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Träfflista för sökning "L773:1741 4350 OR L773:1741 4369 srt2:(2015-2019)"

Sökning: L773:1741 4350 OR L773:1741 4369 > (2015-2019)

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1.
  • Kuzmičová, Anežka, 1982-, et al. (författare)
  • Reading and company : embodiment and social space in silent reading
  • 2018
  • Ingår i: Literacy. - : Wiley. - 1741-4350 .- 1741-4369. ; 52:2, s. 70-77
  • Tidskriftsartikel (refereegranskat)abstract
    • Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice.
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2.
  • Varga, Anita, 1966- (författare)
  • Metacognitive perspectives on the development of reading comprehension : a classroom study of literary text-talks
  • 2017
  • Ingår i: Literacy. - : Wiley. - 1741-4350 .- 1741-4369. ; 51:1, s. 19-25
  • Tidskriftsartikel (refereegranskat)abstract
    • The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4)recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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