The Role of Psycholinguistic Skills in Reading Acquisition: A Look at Early Readers

1983 ◽  
Vol 18 (4) ◽  
pp. 466 ◽  
Author(s):  
Joan Backman
Keyword(s):  
Reading Acquisition ◽  
Early Readers

The Main Character of the Book of Esther: The Contribution of the Textual Divisions and the Assigned Titles of the Book of Esther to Uncovering Its Protagonist

2021 ◽  
pp. 030908922110322
Author(s):  
Gregory Goswell
Keyword(s):  
Jewish People ◽  
Main Character ◽  
Early Readers ◽  
Hebrew Version

Scrutiny of the traditional textual divisions of the Hebrew version of the book of Esther—the sedarim, the Hebrew paragraphs and the Latin chapters – throws light on whom some ancient readers thought was the main character (protagonist) of the book. The sedarim appear to favour Mordecai’s role over Esther’s in the events narrated, whereas the positioning of the Hebrew paragraph breaks apportions attention more evenly between Esther and Mordecai, who each sought the welfare of the Jewish people. The chapter divisions show an interest in all three leading characters namely, Esther, Mordecai and Ahasuerus. In terms of assigned titles, the book was given the alternate names of Esther and Ahasuerus. It is plain, therefore, that early readers did not come to a settled conclusion as to who is the main character; however, it is clear that the role of Ahasuerus cannot be ignored and that the Persian king must be a candidate for the main character of the book.

Christianizing Confucian Didacticism: Protestant Publications for Women, 1832-1911

NAN Nü ◽  
2009 ◽  
Vol 11 (1) ◽  
pp. 65-101
Author(s):  
Ryan Dunch
Keyword(s):  
Practical Knowledge ◽  
Chinese Society ◽  
Women Readers ◽  
Important Place ◽  
Late Qing ◽  
The Qing Dynasty ◽  
Early Readers ◽  
Four Books ◽  
Printed Materials

AbstractThe printed Protestant missionary engagement with Chinese views of the role and proper conduct of women in society was more complex and ambiguous than scholars have often assumed. Publications targeted at women readers occupied an important place among Protestant missionary periodicals, books, and other printed materials in Chinese during the late Qing. Most publications for women and girls were elementary doctrinal works, catechisms, and devotional texts designed to introduce early readers to Christian belief, and light reading (fictional tracts and biographies) for women's spiritual edification, but there were some more elaborate works as well. After an overview of mission publications for women, this article focuses on two complex texts, one a compendium of practical knowledge and moral guidance for the Chinese Protestant "new woman," Jiaxue jizhen (The Christian home in China) (1897; revised 1909), and the other, a Protestant reworking from 1902 of the Qing dynasty didactic compilation Nü sishu (Women's four books). Together, these two texts give us a more multifaceted picture of how missionaries engaged with Chinese society and the role of women therein.

The role of phoneme and onset-rime awareness in second language reading acquisition

2011 ◽  
Vol 34 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Corinne A. Haigh ◽  
Robert Savage ◽  
Caroline Erdos ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Reading Acquisition ◽  
Second Language Reading

The Self-Help Hermeneutic: Its Global History and Literary Future

PMLA ◽  
2018 ◽  
Vol 133 (5) ◽  
pp. 1099-1117
Author(s):  
Beth Blum
Keyword(s):  
Literary Culture ◽  
The Self ◽  
First Century ◽  
Global History ◽  
Early Readers ◽  
Self Help ◽  
Twenty First Century

The self-improvement industry has been analyzed from a variety of disciplinary perspectives, including those of sociology, history, and religion, but its relation to literature has not received the attention it demands. Self-help is inextricable from the history and future of reading around the globe. Using Samuel Smiles's Self-Help (1859) as a case study, I unearth the overlooked role of the self-help hermeneutic, a practical reading method that collapses period, nation, and genre in the global dissemination of literary culture. I then demonstrate that the pastiche didacticism of Smiles's early readers has become a mainstream conceit of twenty-first-century novels, including Mohsin Hamid's How to Get Filthy Rich in Rising Asia, Tash Aw's Five Star Billionaire, and Sheila Heti's How Should a Person Be?. By putting on hold the standard critique of the genre's homogeneous neoliberal influence, I recalibrate the scales by which we measure self-help's literary and political relevance.

scholarly journals The Changing Role of Phonology in Reading Development

Vision ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 23 ◽  
Author(s):  
Sara V. Milledge ◽  
Hazel I. Blythe
Keyword(s):  
Eye Movement ◽  
Phonological Processing ◽  
Developmental Change ◽  
Reading Development ◽  
Skilled Reader ◽  
Learning To Read ◽  
Skilled Readers ◽  
Early Readers ◽  
Changing Role

Processing of both a word’s orthography (its printed form) and phonology (its associated speech sounds) are critical for lexical identification during reading, both in beginning and skilled readers. Theories of learning to read typically posit a developmental change, from early readers’ reliance on phonology to more skilled readers’ development of direct orthographic-semantic links. Specifically, in becoming a skilled reader, the extent to which an individual processes phonology during lexical identification is thought to decrease. Recent data from eye movement research suggests, however, that the developmental change in phonological processing is somewhat more nuanced than this. Such studies show that phonology influences lexical identification in beginning and skilled readers in both typically and atypically developing populations. These data indicate, therefore, that the developmental change might better be characterised as a transition from overt decoding to abstract, covert recoding. We do not stop processing phonology as we become more skilled at reading; rather, the nature of that processing changes.

scholarly journals The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System

2021 ◽  
Vol 32 (4) ◽  
pp. 471-484
Author(s):  
Kathleen Rastle ◽  
Clare Lally ◽  
Matthew H. Davis ◽  
J. S. H. Taylor
Keyword(s):  
Teaching Method ◽  
Explicit Instruction ◽  
Reading Acquisition ◽  
Writing System ◽  
The Novel ◽  
Writing Systems ◽  
Learning To Read ◽  
The Impact ◽  
Novel Words

There is profound and long-standing debate over the role of explicit instruction in reading acquisition. In this research, we investigated the impact of teaching regularities in the writing system explicitly rather than relying on learners to discover these regularities through text experience alone. Over 10 days, 48 adults learned to read novel words printed in two artificial writing systems. One group learned spelling-to-sound and spelling-to-meaning regularities solely through experience with the novel words, whereas the other group received a brief session of explicit instruction on these regularities before training commenced. Results showed that virtually all participants who received instruction performed at ceiling on tests that probed generalization of underlying regularities. In contrast, despite up to 18 hr of training on the novel words, less than 25% of discovery learners performed on par with those who received instruction. These findings illustrate the dramatic impact of teaching method on outcomes during reading acquisition.

The role of achievement beliefs and behaviours in spontaneous reading acquisition

2006 ◽  
Vol 16 (6) ◽  
pp. 569-582 ◽  
Author(s):  
Sanna Fyrstén ◽  
Jari-Erik Nurmi ◽  
Heikki Lyytinen
Keyword(s):  
Reading Acquisition ◽  
Achievement Beliefs
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