Reanimating/Resisting Late Soviet Monstrosity: Generational Self-Reflection and Lessons of Responsibility in Alexei Ivanov’s Pischeblok [The Food Unit]

Remembering late socialism through child perspectives in (auto)fictional writing has been a prominent practice in contemporary Russian literature. In particular, the early 1980s focalized by young protagonists have become the subject of three recent novels, by Alexei Ivanov, Shamil’ Idiatullin and Alexander Arkhangelsky. This article closely examines one of these novels, Alexei Ivanov’s Pischeblok [The Food Unit] published in 2016, asking how it articulates the generation that was coming of age during the 1980s and considering the ethical implications of this articulation. The reading approaches this question by examining the genre characteristics of the novel which involve a tension between ‘generatiography’ and fantasy, and between the realist and post-post-modernist modes. It argues that this hybridity of genre and a metamodernist oscillation allow for creating a multilayered representation of the late Soviet as a space of improvisational possibilities involving play with petty monsters as well as of genuine monstrosity embodying the darker side of the Soviet. The article outlines the novel’s generational self-reflection which involves re-familiarizing the readers with the ideals that existed within socialism but were not realized by the generation which internalized state socialism’s monstrous side. At the same time, the return to the moment of struggling with this monstrosity creates an alternative turning point and the possibility of responsibility-taking.

Do Student Behavior Ratings Predict Response to Comprehensive Reading Approaches?

Background: For most instruction, there are individual differences in responsiveness, resulting in some children benefitting less than others. These child by instruction interactions have been shown to exist in reading instruction and interventions through cognitive factors. Student behavior, however, may be of influence in response to instruction and intervention, since it impedes with students’ ability to focus and attend to instruction.Methods: The potential moderation of students’ behavior ratings on reading instruction effectiveness was estimated on a data set including 3,024 students in K-3. Data came from eight independent studies evaluating multi-component reading approaches and were pooled using integrative data analysis. We estimated the interaction of student behavior ratings on treatment effectiveness both at the within and between classroom level.Results: Multicomponent reading approaches were effective in improving reading scores (b=0.48, p=.017, d=0.08). However, students with behavior ratings outside the average did not benefit from the approaches, while students with average ratings did benefit (range of behavior ratings: -1.61 – 0.68). At the classroom level, students in classrooms with a lower average of problem behaviors did not benefit from these approaches (average classroom behavior rating > -0.14).Conclusions: Our findings suggest behavioral characteristics of students are of influence on the effectiveness of multi-component reading approaches. In particular, students with problem behaviors do not benefit from reading instruction and intervention and may need additional supports.

Tunisian Students’ Perception and Awareness of Metadiscourse Stances in Reading an Academic Text

‘Lexical Invisiblity’ or failures in perceiving metadiscourse signs could impact students’ comprehension of text, especially academic ones. In the Tunisian educational system which divides Tertiary level students into broad specialisms, teachers adopt various reading approaches accordingly to students’ needs and requirements of their professional careers. This might lead to a focus on some linguistic aspects at the expense of others, and might prevent learners from understanding the conveyed message at its fullest. The current research aims to determine to what extent Tunisian University learners (N=12) are aware of the presence of stances, while reading an academic text. Echoing Low’s (1996) and Hyland’s (2003) studies, a Think- Aloud Protocol permitted to identify students’ shortage in perceiving interactional items, such as hedges and boosters. Findings indicate that students tend to focus on the overall content and make a total abstraction of the linguistic signs of certainty and uncertainty. The investigation stresses the importance of highlighting the linguistic means that enhance the comprehension of academic texts. As overlooking interactional devices could affect students’ accurate understanding of academic texts, EFL instructors are strongly suggested to raise learners’ awareness of Metadiscourse items by teaching them explicitly and drawing their attention to them.

Developing Reading Skills in Beginning Readers in Nigerian Primary Schools towards the Millennium Development Goals

Against the objective of the Millennium Development Goals (MDGs), this study investigated impediments to the reading competence of primary school learners in Akwa Ibom State of Nigeria. The objective was to determine how reading approaches such as pointing at words, vocalization and sub-vocalization, excessive eye fixation, regression as well as involvement in extensive reading and teachers’ instructional techniques relate with the academic performance of learners at the basic education level. The study which employed a simple survey design raised three hypotheses as a guide, while 200 pupils selected through a stratified random sampling technique responded to an achievement test of a 12-item questionnaire. The resulting data were analyzed using the Pearson Product Moment Correlation Statistics. The findings revealed that wrong reading approaches, learners’ non-involvement in extensive reading and teachers’ instructional techniques significantly relate with the reading competence of learners in Nigerian primary schools or the basic education level. Based on the findings, the study recommended among other things that teachers should diversify and improve on their instructional techniques to meet the current objectives of the Millennium Development Goals.