The teaching of reading in New Zealand special classes

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

The teaching of reading in New Zealand special classes

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

The Neurocognitive Poetics Model of Literary Reading 10 Years After

The neurocognitive poetics model (NCPM) of literary reading was developed about 10 years ago as a theoretical tool for generating and guiding scientific studies of literature. It introduced testable hypotheses concerning two central phenomena of literary reading that had been so far badly neglected by research on text or discourse processing in experimental reading research, psycholinguistics, or cognitive neuroscience. These phenomena—immersion and affective-aesthetic processes—have since then been investigated in a number of studies supporting the NCPM’s main assumptions. In the article under discussion, the author explains the development of the NCPM.

Reading time: exploring the temporal experiences of reading

PurposeThe purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.Design/methodology/approachThe study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.FindingsThree registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.Research limitations/implicationsUsing lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.Originality/valueThis paper offers a new conceptual framework for studies of reading and readers in LIS.

The reading habits of professional signed and spoken language interpreters

Reading is a critical process for conscious learning and enhancing knowledge; however, little is known about reading in interpreters’ professional lives. We used an online survey to collect information about the reading habits of signed language interpreters (n = 1,382) and spoken language interpreters (n = 601) to examine overall patterns, as well as variations, between the groups. The interpreters responded to questions regarding (a) engagement with reading types, (b) hours spent reading, (c) motivations for reading, (d) factors that reduce engagement in reading, (e) reading in which interpreters should engage, (f) relevance of reading to professional practice, and (g) priority of research topics for reading. Similarities were found between the groups, with divergence in three areas – reading preparation materials, reading research studies, and the types of research studies the participants wish to read. The results provide insights into professional interpreters’ engagement with reading and its application to their professional practice.

Virology Laboratory Guidelines

Starting work in a virology research laboratory as a new technician, graduate student or postdoc can be complex, intimidating, confusing, and stressful. From laboratory logistics to elemental expectations to scientific specifics, there is much to learn. To help new laboratory members adjust and excel, a series of guidelines for working and thriving in a virology laboratory is presented. While guidelines may be most helpful for new laboratory members, everyone, including principal investigators, is encouraged to use a set of published guidelines as a resource to maximize the time and efforts of all laboratory members. The topics covered here are safety, wellness, balance, teamwork, integrity, reading, research, writing, speaking, and timelines.

Reading Girls’ Literature: Popular Finnish Heroine Tiina

The Tiina book series for girls circulated in Finland for a considerable period of thirty years (1956–1986). This girls’ series was quite popular among young girls during the whole period, and the protagonist Tiina has appealed to young Finnish readers for decades. Different generations have read the girls’ books about the brave and tomboy heroine. Girls’ series books are part of the girls’ literature genre, which was developed originally in the mid-nineteenth century. This article explores the reading and reception of Tiina books in the context of the Finnish and international girls’ literature and reading research. Female readers of various ages participated in a reading survey and submitted written accounts of their experiences reading the Tiina books. In particular, this article seeks to examine the engagement of readers with the books and the girl protagonist.

Issues of discrepancy between the original and ostensible from the book of inheritance by collection and study: مسائل تعارض الأصل والظاهر في كتاب الفرائض: جمعًا ودراسة

The research aims to collect issues that contradict the origin and the apparent mentioned in the chapter on the obligations, and study them in a comparative jurisprudential study that shows the position of the original, the apparent position and the face of the contradiction, and then weighting one of them with the evidence, and the method used in the study is the inductive and deductive approach. The most important findings of the study is that: There may be a conflict between origins and ostensible such as evidence and the weights in which the conflict occurs, according to the human view, not according to the fact of the matter, because religion does not conflict, if we find that there is a conflict between us, we collect the original and pure and face the conflict even We remove what appeared to us from conflict, it is required to implement the issue three conditions: the union of origin and ostensible in her , and the realization of the conflict between the origin and the apparent, and the difference in the time of the occurrence of the origin and the apparent, and I can not say that the issues i collected are all issues that conflict the origin and the ostensible in these sections, but they are what I have reached by reading, research.