Search results - CEJSH

1

Reading and Understanding Texts

100%

Podlasińska I.

Glottodidactica

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2008

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vol. 34

105-115

EN

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.

2

Reading skills of D/deaf students – native signers

87%

Kotowicz J.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

|

issue 30

PL

Reading skills of D/deaf students fall behind their hearing peers. The difference in reading skills between D/deaf and hearing children has not decreased for over past three decades. Low level of reading skills in D/deaf students has been associated with their language delay, which is mainly observed in D/deaf children using spoken language that is not fully accessible to “D/deaf individuals” instead of “ppl with hearing impairment”. D/deaf children immersed in sign language since their birth usually do not encounter language problems and they have a potential to become highly-skilled readers. In the present studies we have investigated reading skills of D/deaf students who are native signers of Polish Sign Language. The results have indicated that D/deaf students showed lower level of reading skills than their hearing peers. The present studies call in question Polish education system dedicated to D/deaf students who are native signers. The obtained results suggest that reading classes are probably not adapted to the needs and abilities of highly competent signers.

3

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

85%

Lukanenok K.

Journal of Teacher Education for Sustainability

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2011

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vol. 13

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issue 1

113-128

EN

Reading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.

4

“Reread me backwards”: Deciphering the Past in Elizabeth Bowen’s The Heat of the Day

80%

Johnson S., University E., Stephanie Johnson is a PhD student in the Department of Comparative Literature at Emory University. Her research interests include memory studies p. t.

Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre

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2016

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vol. 4

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issue 1

EN

Set during the midst of the London Blitz, Elizabeth Bowen’s The Heat of the Day revolves around a narrative of espionage, but unlike many novels from the spy genre, it refuses to disclose all of its secrets. Instead, the novel’s dense and complex language, which so effectively expresses the dislocating effects of a city under attack, resists an easy or uncomplicated reading. This article examines the motif of reading within the novel, which manifests when its protagonist, Stella Rodney, learns her lover Robert is a Nazi spy. In her efforts to locate proof of his defection, Stella becomes caught in a recurrent but indeterminable task of rereading past events, a movement which attempts to remember the past but also foregrounds a fundamental inability to ever wholly resolve its enigmas. When Stella fails to read her past for lost clues, she is prevented from viewing the events of her life as a coherent and meaningful narrative. The novel’s difficult language reflects this lack of resolution, refusing to assimilate the events it depicts into a straightforward account. With its wartime setting as a disorienting backdrop, The Heat of the Day undermines the purpose of reading as the discovery of sense and meaning, producing instead only more questions and mysteries.

5

KULTUROWE WZORY CZYTELNICZE ŚRODOWISKA RODZINNEGO A AKTYWNOŚĆ CZYTELNICZA DZIECI I MŁODZIEŻY

80%

MAŁGORZATA Ł.

Scientific Bulletin of Chełm - Section of Pedagogy

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2016

|

issue 1

41-58

EN

The family is the first and basic educational environment, there the basic standards and moral principles are passed, and also defined attitudes and habits to people and things are shaped, finally, here is the beginning of human interests. Family environment also plays an important role in shaping the relationship of a young man to a book.This article presents the value of a family in the development and strengthening of reading activity of children and the youth. Family plays here an important role, since from the earliest years of a child's life, it has a chance to create positive experiences resulting from a contact with the book. Such situations can arise in a family in which parents find reading enjoyable and pass it on spontaneously to their children.

6

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

80%

Chou P. T.-M.

Teaching English with Technology

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2012

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vol. 12

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issue 1

20-37

EN

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.

7

Російсько-польське суперництво в боротьбі за душі українського селянства Правобережної України на зламі ХІХ і ХХ століть

80%

Волошенко В.

Historia Slavorum Occidentis

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2016

|

issue 1(10)

149-166

EN

The article is dedicated to Polish & Russian competition carried out with the help of the printed word and its infl uence on the formation of national identity of the Ukrainian peasantry leaving at the Right-Bank Ukraine in the late nineteenth and early twenty centuries. The author analyses famous literary records, published source data and materials from the Central State Historical Archives of Ukraine in Kyiv. The article reveals the spheres of Polish social activities, which encouraged villagers to participate in Polish readings in spite of antagonism of Russian offi cial establishments. The author shows the subjects and aspects of reading being very important for patriotic education of the peasantry. It is stated that Polish educational system encouraged social mutual cooperation of the representatives of different social classes by distribution of a wide range of literature. At the same time, an out-dated ideologue of Russian offi cial educational politics prevented the development of various reading practices among the villagers, disabled self-identifi cation of the community and discouraged further transformation of the society. Ukrainian peasantry, reading, Russian and Polish impacts

8

Nadmiar czytania, niedobór lektury

80%

Koziołek K.

Filoteknos

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2020

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issue 10

103-110

EN

The article discusses the contemporary status of reading in the context of theory and practice of reading. Understanding the concept of reading is between being (a textual object) and being (reading subject). The internal dynamics of this category is due to the interpretation of different or even conflicting content and quality that it describes. We call the “reading” the affective-intellectual activity of the reading individual; cultural practice contained in reading but not identical with it; saved text as an object that exists regardless of its receipt; and finally a list of texts that must be known by an educational institution, social or environmental group.

9

Czy czytanie może być protestanckie?

80%

Regiewicz A.

Konteksty - Polska Sztuka Ludowa

|

2018

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vol. 72

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issue 3(322)

162-167

PL

Niemożliwe jest pomyślenie współczesnego sposobu prowadzenia lektury bez Lutra i jego tez. Ważnym dla rozwoju literatury okazał się postulat indywidualnej lektury (sola scriptura), który jest kamieniem węgielnym nie tylko całej hermeneutyki, ale i współczesnej poststrukturalnej myśli interpretacyjnej. Zmieniła ona samą praktykę czytania (bezgłośna, wizualna, analityczna, zwyczajna) oraz sposób jej obecności w obiegu kulturowym (np. rezygnacja z kanonu na rzecz lektury oddzielonej). Wraz z luteranizmem pojawia się rozumienie lektury jako „wydarzenia” i doświadczenia egzystencjalnego, co czyni ją aktem dialogicznym.

EN

It is impossible to conceive the contemporary manner of reading without Luther and his theses. The postulate of individual reading (sola scriptura), which proved to be important for the development of literature, is a cornerstone not only for hermeneutics as a whole but also for modern post-structural interpretation-oriented thought. It alters the very praxis of reading (silent, visual, analytical, ordinary) and the manner in which it is present in the cultural circuit (e.g. resignation from the canon for the sake of separated reading). The appearance of Lutheranism was accompanied by a comprehension of reading as an “event” and an existential experience, which renders it a dialogical act.

10

Students’ perceptions of themselves as readers and the concept of reading

80%

Renuga M., Kanchana Mala B.

The New Educational Review

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2015

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vol. 41

86-97

EN

The study was conducted on 122 first-year engineering students at the tertiary level to explore the students’ perceptions of themselves as readers and the concept of reading. Data collected by open-ended brainstorming interviews with the students were classified according to the themes and presented in tables. The result of the study demonstrates that most of the students at this level wish to be good readers since they feel that reading improves their personality, word power and employability skills. The presented study aimed at finding the opinions of young adults because in the present age, more emphasis is put on the role of the learner in the language learning process. As language learning is primarily a learner-oriented activity, learners’ preferences influence their learning. Interest on the part of the reader plays a vital role in developing the habit of reading. Hence, learners’ needs and interests should be taken into consideration for effective learning and teaching to take place. Thus, the study shows that it is appropriate to understand students’ conception of reading for promoting their interest in reading and enhancing their reading skills.

11

Czytanie przeciw interpretacji

80%

Czubała H.

Estetyka i Krytyka

|

2009

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issue 15-16

13-26

EN

To read is to cross the boundaries of the self, to give oneself up to the other in an act of participation. Reading is part of the process where truth comes to unveil itself on the ontic plane. In reading it is more important to experience the inexpressible than to express it. To read means to test reality as a text. This summarizes the main points of the article. Reading thus understood iscontrasted here with the practice of interpretation, which ever more often discovers its own theoretical insufficiency.

12

MOTYWACJE I PREFERENCJE CZYTELNICZE W EDUKACJI HISTORYCZNEJ

80%

ANDRZEJ S., PIOTR M.

Scientific Bulletin of Chełm - Section of Pedagogy

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2016

|

issue 1

9-27

EN

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.

13

Historikova historie v očích historika : střípky z četby

80%

Šmahel F.

Dějiny - Teorie - Kritika (History - Theory - Criticism)

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2008

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vol. 5

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issue 1

103-109

EN

In a somewhat autobiographical essay on the memoirs of the medievalist Aaron Yakovlevich Gurevich, the author meditates on the development of research into medieval history in eastern Europe in the second half of the twentieth century. In the light of Gurevich’s career and his own experience, the author poses the question of whether it is possible to research freely without the protection of a powerful patron. In addition, he comments briefl y on the gradual penetration of west European, particularly French, methodological innovations into Soviet and Czech historiography. He demonstrates that even in these ideologically limited worlds an historian could nevertheless develop these foreign impulses in his or her own way. The author insightfully also considers the meaning of the relationship between Gurevich and Le Goff .

CS

V poněkud autobiografickém eseji nad paměťmi medievalisty Arona Jakovleviče Gureviče, autor přemítá nad vývojem medievistického výzkumu ve východní Evropě druhé poloviny dvacátého století. Ve světle Gurevičovy kariéry a vlastních zkušeností, si autor klade otázku, zda je možno svobodně bádat bez ochrany mocného patrona. Navíc krátce komentuje postupné pronikání západoevropských, zejména francouzských, metodologických inovací do sovětské a české historiografie. Ukazuje, že i v těchto ideologicky limitovaných zemích si historik mohl nicméně osvojit tyto západní impulsy po svém. Autor zasvěceně poukazuje na význam vztahu mezi Gurevičem a Le Goffem.

14

PRVKY BYROKRACIE A LITERÁRNE VZDELÁVANIE (NA PRÍKLADE SLOVENSKÝCH PEDAGOGICKÝCH DOKUMENTOV)

70%

Jančovič I.

Conversatoria Litteraria

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2019

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vol. 13

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issue XIII

43-54

PL

The author works with a sociological definition of bureaucracy as a form of rational management of big organizational units, specifically educational system. He observes expected model activity of a literary education participant in upper secondary education. He points to certain negative features of current model of literary education as a result of tension between two diverse functions of two social systems – literature and education. Findings are demonstrated on two examples: declared reading experience at school together with inhibiting experience by setting content and performance standards of education; reading nonfiction to “train“ reading literacy in its wide and pragmatic meaning.

15

How Children can Support Their Learning to Write and Read by Computer in the Early Years of School

70%

Nurmilaakso M.

Journal of Teacher Education for Sustainability

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2015

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vol. 17

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issue 1

99-107

EN

Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: 1) How do children learn to read and write by computer? 2) How can one support children’s learning during the transition from pre-school to primary school? and 3) How can we support learning during the transition from pre-school to primary school in the future? This work is based on a questionnaire that was sent to kindergarten and primary school teachers in the Helsinki area. Only 27 teachers in the pre-school or primary school answered the questionnaire. Following this, the questionnaire was also sent to kindergarten and primary school student teachers. The results show that that it is easy for children to acquaint themselves with the computer keyboard and that children actually enjoy playing by writing on computer. The respondents said that children must, at first, train to write by hand, then by computer.

16

Learning strategies and reading performance: PISA 2009 results for Poland

70%

Muszyński M., Jakubowski M.

Edukacja

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2015

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issue 3(134)

5–25

EN

Reading is often central to educational research since its mastery is usually considered a prerequisite and vital to wider study. Reading gaps, however, are frequently reported, not only between countries, but also nationally, (e.g., between boys and girls or students with different socio-economic backgrounds). This paper focuses on effective learning strategies that can help narrow those gaps. For new insight into the effectiveness of various reading strategies, the PISA 2009 data for Poland were analysed. The intention was to study association between different strategies and reading performance and its relation to gender, socio-economic background and reading achievement level. Using linear regression and quantile regression models, some strategies, e.g. summarising, were identified as more effective and others were even counter-productive, e.g. memorisation. The observed effects varied between performance levels and according to gender, especially for strategies negatively associated with performance. This evidence suggests that although some strategies may be of equal benefit to all learners, others are potentially harmful to certain groups of students.

17

Symultaniczno-Sekwencyjna Nauka Czytania® na wczesnym etapie edukacyjnym w kontekście roli umiejętności czytania w rozwoju człowieka

70%

Orłowska-Popek Z., Bielenda-Mazur E.

Poznańskie Studia Polonistyczne. Seria Językoznawcza

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2019

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vol. 26

|

issue 2

163-173

EN

In this article, the authors present a reading technique addressed to pre-school and earlyschool children in the context of the role of reading skills in human development. The authors of the paper describe the technique of teaching reading and the neurobiological basis of this technique, dedicated to children with and without developmental disorders.

18

Jednak czytają! Co, dlaczego i jak czyta współczesna młodzież

70%

Latoch-Zielińska M.

Filoteknos

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2020

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issue 10

85-102

EN

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.

19

Читать или не читать? Чтение как метод изучения иностранного языка в вузе

70%

Kudlińska I., Mospan N.

Heteroglossia - studia kulturoznawczo-filologiczne

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2019

|

issue 9

151-168

EN

The article is coauthored and analyses reading as a method of learning foreign languages and touches upon students’ perception of the issue. To this end the survey was carried out involving the students of Wyższa Szkoła Gospodarki w Bydgoszczy. This paper is based on a brief theoretical overview, the analysis of the questionnaires and their data. The authors analyze the results of the survey and define the prospects for development and use of reading as a means of learning foreign languages in the present paper. The article highlights possible practical use of the findings by means of adjustment of the existing academic curricular, making changes when preparing to university classes, etc.

20

Assessing Slovak Teachers’ Literacy and Related Non-cognitive Skills in the International Measurements PIAAC

70%

Šarvajcováy M., Rybanský Ľ., Štrbová M.

The New Educational Review

|

2021

|

vol. 66

133-146

EN

The study presents the results of PIAAC measurements and focuses on teachers as mediators of education and their achievements in literacy and skills in reading and writing at home and at work. Multiple regression analysis is used in the research to examine the influence of independent variables - earnings, age, gender and reading index - on the level of teachers’ literacy. Values of the coefficient of determination vary from 0.05 (Poland) to 0.23 (Belgium). The results are compared at the country level and show the position of Slovak teachers in these measurements. Also, they highlight the most successful countries and point to the countries with positions similar to Slovakia. Based on the research findings, it can be stated that the higher level of literacy is associated with a higher level of writing and reading activities at work more than at home. An important finding is also the result that in all countries, the literacy level declines with age.

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