Reading to learn: Prereaders' and early readers' trust in text as a source of knowledge.

2013 ◽  
Vol 49 (3) ◽  
pp. 505-513 ◽  
Author(s):  
Elizabeth J. Robinson ◽  
Shiri Einav ◽  
Amy Fox
Keyword(s):  
Early Readers ◽  
Reading To Learn

Shakespeare's Early Readers

2018 ◽  
Author(s):  
Jean-Christophe Mayer
Keyword(s):  
Early Readers

Readability of Informed Consent Forms: Analysis and Recommendations for Development of Consent Forms for Use with Communities with Limited or Low Literacy

2016 ◽  
Author(s):  
Miraida Morales ◽  
Sarah Barriage
Keyword(s):  
Informed Consent ◽  
Pilot Study ◽  
Informed Consent Process ◽  
Consent Process ◽  
Measurement Tool ◽  
Low Literacy ◽  
Consent Forms ◽  
Early Readers ◽  
Research With Children ◽  
Consentement Éclairé

This poster presents a pilot study that analyzed a small corpus of informed consent forms used in research with children, adolescents, and adult early readers using Coh-Metrix, a readability measurement tool. Recommendations for increasing readability of consent forms in order to improve the informed consent process are also provided. Cette affiche présente une étude pilote qui a analysé un corpus restreint de formulaires de consentement éclairé utilisés dans la recherche avec les enfants, les adolescents et les lecteurs précoces adultes,  utilisant Coh-Metrix, un outil de mesure de la lisibilité. Nous fournissons également des recommandations pour augmenter la lisibilité des formulaires de consentement afin d'améliorer le processus de consentement éclairé.

Learning to Learn: How 4th and 5th Grade Boys and Girls Differ

2007 ◽  
Vol 24 (2) ◽  
pp. 69-90 ◽  
Author(s):  
Alexander Seeshing Yeung ◽  
Rachel Yuk Hung Hon ◽  
Dennis M. Mclnerney
Keyword(s):  
Education Reform ◽  
Goal Orientation ◽  
Primary Schools ◽  
Self Concept ◽  
Self Management ◽  
Learning To Learn ◽  
Psychological Constructs ◽  
Confirmatory Factor ◽  
Reading To Learn ◽  
5Th Grade

AbstractFrom 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.

scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn

2021 ◽  
Vol 108 ◽  
pp. 103516
Author(s):  
Anamaria Sagre ◽  
José David Herazo Rivera ◽  
Paula García Montes ◽  
Tatiana Becerra Posada ◽  
Leonardo Pacheco Machado ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Reading To Learn

Propulsive Energies

PMLA ◽  
2020 ◽  
Vol 135 (3) ◽  
pp. 551-558
Author(s):  
Chadwick Allen
Keyword(s):  
Social Media ◽  
The Public ◽  
Early Readers

Alas, I missed the opportunity to be a first reader of tommy orange's phenomenal debut, there there, and thus to become a literary influencer by dashing off exclamatory reviews or crafting pithy posts on social media. Although I was gifted a hardback soon after the novel's publication in 2018, and although I meant to read it swiftly, There There sat among a stack of “must reads” for more than a year. By the time I cracked the spine, early readers had already swayed the public and moved on. Nonetheless, I was determined to form my own opinion, so I avoided professional assessments. What I could not avoid was the general buzz surrounding Orange and his work.

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