Reading Habits/Attitudes

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The use and effect of comic book reading on the reading attitudes and reading habits of Greek (typically developed and dyslexic) EFL learners in a mixed ability EFL classroom

The use and effect of comic book reading on the reading attitudes and reading habits of Greek (typically developed and dyslexic) EFL learners in a mixed ability EFL classroom

Namely, when Parent1 was asked to justify her belief of her son possessing a negative reading attitude, she stated that he becomes irritable and cranky when having to read and prefers to hear or see it on-line or on the computer instead of reading it in book form; while in terms of reading difficulties, Student1 believed he had none, whereas his mother did, not due to a learning difficulty per se, but that to her, his attitude toward reading more lengthy texts is problematic, especially since he prefers other activities over reading. However, her belief could be partially debunked, since Student1 further responded that if he is interested in a topic he would not mind if it was lengthy, difficult and/or contained difficult vocabulary. His view is further supported by his active and consistent presence during the comic book conversations held, his eagerness to read and respond, and his multiple comic book borrowing library visits and borrowings.
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STUDENTS’ READING PRACTICES AND ENVIRONMENTS

STUDENTS’ READING PRACTICES AND ENVIRONMENTS

Abstract: The challenges of reading are indeed apparent in most teaching and learning processes in ESL classrooms. As a result, this study is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to become competent readers, particularly out-of-school context. Besides, poor home literacy environments also contribute to their shortcomings in reading. The main objectives of this study are to identify the students’ reasons for reading as well as to find out their home reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports). To identify these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old) from one of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby as their last choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support within the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to be given priority. Besides, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents’ early and continuous efforts to be involved in their children’s literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture.
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Reading habits and attitude in Malaysia: analysis of gender and academic programme differences

Reading habits and attitude in Malaysia: analysis of gender and academic programme differences

This study is conducted as an attempt to understand the reading habits and attitudes of the Bachelor of IT students and the Bachelor of Art students from the Intenational Islamic University Malaysia. Based on the sample of 127 students, it was found that significant differences exist between the two groups of students in terms of types of reading material and reading resources used. Differences in reading habits and attitudes were also observed between male and female participants. The results of the study are expected to guide professionals in the library and information services to be better equipped to provide more efficient and effective services. The study is also intended to interest researchers from other areas of study who are interested in the realm of reading and literacy.
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READING HABITS AND PREFERENCES OF EFL POST GRADUATES: A CASE STUDY

READING HABITS AND PREFERENCES OF EFL POST GRADUATES: A CASE STUDY

Reading is a key to a wealth of experience that links people in a way far beyond distance or time. Reading provides experience to the individual so that he may expand his horizons, identify, extend and intensify his interest and gain deeper understanding of himself and other human being and of the world. Reading is important for students in general in order to cope with new knowledge in a changing world – that of the technological age. The ability to read is at the heart of self education and lifelong learning. Reading is a very important issue which is not only about enjoyment but a necessity; the basic tool of education (Mokatsi, 2005). Reading makes way for a better understanding of one’s own experiences and it can be an exciting voyage to self discovery. It is the art of interpreting printed and written words, the most effective process of conscious learning which influences the extent and accuracy of information as well as the attitudes, morals, beliefs, judgement and action of readers (Panigrahi and Panda, 1996; Eyre, 2005)
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Evaluation of Reading Habits of Teacher Candidates: Study of Scale Development

Evaluation of Reading Habits of Teacher Candidates: Study of Scale Development

The items of scale forms used by Kırmızı (2012), Bozpolat (2010), Arslantürk and Saracaloğlu (2010), Demir (2009), Odabaş, Odabaş and Polat (2008), Gömleksiz (2004) and Nell (1988) examined only printed reading attitudes, interests, habits, and reading comprehension skills of university students attending various departments. In addition, UNESCO (2014), CNL (2014), National Endowment for the Arts (2007) and Clark and Foster (2005) focused on current reading habits at an international level by age, sex, type of book read, etc. Thus, the above-mentioned studies and the present study have some aspects in common. The difference of the present study from the above-mentioned studies is that it also addressed the digital reading habits of teacher candidates.
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Survey research on the reading habits of MBA students  of saurshtra region

Survey research on the reading habits of MBA students of saurshtra region

Knowledge and awareness are extremely essential for a corporate career and/or entrepreneurship. For gaining the same, reading, listening, observation, reflection, imagination, creativity and envisioning are the processes to be used. Of d listening may be constructed as results of primary sensations, viz.; visual and auditory sensations. Reading and listening are the vital cognitive processes which help in acquisition of knowledge and awareness acquired. ilding intelligence, skills, abilities, and competencies. In the competitive business scenario, higher the knowledge and awareness in an individual processes, greater are the chances of his success. At the post is vital for students to read and listen a lot to gain vast knowledge and awareness. Hence, the importance of reading and listening needn’t be Reading is an important component of learning. Learning may be defined as the life-long continuous process for acquisition, retention, recall, and effective utilization of knowledge, skills, abilities, competencies, and awareness. Learning may be acquired through various sources, by different methods, times, places, disciplines, degrees,
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Changing Habits and Attitudes Towards Smoking Among Future Physicians

Changing Habits and Attitudes Towards Smoking Among Future Physicians

The comparisons of mean total attitude scores between curriculum year, smoking habits and sex were presented in Table IV. Ten tobacco attitude items were assessed with scores ranged from 10 to 50. A lower score indicates a more favourable attitude towards cigarette smoking (a negative attitude). Only smoking habits and sex variables showed statistically significant difference in the crude analysis.

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Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes

Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes

The results of the study indicated that the intervention group participants’ attitudes toward the ERP were positive (see Table 3). The results were consistent with previous studies (Morgado, 2009; Sheu, 2003), which reported that ER programme has resulted in a positive attitude toward the ERP. It could be because they liked the pressure-free atmosphere of the ER programme, particularly the self-selection and accessibility of various reading materials. However, the results showed that there was no statistically significant variation in reading comprehension and attitudes toward reading between the intervention and control group. The failure to achieve statistically significant difference might be because of the short instructional period (a 40-minute lesson per week for 6 weeks). In other words, engaging students in a 40-minute ER lesson per week for 6 weeks may not be adequate to improve the learners’ comprehension performance and attitude toward reading. In line with this, some researchers such as Davis (1995) also argue that the benefits and results of ER do not appear in short-duration programmes.
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Reading habits of school going children: some observations.

Reading habits of school going children: some observations.

Apart from their age and their lack of experience, children have few things in common. They represent a cross section of society, they include the veryable, the mentally subnormal, the affluent and the deprived, they from non reading under fives to teenagers who can read any thing and for whom the higher education lies on the not too far distant horizon, but although, then interests and abilities range widely, children can be served more effectively with fewer resources than can adult.

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Indonesian School Students Reading Habits: A Sociocultural Perspectives

Indonesian School Students Reading Habits: A Sociocultural Perspectives

Third, Inadequate reading and lack of school library facilities are big factors causing low student interest in reading. Schools are not always able to cultivate reading habits for their students. Even though they have school libraries, these are not used optimally. The visitors are relatively low in public libraries. Many schools in remote areas of Indonesia do not have access to the libraries. Thus, it affected the students‟ reading habits. Mollet (2007) said libraries play a very important role in supporting the teaching and learning processes at school. Another, the price of books are relatively unaffordable by the students. In addition, poor textbook quality, the density of the curriculum, and the methods of teaching that emphasize on memorization may contribute to low reading interest. Sarumpaet, cited in Karyono (2007) claims that schools are not considered a good place to foster students‟ reading interest. The congested of school activity leaves students with no time to read. Sarumpaet argues that students are too busy with the lessons and they have to do homework at home as well.
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READING HABITS AMONG STUDENT TEACHERS WITH RESPECT TO GENDER AND QUALIFICATION

READING HABITS AMONG STUDENT TEACHERS WITH RESPECT TO GENDER AND QUALIFICATION

Reading Habits means behavior which express the lightness of reading of individual, which occur regularly of leisure reading approach, type of reading tastes of reading & use of library services. Reading habit is an active skill based process of constructing meaning and gaining knowledge from oral, visual and written text. A good reading habit is necessary for a healthy intellectual growth and plays a very crucial role in enabling a person to achieve practical efficiency. The present study was conducted on 600 student teachers from Hyderabad and Ranga Reddy districts of Telangana State. The result reveals that there was a significant difference in reading habits with respect to gender and qualification among student teachers
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Reading behaviour project report 2016 :  ‘Digital Magpies’   the academic reading habits of undergraduate students

Reading behaviour project report 2016 : ‘Digital Magpies’ the academic reading habits of undergraduate students

The team will utilise and expand on ‘lessons learnt’ during the pilot to plan how we collect data, and where we go to collect it. The starting point for any further phase will be to identify relevant student groups. It is proposed that the new phase will begin with an analysis of usage data from selected reading lists to identify such groups. We should then seek to recruit from those pools of students to explore further the relationship between lists and reading activity. Using purposive sampling, we would also select students who have registered a profile with Talis Aspire, thereby interacting with the system. We would therefore be choosing a sample of individuals who have already proactively engaged with an aspect of the reading lists process and the library, which could result in a higher response rate. Additionally, knowledge of students’ programme / school before data collection will enable contextualisation using analytics.
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Reading Habits, Language Learning Achievements and Principles for Deep Knowledge

Reading Habits, Language Learning Achievements and Principles for Deep Knowledge

Moreover, the research suggests that deep and down principle (r = .41, p<.05) and alternating principle (r = .42, p <.05) are significantly correlated with reading habits. Deep and down principle emphasizes let-go and destress. Only big and strong power grids can attract attention at high stress levels. If the stress level is tuned down, weaker power grids (which contain a variety of subject matters and thoughts) can also receive attention [7]. The reading pleasure we advocate as part of the after-class reading program is consistent with deep and down principle. Krashen [16, 26] believes that acquiring only occurs with high motivations and low stress levels. Only when we can enjoy reading are we able to develop the motivation and habit of reading and indulge ourselves in the world created by books. The alternating principle states that new ideas are generated when the relevant presumptions and presuppositions are removed, replaced or combined. Learners should not think reading in English is a daunting task, or assume that they have to read the books suitable for their ages or knowledge levels. They can try easy and simple books for children or comic books [31]. According to the personal experience and years of observations by the author, those who enjoy reading and have the habit of reading are never limited to a genre. Rather, they can enjoy the pleasure of reading with any books, anytime and anywhere.
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Developing an assessed reading portfolio to improve reading habits and raise test results

Developing an assessed reading portfolio to improve reading habits and raise test results

Continuous assessment in reading, vocabulary, writing and listening and speaking are all viewed by faculty, administration and students as central to student progression. Although the reading section is still referred to as the portfolio, the term "Independent Learning Log" is now used to refer to all of the continuous assessment components to emphasise that they all contribute to the same aim of learner training. Across both the Sharjah and Abu Dhabi campuses, the required number of Readings, Writings and Vocabulary items to be completed by a student has generated much discussion. As the number of texts required for the reading portfolio decreases, the variety seems to increase, but runs the danger of not achieving the aim of improving reading fluency. Such differences of opinion between faculty in Sharjah and in Abu Dhabi seem to arise because of the greater diversity in the larger teaching team in the Abu Dhabi campus. Various approaches have been tried to improve the inter-rater reliability of portfolio grading on the two campuses, and this is still a process that needs improving. For example, what is considered an excellent example of a reading treatment might be considered average by another teacher on the same campus or on the other campus.
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A Research on Book Reading Habits of Turkish Teachers

A Research on Book Reading Habits of Turkish Teachers

There are some criteria in the conversion of reading to habit. Dökmen (1994:34) ranked some of these criteria as what kind of publications did the reader read, how often and which types, what they read, how long it can be read uninterrupted at one time; which time that they preferred to read the year, week or day; (buy, borrow, or in the library reading ways, which one or which they prefer) how to provide books when and where they read and feel pleasure. Reading habits have individual and social influences. One of these effects is the significant difference in the individuals. Individuals who make a difference are those who devote time to reading, and who transmit their life stories in the meantime. The main factor in the formation of this difference is the reading habit existing in the individual (Konan, 2013). Because individuals who acquire reading habits perceive reading as a necessity, they continue to read books throughout life (Şahin, 2009). This, creates a society that acquires the habit of reading books in tow. A society with a reading habit and the level of this habit in that society also shows the level of community development (Arslan, Orhan and Akçay, 2011). This is because that there is a significant correlation among the reading rates of developed societies and the level of prosperity.
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HCMV Promotes Breast Cancer Metastasis: Impacts of CMVIL-10 in the Tumor Microenvironment

HCMV Promotes Breast Cancer Metastasis: Impacts of CMVIL-10 in the Tumor Microenvironment

preferences in the African context. Some may tout the benefits of information technology, but communities may not be able to achieve those benefits without basic numeracy and literacy abilities (Wessels 139). Engaging reading materials encourage the local “reading culture” which in turn increases literacy rates and allows access to a larger body of information, while also avoiding burdening African libraries with uninteresting and irrelevant books. While there are many other aspects of African libraries that may need to be adapted to best fit the needs of their communities, because books are already in place as an aspect of literacy development, it is more efficient to make them more culturally relevant. This research addresses one key shortcoming of the current public library model and justifies the efforts of alternative library models to provide culturally relevant reading materials.
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Reading with Mom: Reading Habits among Rural Readers in Sarawak

Reading with Mom: Reading Habits among Rural Readers in Sarawak

This study examines the activities involving reading with mom in a rural primary school in Bau, Sarawak. The evidence presented in this study helped researchers to understand the types of materials, limitations and motivation amongst the mothers when it comes to helping their children to read. Mothers play an important role when it comes to the literacy development of their children, and many favored reading storybooks to engage the children in reading. Another notion is that the mothers seemed to decide on the type of materials suitable for the children to read. Although the data collected for this study focused on the frequency of the materials used, it is a simple indication that reading choice has a significant role in literacy development. Given the fact that the children participating were 8 to 9 years old, such literature genre is an obvious choice to build up their characters through moral values and meanings behind those stories. It is a pragmatic approach as mentioned by Chaudhry and Low (2009) as nonfiction materials require readers to have functional reading habits.
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READING HABITS AMONG TEACHERS IN COLLEGES

READING HABITS AMONG TEACHERS IN COLLEGES

• Difficulties faced by science faculties reveals that they are facing problems in developing the reading habits in general but the majority of respondent opinioned that they have little difficulties due to Inadequate resources of parent library (49.4%) followed by locating suitable sources. and problem of understanding research reports and statistics (48.1%), Getting information quickly (46.9%),problem of Finding time to look for / to read information (45.7%), Inadequate reference services / referral services and . lack of proper guidance(43.2%), No library facilities in the nearby vicinity of the work place and no library automation (40.7%), material available in different languages and getting up to date material (39.5%)
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Reading Attitudes of the Students of Polytechnic University of the Philippines:  A Principal Component Factor Analysis

Reading Attitudes of the Students of Polytechnic University of the Philippines: A Principal Component Factor Analysis

A research about reading habits and attitude was conducted in a selected polytechnic school in Malaysia, 119 students from Engineering and Business were selected. Results revealed that students have low interest in reading and students do not enjoy reading as much as they enjoy doing other technology related activities. They find reading as difficult and causing reading anxiety. They also felt that there are other ways to learn new things than by reading as they find reading boring and not motivating [4].
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Reading habits of Catholic Religious in the Diocese of Mysore

Reading habits of Catholic Religious in the Diocese of Mysore

According to King’s English, Addone (2006), books are our greatest companions. Our friends may sometimes refuse to help us. Sometimes they may not be in a position to help us either because of illness or because of inconvenience. However eadily available to help us gain knowledge. Reading is no doubt a stupendous habit. It can make a stagnant, barren mind rich and cultivatable. Books are good source of dissemination of useful ideas. They are effective research in various fields of knowledge, religion and spirituality. They help in the spread of our progressive views. Books give us an insight to the world where ever possibly you are physically or mentally. According ersonally, books have always been close companions. I discovered some when I was very young, and have never forgotten them. They are like friends who have led me by the hand and guided me through life. Their words breathe meaning into many situations, for I use them to understand the world around me”. Reading provides experience through which the individual may expand his horizons of knowledge, identify, extend and intensify his interest and gains deeper understanding of himself, of other f the world. Reading has come to hold the most significant place in education as a means of
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