Reading Education

Статья посвящена практике отбора и обработки произведений литературы, публиковавшихся в школьных хрестоматиях и книгах для чтения в XIX в. Нередко художественные тексты настолько трансформируются составителями хрестоматий, что перестают быть равными самим себе, приобретая новые смыслы и функции.
Фрагменты больших литературных произведений начинают восприниматься как отдельные, самостоятельные тексты. Таким образом в школьной практике появляются фактически не существующие в истории литературы произведения,
приписываемые известным авторам. Такого рода хрестоматийные тексты могут становиться популярнее, чем сами оригиналы, послужившие источником для них, что, в свою очередь, влияет на формирование школьного литературного канона.

Okumayı ögrenmek ve bunu alıskanlık hâline getirerek yasam boyunca devam ettirmek egitimin en temel hedeflerindendir. Bu arastırmada, okumayı sevmeyen ögrencilerin okuma alıskanlıgı konusundaki görüslerine basvurularak bu etkinligi niye sevmedikleri sevmemelerine etki eden unsurlar, aile bireyleri ve arkadaslarıyla iliskileri ortaya konmaya çalısılmıstır. Bunun için öncelikle Dumlupınar Üniversitesinde ögrenim gören 110 ögrenciye okuyucu anketi uygulanmıs, bunun sonucunda okumayı sevmeyen 23 ögrenciyle kitap ve okuma üzerine mülakat yapılmıstır. Çalısmanın sonunda, ögrencilerin görüsleri dogrultusunda okuma sevgisinin bireylere nasıl kazandırılabilecegi üzerine öneriler sunulmustur.

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)

This short article describes and demonstrates the 3 cueing systems the brain used to identify words during the act of reading.  Also described are the 2-way flow of information during the reading process, the relative unimportance of letters, and problems with over-emphasizing phonics instruction.

La ricerca mira, a partire da un problema individuato, a realizzare un supporto a uso delle insegnanti circa un utilizzo vario dell'oggetto libro (non di testo). Nel caso da me indivi-duato, il suo utilizzo avviene senza essere sostenuto da competenze in merito a metodolo-gie, strategie, tecniche e strumenti per l'educazione del lettore competente e motivato. Con la ricerca si è cercato di aumentare la conoscenza delle insegnanti sull'argomento, di colle-gare lettura e nuove tecnologie e di costituire una comunità di pratica per la condivisione in ottica di formazione continua e autoformazione. È stato proposto alle insegnanti aderen-ti al progetto un percorso formativo e si sono condotti dei laboratori di educazione alla lettura nelle singole aule. Durante la ricerca-azione, si sono raccolti materiali di varia natu-ra con l'obiettivo di inserirli in un ambiente digitale in via di costruzione. Di esso si sono costruite in un lavoro cooperativo le basi teoriche, gli obiettivi, le aspettative, i contenuti, la fruizione. La piattaforma pensata rappresenta un sistema di apprendimento con legami con il territorio e messa a disposizione di materiale da condividere per creare rete. Keywords Educazione alla lettura, letteratura per l'infanzia, formazione continua, tecnologie per la didattica, metodologie attive

Lesen- und Schreibenlernen ist endlich wieder Thema geworden. Aufgrund seiner Bedeutung für die individuelle psychische Entwicklung, den Bildungserfolg und die Lebensplanung von Menschen sowie seiner gesellschaftlichen Relevanz wird es derzeit auch öffentlich intensiv diskutiert. Ergebnisse der internationalen Forschung belegen die fundamentale Bedeutung des Schrifterwerbs auch für die kognitive Entwicklung. Sprachliches Lernen als kognitives Lernen wird dann unterstützt, wenn die Schrift - und damit auch die Sprache - von Kindern als systematisch und regelhaft wahrgenommen werden kann. Der Unterricht hat daher die Aufgabe, ihnen dieses von Beginn an zu ermöglichen. Die Beiträge dieses Bandes stellen aus verschiedenen Blickwinkeln die Notwendigkeit und die Möglichkeit einer systematischen Hinführung an die Schrift heraus und weisen auf Konsequenzen einer Schrifterwerbsdidaktik, die auf die Darstellung der Regelhaftigkeit von Schrift und Sprache abzielt, sowohl für die unterrichtliche als auch die außerunterrichtliche Diagnostik, vor allem für die Konzeptbildung des Unterrichts hin. Entsprechende praktische Beispiele beenden den Band.

This chapter is designed to provide teachers with guidelines on what to consider when evaluating whether texts are at appropriate levels of complexity for purposes and students in their classrooms. Specifically, the question addressed is: What should teachers be looking for in selecting texts that are appropriate in complexity for their students?

According to Eric Jensen (2005) there are seven critical factors that should be addressed in brain-based approaches to teaching and learning: (a) engagement, (b) repetition, (c) input quantity, (d) coherence, (e) timing, (f) error corrections, and (g) emotional states.  Below are described tips for engagement.  This short article includes five tips for enhancing student engagement during reading instruction.

This is an excerpt from my book, 10 Essential Instructional Elements For Students With Reading Difficulties: A Brain-Friendly Approach, published by Corwin Press (2016). This article describes a very simple approach to conducting a miscue analysis. This approach is based on a psycholinguistic view of reading in which the reader is actively seeking to create meaning with print.

This paper reviews the literature on whether productivity in research and publication should be considered a standard in higher education institutions. Moreover, it discusses the national, institutional, and personal barriers to faculty engagement in research and publication and strategies that facilitate such productivity. Finally, findings on an investigation on the state of research and publication at a Philippine university are presented. the study aims to determine [1] the percentage of college teachers who are productive in research and publication; [2] the factors that facilitate and constrain research and publication productivity; and [3] mechanisms and infrastructure that are already in place in the University and how these may be enhanced to further stimulate a culture of research and publication. results show that from 1997-2007, only 47% of the faculty engaged in research, of which only 29% have published their output in scholarly publications. among the commonly identified reasons for the lack of productivity are [1] teaching tasks; [2] lack of necessary writing skill needed to produce a publishable report; [3] housework and family responsibility; [4] lack of knowledge on how to repackage their theses/dissertation to meet the technical and requirements of particular journals; and, [5] absence of information on the procedures and dynamics of getting a work published. those who are productive cited the following as the factors that stimulate in research and publication: [1] the belief that research is integral to their professional growth as a teacher; [2] accreditation; [3] incentives for research; and [4] promotion in rank. the following strategies were suggested by the respondents to strengthen the culture of research and publication in the University: [1] establishing a mentoring system where faculty members who have already conducted research and published their research findings closely supervise and coach those who have not yet engaged in research and publication; [2] crediting at least six units to faculty who engage in research, the credit

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 study investigated whether two groups of 6-year-old beginning readers taught to read by a phonics and by a “book experience” non-phonics approach would differ in reading
comprehension as well as the processes of word recognition. The two groups were matched for word recognition but despite this, the phonics taught children had higher reading comprehension.
Phonics taught children produced more contextually appropriate errors, and in both single word and text reading made more spoken attempts at reading unknown words. The non-phonics taught children had much faster reading reaction times to familiar words but they scored less in phoneme segmentation and nonword reading tasks. Compared with the nonphonics group, the phonics group spent more time in attempts at identifying unknown words
and this included using contextual information, which apparently resulted in more rehearsal of the meaning of the story text and hence better reading comprehension performance.

This describes how to use basals in a reading workshop setting.  This will make reading class more interesting and engaging, and meet the needs of students of varying levels in an inclusive general education setting or a special education setting

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.

This chapter excerpt describes activities the classroom teacher can use to enhance comprehension.  The pre-reading activity should generally be 2-5 minutes in duration (with informational text, it is sometimes longer than this).  Here you want to provide the structure or scaffolding necessary to enable students to read the text independently.  Keep this as short as possible while still providing the structure necessary for independent reading.

If you believe reading to be simply sounding out words, then the concept of the 3-cueing systems makes no sense at all.    However, this short article and three short mini-lectures describe (a) how the brain creates meaning with print, (b) the top-down/bottom-up, neurocognitive processes used, and (c) the wide research based used to support it.  A list of reference citations is also provided.

"Megaleh Temirin (Revealer of Secrets), ed. Jonatan Meir, Three volumes, Mosad Bialik, Jerusalem

Megaleh Temirin (Revealer of Secrets), first published in Vienna in 1819, is one of the sharpest and wittiest pieces of Jewish literature written in the first half of the nineteenth century, and is perhaps the most important piece of Hebrew prose composed before the stories of Mendele Mocher Seforim. A sly and complex story deriding Hasidism and Hasidim, it is told through the correspondence between the beadles of Hasidic courts and contemporary rabbis, and it presents a dark picture of  avaricious frauds and swindlers whose main concern was control over territory and the souls of believers, a goal achieved by beguiling the authorities and attacking all opponents. Perl lends his book a ‘Hasidic’ feel both in its physical design and in its language, presenting a Maskilic version of In Praise of the Ba’al Shem Tov that lays Hasidism bare so that no reader will ever be able to look at that, or any other Hasidic book, in the same way again. In addition to the book’s satiric sting, which would have been enough to bring its readers a dual pleasure, Perl’s hints at contemporary people and places, hidden within anagrams and numerological tricks. With the unraveling of these clues, which also include the use of actual Hasidic sources, the book is a valuable, contemporary view of historical reality. A meticulous reading of the book may therefore open a window on the hidden worlds of Hasidism and the Haskalah at the start of the nineteenth century.


The first volume (Imagined Hasidism) serves as an introduction to the complex satirical writings of Josef Perl of Tarnopol (1773-1839). At the center of the book stands an analysis of the satires, Megaleh Temirin (1819) and Bochen Tzadik (1838), including a systematic treatment of the ‘characters’ in the central works and a discussion of the dozens of manuscripts to be found in the Perl Archive in Jerusalem. Perl’s writings are analyzed here in the fuller context of Hebrew and Yiddish literature in general and Maskilic and Hasidic literature in particular, as well as other polemical writings and governmental records critical of Hasidism. The study thus presents a complex and nuanced picture of the relationship between literature and history, between the anti-Hasidic reports and the more complicated historical reality, and lays the groundwork for further research into the genre of nineteenth-century Maskilic satire.

The second and third volumes (Megaleh Temirin) present for the first time an annotated edition of Megaleh Temirin. It is based on the first edition and the scattered manuscripts and it includes a comparison to its Yiddish translation. The book is accompanied by appendices on its origins and contents, including fundamental treatments of several passages: an explication of the encoded names, the Hasidic sources used by the author, and the variants found in the manuscripts and in the only edition of the book in Yiddish.

The editor of the book, Professor Jonatan Meir, teaches in the Goldstein-Goren Department of Jewish Thought at Ben-Gurion University. He has published several articles on the Haskalah of Eastern Europe, Hasidism, and a number of varied topics in twentieth-century Kabbalah.


Contents

Volume 1  - Critical Edition

Concerning this edition
Key personalities
Sefer Megale Temirin – Critical Edition


Volume 2 - Appendixes:
1. Glossary, Abbreviations, Acronyms
2. Explanation of the Speaking Names
3. Perl’s Hasidic Sources
4. Manuscripts of Sefer Megale Temirin
5. Yiddish Introduction to Sefer Megale Temirin
Bibliographic Abbreviations

-------------------------------
Reviews:
(1) Dan Meron, 2013, ‘Megaleh Temirin’, Kivunim Hadashim 29, 55 pages (Hebrew)
(2) David Assaf, 2014, ‘Hasidim will not Read it but Tear it’, Haaretz, Tarbut ve-Sifrut, p .6 (Hebrew) http://onegshabbat.blogspot.co.il/2014/04/blog-post_18.html
(3) Eliezer Brodt, 2014, 'New book Announcement- Megale Temirin', The Seforim Blog http://seforim.blogspot.co.il/2014/01/new-book-announcement-megale-temirin.html
(4) Matan Hermoni, 2014,  הסבתא המופקרת של הספרות העבריתHaaretz, Sfarim (Hebrew) http://www.haaretz.co.il/.premium-1.2382365
(5) Shinichi Yamamoto, 2015, 山本　伸一, "ヨナタン・メイール編著『想像のハシディズム』", ユダヤ・イスラエル研究　第28号  http://www.waseda.jp/assoc-jsjs/jistudies.html
(6) David Biale and David Assaf,, 2015, 'Revealer Revealed', Jewish Review of Books, pp. 17-21  http://jewishreviewofbooks.com/articles/1454/revealer-revealed/
(7) Hillel Halkin, 2015, "Sex, Magic, Bigotry, Corruption- and the First Hebrew Novel', Mosaic Magazine,  http://mosaicmagazine.com/observation/2015/05/sex-magic-bigotry-corruption-and-the-first-hebrew-novel/
(8) Tomer Persico, 2015, "Interview", Lula'at haEl Blog, http://tomerpersico.com/2015/08/10/meir_perl/

International and Australian statistical comparisons have shown on average that boys’ reading achievements are less than girls. Large scale surveys of young people’s, in particular boys’, reading practices have indicated a general decline in reading for leisure as they progress through secondary school. Analysis of Australian national reading assessments from 2008 has indicated the problematic nature of mass media claims that boys’ reading achievements are due to a lack of basic skills in reading. Public debate has ignored the developmental aspects of young people’s attitudes to reading and questions about which boys and which girls are in need of further support in their engagement with reading for pleasure, insight, and success in school.
This study has explored attitudes towards the pleasures and satisfactions of reading with a voluntary group of thirty secondary school boys located in metropolitan Sydney, Australia, in order to consider their implications for supporting boys in subject English. The findings of the study have asserted the usefulness of collecting rich and complex data on boys’ attitudes to reading in relation to their engagement with reading in general and the required reading of subject English.
Key insights on attitudes to reading outside school have indicated boys do read a diverse range of print fiction involving popular young people’s literature and the big-name authors of Australian and international young adult fiction in the English language, as well as viewing film. It has been found that the New South Wales Premier’s Reading Challenge has supported and encouraged boys who might otherwise not continue with free reading in their secondary school years. While boys also engage with a complementary and divergent range of print texts and audio-visual media across subject disciplines, particularly in subject English, the findings have shown that teachers can and should draw more purposively on boys’ reading for pleasure and insight in pursuit of the aims of NSW subject English syllabuses.

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer's Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

A significant number of research studies have shown that phonemic awareness has a large contribution to reading acquisition. Hoover (2002) claims that to be able to read a word that consists of letters, one should first acquire phonemic awareness skill, thus concluding that without acquiring phonemic awareness skill, a person will not be able to read. Moreover, Hoover states that phonemic awareness is a “cognitive skill” which consists of three pieces: (1) the phoneme which is a linguistic unit; (2) the explicit conscious awareness of that unit; and (3) the ability to explicitly manipulate that unit. Thus, phonemic awareness is concerned about the “manipulation of language at the level of phonemes.”
Since reading acquisition usually starts to develop in school, our study focuses on preparatory pupils. International Reading Association (IRA, 1998) suggests that it is important for children to learn rhymes, beginning sounds, and syllables through various activities that provide them the opportunities to acquire phonemic awareness. Bradley and Bryant (1985) also reported that children’s phonemic awareness can be improved through explicit training. They trained children over a two-year period of time and they concluded that it had a positive effect on reading success. The explicit instruction included alphabetic principle, rhyme and alliteration activities, and tasks that discriminated onset and rime. In addition, Bentin et al. (1991) looked at the effects of schooling and aging on the development of phonological awareness and they suggest that schooling is a major factor that largely affects children’s phonemic awareness development. To support Bentin’s theory on how schooling affects phonemic awareness development, an investigation was done by Cunningham and Carroll (2010) to determine the effects of age and schooling on children’s phonemic awareness development. They found that the effect of one year schooling has roughly twice as large as the effect of up to one year’s difference in age, thus proving that schooling has a strong effect on the development of phonemic awareness.

Theoretical models of reading are used to understand the reading process as well as to design research studies and evaluate instructional practices.  The theoretical model of reading one adheres to has tremendous impact on the type of reading instruction and interventions that are used.  This article describes two common theoretical models of reading, each providing vastly different views of the reading process and struggling readers.

Review of The New-England Primer, 1991 reprint of the Boston 1777 edition. The New-England Primer was the most popular elementary reading textbook in America in the late 1600s and the 1700s. Reprints allow our generation of Americans to appreciate how it combined lessons in reading with moral and didactic content. It provides a snapshot of how reading was taught, and it opens a window on the religious world of colonial and early national America.

It is clear that reading is a complex process for both the student, who is trying to learn the necessary skills needed, and the teacher, who is attempting to impart these skills. Fortunately, research supports many key principles that can help guide a motivated teacher’s instruction. In pursuing my personal professional development, I’ve chosen to focus on principals regarding vocabulary, fluency, and motivation; using these principles, I engage in discussing relevant research and the resulting teaching implications.

RESUMEN: Este es un artículo de tipo teórico sobre la lectura basado en uno de los desarrollos europeos de la ciencia
del texto -el del lingüista Eugenio Coseriu-, en la reflexiones de varios autores y en la experiencia docente del autor. El
adolescente presenta dificultades para leer textos largos e interesarse por la cultura. Por eso el efecto estético de las
obras literarias facilita la transmisión de valores culturales, la mejora personal y el conocimiento de uno mismo.
Palabras clave: Coseriu; Lectura; Lenguaje; Adolescencia ABSTRACT: This is a theoretical paper about reading based
on Eugenio Coseriu’s theory of the text and on considerations by others authors. It also uses the author’s experience
in courses taught in Secondary School and in University. Teenagers have difficulties in reading long texts and may find
it hard to relate to cultural issues. For this reason, the aesthetic effect of literary works facilitates the transmission of
values that help to increase students’ interest in culture as well as enhancing their self-improvement and self-knowledge.
Keywords: Coseriu; Literature; Language; Adolescence.

Effective in-class reading interventions for struggling are both research-based and pragmatic. It is recommended that variations of six elements be included here:  (a) daily sustained silent reading of books at students’ independent level and below, (b) daily writing, (c) guided reading lessons, (d) word work, (e) cloze and maze activities, and (f) fluency work.