Search results: Found 32

Listing 1 - 10 of 32 << page
of 4
>>
Sort by
Fluency and Reading Comprehension in Typical Readers and Dyslexics Readers

Authors: ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889454150 Year: Pages: 175 DOI: 10.3389/978-2-88945-415-0 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology --- Education
Added to DOAB on : 2018-11-16 17:17:57
License:

Loading...
Export citation

Choose an application

Abstract

Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.

Reading Today

Authors: ---
Book Series: Comparative Literature and Culture ISBN: 9781787351950 Year: Pages: 210 DOI: 10.14324/111.9781787351950 Language: English
Publisher: UCL Press Grant: European Research Council (ERC) - 2011-AdG-295486
Subject: Media and communication --- Social Sciences --- Languages and Literatures
Added to DOAB on : 2018-01-16 11:01:56
License:

Loading...
Export citation

Choose an application

Abstract

New technologies are changing our reading habits. Laptops, e-readers, tablets and other handheld devices supply new platforms for reading, and we must learn to manage them by scrolling, clicking or tapping. Reading Today places reading in current literary and cultural contexts in order to analyse how these contexts challenge our conceptions of who reads, what reading is, how we read, where we read, and for what purposes – and then responds to the questions this analysis raises. Is our reading experience becoming a ‘flat’ one? And does reading in a media environment favour quick reading? Alongside these questions, the contributors unpack emerging strategies of reading.They consider, for example, how paying attention to readers’ emotional reactions as an indispensable component of reading affects our conception of the reading process. Other chapters consider how reading can be explored through such topics as experimental literature, the contemporary encyclopedic novel and the healing power of books.

Keywords

literature --- technology --- books --- reading

How and Why to Read and Create Children's Digital Books

Author:
ISBN: 9781787353473 Year: Pages: 200 DOI: 10.14324/111.9781787353473 Language: English
Publisher: UCL Press
Subject: Media and communication --- Education --- Arts in general
Added to DOAB on : 2019-01-15 13:31:32
License:

Loading...
Export citation

Choose an application

Abstract

How and Why to Read and Create Children's Digital Books outlines effective ways of using digital books in early years and primary classrooms, and specifies the educational potential of using digital books and apps in physical spaces and virtual communities. With a particular focus on apps and personalised reading, Natalia Kucirkova combines theory and practice to argue that personalised reading is only truly personalised when it is created or co-created by reading communities.&#xD;&#xD;Divided into two parts, Part I suggests criteria to evaluate the educational quality of digital books and practical strategies for their use in the classroom. Specific attention is paid to the ways in which digital books can support individual children’s strengths and difficulties, digital literacies, language and communication skills. Part II explores digital books created by children, their caregivers, teachers and librarians, and Kucirkova also offers insights into how smart toys, tangibles and augmented/virtual reality tools can enrich children’s reading for pleasure.&#xD;

Keywords

reading --- digital --- book --- publishing

Reading in changing society

Authors: ---
Book Series: Studies in Reading and Book Culture ISBN: 9789949325757 9789949325788 Year: Pages: 210 DOI: 10.26530/OAPEN_496790 Language: English
Publisher: University of Tartu Press
Subject: Social Sciences --- History --- Information theory
Added to DOAB on : 2014-08-07 11:01:07
License:

Loading...
Export citation

Choose an application

Abstract

The changing state of reading and its fate in the digitalised world is one of the core issues in the contemporary debates about the future of culture. The central position of the printed word, and primarily, books as the most valuable cultural medium and the main source of knowledge, are becoming questioned in the age of the Internet. Reading as gateway to the world of fantasies has been challenged by powerful audiovisual media. Is the pleasure of reading as a creative process involving imagination and self-cognition disappearing, and being replaced by the quick exchange of impressions and images in social media? Are these critical notes and concerns about the future of reading just rapid generalisations and misunderstandings, evoked by the invasion of new technologies in the old and well-established world of books? The articles gathered here represent empirical studies, theoretical and historical reflections on the changes in the world of books and reading in the Baltic and Nordic countries, as well as descriptions of the new library practices that reflect the creative efforts to adapt to the changing social and technological environment.

European Perspectives on the New Comparative Theology

Authors: ---
ISBN: 9783906980447 9783906980454 Year: Pages: 188 DOI: 10.3390/books978-3-906980-45-4 Language: English
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Added to DOAB on : 2014-07-01 11:20:07
License:

Loading...
Export citation

Choose an application

Abstract

Dear Colleagues,Comparative theology is a field with a lineage as long as the earliest efforts by believers to engage, understand, learn from and critique other religions. In the 1980s and 1990s, scholars revived the field as timely in light of today’s religious diversity. They have given it some new characteristics, tried new methods, and argued for fresh implications, and thus in a real sense reinvented the discipline, affording new energy to the study of religions in practice and in the particular, without undue a priori attention to theoretical presuppositions and issues of method. Now younger theologians in different traditions have further interrogated its presumptions and practices and brought it into conversation with post-colonialism, gender studies, ethnographic research, and a (re)turn to theologies of religious pluralism. This thematic issue focuses on the European context to see how this new field has been received, understood, and critiqued among scholars writing in Europe.Helpful recent secondary sources include Francis X Clooney’s Comparative Theology (2010), and his edited volume, with contributions from younger scholars, The New Comparative Theology (2010).Prof. Dr. Francis X. ClooneyDr. John BerthrongGuest Editors

Frontiers in the Acquisition of Literacy

Author:
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889196562 Year: Pages: 112 DOI: 10.3389/978-2-88919-656-2 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology
Added to DOAB on : 2016-08-16 10:34:25
License:

Loading...
Export citation

Choose an application

Abstract

Learning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research.

Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives

Authors: --- ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889452651 Year: Pages: 113 DOI: 10.3389/978-2-88945-265-1 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology
Added to DOAB on : 2018-02-27 16:16:44
License:

Loading...
Export citation

Choose an application

Abstract

Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.

Lettura e dispersione

Authors: --- ---
Book Series: Processi e linguaggi dell'apprendimento - Open Access ISBN: 9788891774583 Year: DOI: 10.26530/OAPEN_1002476 Language: Italian
Publisher: FrancoAngeli
Subject: Education
Added to DOAB on : 2019-01-15 13:33:14
License:

Loading...
Export citation

Choose an application

Abstract

Reading and dispersion constitute, in different ways, two crucial points of scholastic reality and of educational research. This book highlights the multiple cognitive and emotional effects of reading and, more generally, the different ways to prevent and combat school dropouts. Therefore the volume has a double interest: on the one hand, to help the understanding of the school dispersion and the perception that it has in the field; on the other hand, identify effective prevention and recovery interventions, with particular attention to reading aloud and narrative orientation.&#xD;

Keywords

school --- reading --- dispersion --- prevention --- education --- learning

Soncino – Gesellschaft der Freunde des jüdischen Buches

Authors: ---
Book Series: Europäisch-jüdische Studien – Beiträge ISBN: 9783110368208 Year: Language: German
Publisher: De Gruyter Oldenbourg Grant: Knowledge Unlatched - 103580
Subject: Sociology
Added to DOAB on : 2019-01-15 13:34:05
License:

Loading...
Export citation

Choose an application

Abstract

In May 1924, the Soncino Society of the Friends of the Jewish Book was founded in Berlin. Named after the Soncinos, a 15th to 16th century Jewish-Italian family of printers, it was the first society of Jewish bibliophiles, and set the goal of publishing rare Jewish books and Hebrew printings. The eight essays in this volume explore the history of the Society and its commitment to Hebrew book culture.

Manuscripts of the Latin Classics 800-1200

Author:
ISBN: 9789087282264 9789087283278 9789400602113 Year: Language: English
Publisher: Leiden University Press Grant: Knowledge Unlatched - 102111
Subject: History
Added to DOAB on : 2019-02-26 11:21:03
License:

Loading...
Export citation

Choose an application

Abstract

This volume explores the production and use of medieval manuscripts that contain classical Latin texts. Six experts in the field address a range of topics related to these manuscripts, including how classical texts were disseminated throughout medieval society, how readers used and interacted with specific texts, and what these books look like from a material standpoint. This collection of essays also considers the value of studying classical manuscripts as a distinct group, and demonstrates how such a collective approach can add to our understanding of how classical works functioned in medieval society. Focusing on the period 800-1200, when classical works played a crucial role in the teaching of grammar, rhetoric, and dialectics, this volume investigates how classical Latin texts were copied, used, and circulated in both discrete and shared contexts.

Listing 1 - 10 of 32 << page
of 4
>>
Sort by