Engaging the reluctant reader through active reading strategies

The objective of this workshop is to demonstrate not only how to overcome the fear of reading among young adults but also how to develop affection for it by adjusting studentcentred learning strategies to the individual needs of the learners. Reading then becomes an active dialogue session with the author culminating in writing in any genre rather than a passive boring activity. The workshop begins with an incidental lead-in activity connected to the topic of the reading passage, which aims to generate student-centred discussions. This is then followed by a timed individual reading session, where the students have a ‘dialogue’ with the author of the passage by scribbling and writing in any language or by drawing graphic presentations of their feelings that are generated. A group discussion of the students’ reactions to the reading would result in seeing the text in a new light or angle. This is then followed by a spin-off activity, where the students are to translate their reaction to the whole passage or any portion of it into any genre and present it to the others. Once the students have come to grips with the essence of the reading passage, they are to formulate their own question which needs further probing into as a free writing or academic writing piece. An outline of the writing is done in groups and monitored by the facilitator while leaving the complete writing as a take-home assignment

The Alignment Of Skills And Practice Via Active Reading Methodology

How does the literacy teacher negotiate the tensions between skills and social practice? Negotiation requires engaging with the debate in which literacy is seen as a set of discrete, transferable skills, dependent upon cognitive development, to the notion of literacies which are bound to social practice, and adapting teaching practices which align these two perspectives. Literacy teacher training can facilitate this via modelling literacy pedagogy such as active reading strategies based upon authentic texts. This paper will discuss the skills and practice debate, and then illustrate the alignment of the two perspectives by reference to some specific active reading strategies devised around a restaurant menu

Active Reading of Visualizations

We investigate whether the notion of active reading for text might be usefully applied to visualizations. Through a qualitative study we explored whether people apply observable active reading techniques when reading paper-based node-link visualizations. Participants used a range of physical actions while reading, and from these we synthesized an initial set of active reading techniques for visualizations. To learn more about the potential impact such techniques may have on visualization reading, we implemented support for one type of physical action from our observations (making freeform marks) in an interactive node-link visualization. Results from our quantitative study of this implementation show that interactive support for active reading techniques can improve the accuracy of performing low-level visualization tasks. Together, our studies suggest that the active reading space is ripe for research exploration within visualization and can lead to new interactions that make for a more flexible and effective visualization reading experience

Active Reading Behaviors in Tablet-based Learning

Active reading is fundamental to learning. However, there is little understanding about whether traditional active reading frameworks sufficiently characterize how learners study multimedia tablet textbooks. This paper explores the nature of active reading in the tablet environment through a qualitative study that engaged 30 students in an active reading experience with two tablet textbook modules. We discovered novel study behaviors learners enact that are key to the active reading experience with tablet textbooks. Results illustrate that existing active reading tools do little to support learners when they struggle to make sense of and subsequently remember content delivered in multiple media formats, are distracted by the mechanics of interactive content, and grapple with the transient nature of audiovisual material. We collected valuable user feedback and uncovered key deficiencies in existing active reading tools that hinder successful multimedia tablet textbook reading experiences. Our work can inform future designs of tools that support active reading in this environment

Leveraging video annotations in video-based e-learning

The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study how video annotations can be used in an e-learning context - especially MOOCs - from the triple point of view of pedagogical processes, current technical platforms functionalities, and current challenges. Our analysis is that there is still plenty of room for leveraging video annotations in MOOCs beyond simple active reading, namely live annotation, performance annotation and annotation for assignment; and that new developments are needed to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU), Barcelone : Spain (2014

Towards an Architecture for Active Reading

Electronic publishing, especially publishing for the Web, is slowly becoming the main avenue for the dissemination of scholarly edited versions of primary texts. While this is a welcome development and increases access to high quality resources for casual users, it also poses new hindrances to deeper engagement with texts published in such a way. This article discusses some of the requirements for such a deeper engagement with texts, both in terms of the needed functionality, which includes commenting, annotating, translating, but also linking and enriching the texts and in terms of the needed overall architecture and the desired modes of communication between readers of such texts

Reading to learn about birds and their conservation.

The article discusses the importance of active reading concerning the various species of birds in New Zealand. It notes that this kind of activity will enhance the cognitive skills of students and will aid them in understanding the broader concepts of science. It mentions that students who are aiming to become future scientists must be able to investigate the causal factors behind the contingent extinction of birds in the country to determine the appropriate conservation methods

THE INFLUENCE OF USING ACTIVE READING APPROACH ON THE STUDENTS’ COMPREHENSION IN READING ENGLISH TEXT AT THE NINTH GRADE STUDENTS OF MTs AL-HIDAYAH SINDANGKASIH CIREBON

Rusminih Wati : (58430716)“THE INFLUENCE OF USING ACTIVE READING APPROACH ON THE STUDENTS’ COMPREHENSION IN READING ENGLISH TEXT AT THE NINTH GRADE STUDENTS OF MTs AL-HIDAYAH SINDANGKASIH” Reading is a complex cognitive process of decoding symbols for the intention of constructing or deriving meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. The researcher chooses reading comprehension because it is one of the most important skills. The ninth grade students of MTs Al-Hidayah feel difficult to comprehend the English text This research entitled “The Influence of Using Active Reading Approach on the Students’ Comprehension in Reading English Text at the Ninth Grade Students of MTs Al-Hidayah Sindangkasih” is arranged with a purpose to know and determine whether there is any positive and significant influence of using active reading approach on the students‟ comprehension in reading english text at the ninth grade students of MTs Al-Hidayah Sindangkasih. The aims of the research are to find out the data about the students‟ comprehension in reading English text by using active reading approach, To find out the data about the students‟ comprehension in reading English text without using active reading approach, To find out the data of the influence of using active reading approach on the students‟ comprehension in reading English text This research used quantitative research. It refers to the systematic empirical investigation of research phenomena via statistical, mathematical or computational techniques. The techniques of collecting data is giving test (pre-test and post-test). The population in this thesis is the ninht grade students at MTs Al-Hidayah Sindangkasih, while the sample is taken from 70 students. The quantitative data is analyzed by using T-test SPSS 16 windows program. The result of the research is known that mean of the students‟ comprehension in reading English text with using active reading approach at experiment class, the pre test average is 52.43 and the post test average is 75.14 While, the students‟ comprehension in reading English text without using active reading approach at control class, the pre test average is 49.14 and the post test average is 71.00. The influence of students‟ comprehension in reading English text could be known by using t-test at the significance level 0.05, is obtained of significance (2-tailed) 0.019 ttable = 2.00. It means that Ha is accepted and Ho is rejected. It shows that there is a positive and significant influence of using active reading approach on the students‟ comprehension in reading English text

Necessary functionality for electronic text active reading

Reading frequently involves not just looking at words on a page, but also underlining, highlighting and commenting, either on the text or in a separate notebook. Readers use these marks to organize their reading for later review and retrieval. This combination of reading with critical thinking and learning is called active reading. Active reading is a fundamental part of education and knowledge work and often requires readers to move from one text to another to satisfy their information needs.Lots of resources now are available in electronic or digital form and people can access and read plenty of information from Internet.Numerous software based readers with certain functionalities are made available to satisfy electronic reading requirement.However, these functionalities are diverse among readers. In addition, the functionalities provided are not ranked based on user needs.This study will define necessary functionalities for electronic text active reading.The research framework is divided into two major phases which are (i) identifying necessary functionalities based on available commercial software based readers, and (ii) identifying necessary functionalities based on reading walkthroughs, and user surveys and observations.The finding of this study may possibly contribute to design and development of electronic reading applications, by providing necessary functionalities for electronic reading