РОБОТА НАД ТЕКСТАМИ ДЛЯ ДОМАШНЬОГО ЧИТАННЯ ЯК ЗАСІБ ФОРМУВАННЯ АНГЛОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ СТУДЕНТІВ

The abstract reveals the problem of working on home reading texts as a means of forming English communicative competence of students. It is noted that the original text is a separate, individual work of speech. It is emphasized that home reading is mandatory for all language learners, which helps to obtain the necessary information. It must be constant and systematic. There are three main approaches to the study of such a text, which are combined into three models: cultural model, language model, personal growth model. It is emphasized that the 2nd language model of studying a literary text is more suitable for studying the work. It is noted that working with a literary text involves its full understanding through clear tasks. Methodologists distinguish three stages of work: pre-textual, textual and post-textual. It is proved that working on texts from home reading is a means of forming students' communicative competence.

Parental Involvement and Reading-Related Activities of Struggling Readers of English as a Second Language

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.

Connected Readers: Reading Practices and Communities across the British Empire, c. 1890-1930

<p>The thesis is a study of reading practices and communities across various sites of the British Empire between 1890-1930, a period marked by near universal literacy levels and affordable, mass print production. It draws on the extensive archive of Fred Barkas (1854-1932), an English-born New Zealand resident, whose reading and writing has left a uniquely rich record of reading practices over a forty-year period, and the records of other individual and group readers in Canada, Britain and Australia. As a social history of reading, the study explores how reading shaped personal relationships, fashioned individual and collective identities, and contributed to the processes of community formation, locally and across space. The remarkable depth of Barkas's records allows an examination of how a reader situated in a provincial centre on the outskirts of empire could be at the "centre" of a British reading world. Barkas's records are supplemented by library records, by the minute books and scrapbooks of the Canadian reader Margaret McMicking (1849-1944) and the Victoria Literary Society, B.C., and by the publications of the National and the Australasian Home Reading Union, active in the British Empire between 1889 and 1930. Like Barkas, McMicking and members of the Home Reading movement participated in a social world of reading that was simultaneously defined by local specifics and by imperial connections. The study considers reading within a variety of spaces, times and social environments. The discussion leads from an exploration of local reading networks in Timaru which connected in a number of spaces, to a particular place of reading: the Timaru Public Library. Reading, and writing about reading, was central to Fred Barkas‘s relationship with his daughter Mary. Mary lived in England for most of her adult life from 1913; the lengthy and detailed correspondence between Fred and Mary provides a basis for the exploration of reading in a family intimacy spanning space and time. Group reading cultures are discussed through Barkas's involvement with several reading and discussion groups in Timaru, and McMicking's membership in the Victoria Literary Society in British Columbia. These local reading groups were embedded in existing associational cultures and constituted important spaces for sociability within prevailing notions about class and gender. The empire-wide Home Reading movement addressed concerns about the right kind of reading, stressing in particular the importance of reading in circles. The Union extended the debate about reading to notions of citizenship of nation and empire, a responsibility especially emphasized during World War One. During the war, civilians in different sites across the empire used their reading for information as well as escape, and reading turned into a mechanism to cope with heightened anxiety. A diversity of reading practices is evident across these spaces and included reading that was variously entertaining, recreational, productive, instructive, informative, social and solitary. Connections to other readers influenced the choice of reading material and reading practice. Reading alone and silently, reading out loud at group meetings or with friends, taking notes, reflecting on reading in writing, re-reading texts, and discussing one's reading in writing or talk with others all contributed to reading cultures that were highly social. The thesis argues that in order to understand the place of reading in specific localities and in the wider British Empire in this period, we need to train our gaze simultaneously on the local and on the imperial, and move beneath and beyond national histories of reading. The readers in this study connected to places outside their local communities, and to a larger reading world not only through what they read but how they read. Recent scholarship on the new imperialism has emphasized the notion of the British Empire as a "web" – a set of networks facilitating the flow of people, goods and ideas across the empire. Print and other forms of the written word formed an important part of this movement and exchange. Reading material and suggestions for reading flowed back and forth, books were bought and shipped as commercial goods, were sent as gifts in private mail, or lent to other readers within existing networks. Across the lines of connections, discussion about reading flowed profusely in newspapers, journals, NHRU magazines and letters. This study offers insights into the ways in which reading and reading practices operated across the webs of empire.</p>

Connected Readers: Reading Practices and Communities across the British Empire, c. 1890-1930

<p>The thesis is a study of reading practices and communities across various sites of the British Empire between 1890-1930, a period marked by near universal literacy levels and affordable, mass print production. It draws on the extensive archive of Fred Barkas (1854-1932), an English-born New Zealand resident, whose reading and writing has left a uniquely rich record of reading practices over a forty-year period, and the records of other individual and group readers in Canada, Britain and Australia. As a social history of reading, the study explores how reading shaped personal relationships, fashioned individual and collective identities, and contributed to the processes of community formation, locally and across space. The remarkable depth of Barkas's records allows an examination of how a reader situated in a provincial centre on the outskirts of empire could be at the "centre" of a British reading world. Barkas's records are supplemented by library records, by the minute books and scrapbooks of the Canadian reader Margaret McMicking (1849-1944) and the Victoria Literary Society, B.C., and by the publications of the National and the Australasian Home Reading Union, active in the British Empire between 1889 and 1930. Like Barkas, McMicking and members of the Home Reading movement participated in a social world of reading that was simultaneously defined by local specifics and by imperial connections. The study considers reading within a variety of spaces, times and social environments. The discussion leads from an exploration of local reading networks in Timaru which connected in a number of spaces, to a particular place of reading: the Timaru Public Library. Reading, and writing about reading, was central to Fred Barkas‘s relationship with his daughter Mary. Mary lived in England for most of her adult life from 1913; the lengthy and detailed correspondence between Fred and Mary provides a basis for the exploration of reading in a family intimacy spanning space and time. Group reading cultures are discussed through Barkas's involvement with several reading and discussion groups in Timaru, and McMicking's membership in the Victoria Literary Society in British Columbia. These local reading groups were embedded in existing associational cultures and constituted important spaces for sociability within prevailing notions about class and gender. The empire-wide Home Reading movement addressed concerns about the right kind of reading, stressing in particular the importance of reading in circles. The Union extended the debate about reading to notions of citizenship of nation and empire, a responsibility especially emphasized during World War One. During the war, civilians in different sites across the empire used their reading for information as well as escape, and reading turned into a mechanism to cope with heightened anxiety. A diversity of reading practices is evident across these spaces and included reading that was variously entertaining, recreational, productive, instructive, informative, social and solitary. Connections to other readers influenced the choice of reading material and reading practice. Reading alone and silently, reading out loud at group meetings or with friends, taking notes, reflecting on reading in writing, re-reading texts, and discussing one's reading in writing or talk with others all contributed to reading cultures that were highly social. The thesis argues that in order to understand the place of reading in specific localities and in the wider British Empire in this period, we need to train our gaze simultaneously on the local and on the imperial, and move beneath and beyond national histories of reading. The readers in this study connected to places outside their local communities, and to a larger reading world not only through what they read but how they read. Recent scholarship on the new imperialism has emphasized the notion of the British Empire as a "web" – a set of networks facilitating the flow of people, goods and ideas across the empire. Print and other forms of the written word formed an important part of this movement and exchange. Reading material and suggestions for reading flowed back and forth, books were bought and shipped as commercial goods, were sent as gifts in private mail, or lent to other readers within existing networks. Across the lines of connections, discussion about reading flowed profusely in newspapers, journals, NHRU magazines and letters. This study offers insights into the ways in which reading and reading practices operated across the webs of empire.</p>

The voices of Samoan parents and their children: home reading practices and home-school connections

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn. While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children. Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued. The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education. Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices. The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

The voices of Samoan parents and their children: home reading practices and home-school connections

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn. While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children. Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued. The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education. Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices. The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.

The epistolary heritage of Leo Tolstoy at the turn of the XIX–XX centuries: the motive of reading in the estate

Based on the analysis of the letters of Leo Tolstoy 1890–1910 the article analyzes the motive for reading, which is directly related to the estate life. The epistolary heritage of the writer has not yet been fully investigated, and in the study of the estate theme in the work of the late Tolstoy, it plays an important role. Typical for the late XIX — early XX centuries the process of impoverishment of noble estates at this time almost did not touch Yasnaya Polyana. While Tolstoy was alive, his estate remained a kind of energy center. Tolstoy's statements about the works he read in letters make it possible to estimate the volume of his reading, the literature he preferred. The author of the article selected illustrative examples from Tolstoy’s letters with a polar assessment of the works of various writers. The author analyzes the direct messages of the writer about reading as a pastime, hobby, realized mainly in letters to close people: stories about home reading, about the impressions of books. Special attention is paid to reading as the basis for the moral formation of a person and his spiritual growth, as well as the choice of books, the study of which was of decisive importance for the further course of Tolstoy's thought and the direction of his artistic and journalistic work. The article comprehends the role of Tolstoy as a key figure in the literary process at the turn of the century, evaluates its manifestations in the writer’s epistolary heritage.