5

Author(s):  
Leo Tolstoy
Keyword(s):  

The day after he had been received into the Lodge Pierre was sitting at home reading a book and trying to fathom the significance of the Square, one side of which symbolized God, another moral things, a third physical things, and the fourth a...

2020 ◽  
pp. 289-309
Author(s):  
Gisela Ernst-Slavit ◽  
Jofen Wu Han ◽  
Kerri J. Wenger
Keyword(s):  

1972 ◽  
Vol 66 (9) ◽  
pp. 320-322
Author(s):  
George O. Hellinger ◽  
Arthur W. Berger

□ 1. Thirty consecutively selected low vision patients were evaluated on their performance in viewing a standard near-point chart and selected materials. This was done unaided and then with their customary low-vision aid, first hand-held and then viewed in the Optiscope Enlarger. 2. All subjects demonstrated an ability to read smaller point chart type and to do so at a greater distance with the Optiscope Enlarger. Varied responses on the selected materials might be attributable to word reading difficulties or the effect of the causative defect. 3. Some subjects did better without their low-vision aids or went to distance prescription lenses while using the Optiscope Enlarger. Use of this type of device indicates the necessity for testing for greater distance than normally associated with low-vision aids. 4. Responses of the subjects were 18 favorable, five questionable, and seven negative. It was found that room illumination had to be varied in certain cases. 5. Use of this device would permit simultaneous viewing by parent and child at home, reading at more normal distances, greater word and phrase span, and the viewing of technical diagrams. 6. The results of this evaluation indicate that the Optiscope Enlarger is of substantial value and warrants further investigation.


2021 ◽  
Vol 13 (2) ◽  
pp. 191-197
Author(s):  
Siti Soraya Lin Abdullah Kamal ◽  
Nor Hashimah Hashim

The focus of the study is to explore the way the parents took part in their children’s English as a second language (henceforth ESL) learning at home. This qualitative study utilised interviews to garner information from seven participating parents of struggling readers of English as a second language in a Malaysian primary classroom. This paper intends to report the findings from the research question, namely: “How do the participating parents work with their children at home?” Two major themes emerged from the data: involvement; and challenges. In this paper, the partial results of one of the main themes discovered, that is involvement will be presented. This paper highlights reading-related activities that were carried out by the parents at home with their children. It is hoped from this study that educators could exploit the home reading activities of the struggling readers to inform teaching practices to effectively support those students in the ESL classroom.


Author(s):  
Didik Suryad ◽  
Yufiarti .

The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development


Author(s):  
Harvey S. Wiener

Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.


Author(s):  
Qiufeng Gao ◽  
Yang Zhang ◽  
Wei Nie ◽  
Han Liu ◽  
Huan Wang ◽  
...  

2010 ◽  
Vol 31 (4) ◽  
pp. 365-410
Author(s):  
Amma K. Akrofi ◽  
Jeanne Swafford ◽  
Carole Janisch

1988 ◽  
Vol 67 (1) ◽  
pp. 135-142 ◽  
Author(s):  
Ray T. J. Wilks ◽  
Valerie A. Clarke

The effectiveness of training mothers as home reading tutors was assessed using a sample of 42 mother-child pairs. The children were aged 8 to 9 yr. Analyses showed that the amount of time parents spent listening to a child read at home was positively related to both reading accuracy and comprehension scores. A short group-program training mothers as home reading tutors achieved the anticipated changes in mothers' behaviours: delayed intervention, increased use of meaning and contextual cues rather than direct word prompts, and greater use of praise. Children's reading accuracy was marginally improved and reading comprehension was significantly increased as a result of training the mothers as home reading tutors.


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