, professional development, etc.

Por lo general, quienes hablan de hábitos lectores están pensando, aun cuando no lo manifiesten, en un tipo de práctica cultural basada en la lectura más o menos continuada de ciertos textos, casi siempre literarios. Es el recurso perseverante a los libros para satisfacer distintos intereses lo que permite afirmar que una persona es lectora. El hábito de la lectura demanda alguna forma de integración de los libros en las actividades cotidianas, y no sólo en el ámbito privado sino en el espacio público. Algunos de los atributos más acreditados de las modernas sociedades se basan en gran medida en esa costumbre, de modo que la buena o mediocre «salud» cultural de una comunidad aún suele estimarse a partir del número de lectores, es decir, del número de personas que confiesan leer libros de cuando en cuando, aunque esa costumbre pueda tener algunas oscilaciones, y no tanto, por ejemplo, del número de melómanos o amantes de la pintura, y menos aún de excursionistas o donantes de órganos. La lectura habitual de libros sigue siendo uno de los rasgos más relevantes en la construcción del imaginario social, de modo que las estadísticas sobre hábitos lectores suelen despertar tanta atención, y tanta alarma, como las variaciones de los valores de la bolsa o los resultados de la liga de fútbol. Y, sin embargo, algo hay en esa caracterización que resulta impostado, no del todo creíble.

Il y a une dizaine d’année, j’ai été frappée par la transformation d’une amie à la lecture de Femmes qui courent avec les loups , ouvrage qui invite les femmes à recontacter la femme sauvage qui sommeillerait en elles. Cette sociologue de formation, fille d’un professeur de sociologie , qui portait un regard lucide et réflexif sur le monde, avait délaissé sa raison pour une quête essentialiste. Nos rencontres débutaient alors toujours par la même question, posée avec insistance et obnubilation : « As-tu lu Femmes qui courent avec les loups ? » Son engouement pour ce texte s’était révélé dans son dernier acte éditorial du journal féministe dont elle était la rédactrice en cheffe : elle y avait inséré, en « surprise » pour l’équipe de rédaction, un extrait de ce livre de développement personnel. Avant de s’envoler méditer en Inde. Amusée par cette question mille fois posée, mais aussi intriguée par une telle transformation, je m’étais procuré l’ouvrage… sans parvenir à le lire.

La recherche que j’effectue actuellement me ramène à cette énigme. Elle vise à analyser la manière dont les femmes utilisent la lecture pour soutenir leur émancipation. (...)

In this chapter, I present an analysis of a group of boys in upper secondary school who are poor readers in Norwegian as their first language (L1), but good readers in English as the second language (L2); a highly unusual combination. These students present a challenge to reading research as well as reading instruction, since the analysis indicates that these boys clearly separate between in-and out-of-school uses of English. Based on this study, I argue that, since the students do not seem to transfer their English reading skills from one context to another, teachers need to make this connection for them. As argued in this chapter, the students can profit from instruction that to a greater extent draws upon their interests and engagement, particularly their daily use of English in online gaming activities.

The purpose of the present study is to determine the viewpoints of primary school teachers on difficulties experienced by 3rd and 4th grade primary school students in reading comprehension. The study was planned in Phenomenology Design, which is one of the Qualitative Research Methods. The study group consisted of 25 primary school teachers working at 7 primary schools in the city center of Bayburt. The sampling of the study was determined with the Criterion Sampling Method, which is one of the Purposeful Sampling Methods. Semi-structured Interview Forms were used for data collection. The Descriptive Analysis Methods were used in the analysis of the data. As a result of the study, it was concluded that difficulties in reading comprehension appeared in the form of difficulties in answering questions after reading a text; the cause of the difficulty in reading was students’ not focusing on the meaning; and teachers conducted plenty of activities suitable for the levels of students to overcome the difficulties in reading.

This chapter excerpt describes how to approach sight words and sight word instruction in a reading curriculum.  This is appropriate from emergent level and beginning level readers as well as struggling readers at all levels.  Related video lectures are included at the end.

Newspaper is a most essential part of acquiring knowledge and the current affairs which are most required part of education. The
students can get easily present news and motivating things by reading a newspaper. The reading of newspaper is extremely helpful
for the students to increase their language skill and to know facts of the world. The present study is adopted questionnaire based
survey method; newspaper reading habits of the under graduate students of Municipal Arts and Commerce College, Laxmeshwar,
has been studied. A total of 250 questionnaires were distributed among the students and 216 filled questionnaires were received. The
survey reveals that most of the under graduate students daily read Kannada and English newspapers and this paper also show up
that a most of the students preferred library as place to read newspaper.

Dewey’s social ontology could be characterized as a habit ontology, an ontology of habit qua second nature that offers us an account of intentionality, social statuses, institutions, and norms in terms of habituations. Such an account offers us a promising alternative to contemporary intentionalist and deontic approaches to social ontology such as Searle’s. Furthermore, it could be the basis of a social ontology better suited to explain both the maintenance and the transformation of social reality.
In the first part I will characterize Dewey’s model as a social ontology based on the notion of habit, and present it as an alternative to intentionalist approaches to social reality. In the second part I will argue that habit ontology offers us an account of social norms that is based on a peculiar understanding of the notion of ‘status’, and represents an alternative to deontic accounts. In the third part I will claim that Dewey’s notion of “public” offers us a dynamic understanding of social institutions and a ‘reactive’ notion of collective intentionality as an achievement rather than as a presupposition of social practices. In the final section I will summarize some advantages of the Deweyan over the Searlean social ontology concerning our understanding of acceptance, maintenance and transformation of statuses, and of the role played by the ‘background’.

I.  Context and Rationale
The study will cover the identification of the academic performance in English and Filipino of the pupil respondents in Grade II to Grade VI and  the correlation of the implementation of I Read Project from three consecutive school year: 2016-2017; 2017-2018 and 2018-2019 using their Progress Report Card of Form 137 at  Kaytitinga Elementary School, Kaytitinga 1, Alfonso, Cavite in July 2016, purposive sampling technique will be used as a mode of selection of participants for this study, thus,  the pupils with below average grade of 75-79 from their Permanent Record or Form 137 will join the study. Teachers help will be sought in the conduct of this research by providing anecdotal records, class record and other needed information like parents permit dissemination to  find the impact of I Read Program.
  It is in the basic premise of starting to learn where the learners are and from what they already know (Gallego & Zubiri, 2011). As this research will stipulate in tracking of  the respondents academic performance from their Progress Report Card in English and Filipino will lead to know the correlation of the two.  The following umbrella projects will  be given step-by-step process: 15 Minutes and 12:30 Reading Habit, Nanay Ko, Guro Ko, Reading Garden, School to school Partnership Program, Best Reading Corner, Best Reading Teacher Implementer, Storytelling Every Monday, Every Teacher is a Reader, and culminating activity.  All of these activities and intervention, will be highlighted during the three year implementation of the I Read Program.
Furthermore, replication of this research may be undertaken by other researchers to develop another tool for increasing academic performance in English and Filipino and in any other subjects along this area especially on the aspects where the present study is limited.  Publication and approval of this study will be sought through division presentation and district colloquium for the widest dissemination of information.

Reading attitudes and beliefs about reading competency are thought to affect reading frequency, and thus exert an indirect influence on reading achievement. This study examines student attitudes and beliefs concerning recreational and academic reading among a large sample (N = 14,315) of urban middle and high school students (grades 7 to 12). Contrary to previous findings on elementary age students, the present study found that positive attitudes toward reading do not appear to decline as students get older, nor does the gap in positive attitudes widen between good and poor readers. Consistent with other research, beliefs about reading competence were stable or rising in high school. Girls were found to have more positive attitudes toward reading than boys, and students with higher self-reported English/reading grades had substantially higher levels of reading motivation and reading self-efficacy. Implications for theories of reading attitude formation, reading self-efficacy, and reading instruction are discussed.

Extensive reading (ER) as an effective approach for both first and second language (L2) learning has been in the literature for decades. In Korea, however, little mention of ER or research in this area has occurred until recently. Domestic and international ELT materials publishers are increasingly promoting ER reading materials and their benefits. Nevertheless, the ELT community and the general public of this test-driven society remain largely unconvinced that something as enjoyable as casual reading could be as effective as explicit instruction combined with memorization and testing.

This study will investigate the common concept of using reading as a springboard to writing. This study will attempt to answer two research questions:

1. Does reading narratives have an effect on the writing performance of ESL students?

2. If reading narratives have an effect on students’ writing, which aspects of student’s writing are the most improved?