Becoming readers: Our stories

Purpose: The paper is part of a larger qualitative study of female Emirati university students\u27 leisure reading habits and the purpose is to investigate the factors that have affected the reading habits of six respondents as they tell how they became avid readers. Design/methodology/approach: Six students, who are very keen readers, were asked to write their stories of how they became readers, starting with their earliest memories of books and reading. Using open and axial coding through constant comparative analysis, the stories were analysed to allow categories and common themes to emerge. Findings: Although each student\u27s reading journey is a very personal, individual one, there are some common factors which have helped the students become the readers they are today. These include parental encouragement at an early age, particularly that of fathers, intervention by teachers who took an active interest in promoting reading, and the continuing effect of peers as they get older. Students\u27 preference for owning the books, they read suggests the permanence of reading in their lives as they often like to reread books they have enjoyed. Unfortunately, studying at an English-medium university has resulted in students reading fewer Arabic books than before. Originality/value: For the first time, the voices of female Emirati freshmen in this paper challenge the myth that Arabs do not read, by showing how positive interventions by parents, educators and peers have helped shape the readers they are today. The paper serves as a reminder to educators to acknowledge the readers our students have become by accommodating and encouraging their extra-curricular reading in both Arabic and English. © Emerald Group Publishing Limited

Science Literacy Level among 12th Grade Gifted and Normal Science Students at Yemeni High Schools

Science Literacy Level among 12th Grade Gifted and Normal Science Students at Yemeni High SchoolsThe aim of this study was to identify the level of science literacy among 12th grade gifted and normal students in Yemeni Schools. This aim was achieved through answering the following questions of the study.1. What was the level of Science Literacy Level among 12th Grade Gifted and Normal Science Students at Yemeni High Schools?2. Are there significant differences (at p < .05) between means of science literacy levels of gifted students and normal students?To answer the questions of the study, a test composed of 50 multiple choice questions was developed. Questions of the test were distributed in three dimensions, which are biology sciences, physical and environmental sciences, and nature of science and technology. The final draft of the test has sufficient validity and creditability. Its level of creditability was about % 86.The sample of the study composed of all gifted students in 12th grade of Almeethaq School (22 male students), all gifted students at Taiz (15 female students), and 35 of first female students at a normal school in Taiz . The normal students were chosen randomly from Sana’a Schools (30 male students and 30 female students). All gifted and normal students answered questions of the instrument in the 2nd semester of the academic year of 2012/ 2013.The program of SPSS was used to analyze data in the study. Several statistical tools, such as means, SD, t-test, and ANOVA were used to come out with results of the study. The educationally accepted level for science literacy for this study was determined to be at least 50%. The results of the study were as follows:1. Levels of science literacy among 12th grade gifted students in Sana’a and Taiz Schools was above the level that is educationally.2. accepted for the instrument as all, and for its dimensions, except the level of male gifted students, which was a little bit bellow the accepted level (49%).3. Levels of science literacy among 12th grade normal students were below the accepted level for the instrument as all, and for its dimensions.4. There were significant differences (at p < .05) between means of gifted students and normal students in favor of gifted students.5. There were significant differences (at p < .05) among means of first female students and gifted male students and normal students in favor of first female students. But differences were not statically significant between first female students and gifted female students.6. There were significant differences (at p < .05) between means of gifted female students and normal students in favor of gifted female students.7. There were significant differences (at p < .05) between means of gifted male students and normal students in favor of gifted male students.8. There were no significant differences (at p < .05) between means of normal male students and normal female students.Based on the results of the study, the researchers came up with some recommendations, such as reconsidering content and activities in curricula of science, to be enriched with effective activities to help students acquiring knowledge and skills related to science effectively. The study also comes up with some suggestions that help raising awareness of students in public and private schools about problems in local, regional, and global environment.Key words: Science Literacy, Gifted Students, Normal Students

Becoming readers: our stories

Purpose: The paper is part of a larger qualitative study of female Emirati university students\u27 leisure reading habits and the purpose is to investigate the factors that have affected the reading habits of six respondents as they tell how they became avid readers. Design/methodology/approach: Six students, who are very keen readers, were asked to write their stories of how they became readers, starting with their earliest memories of books and reading. Using open and axial coding through constant comparative analysis, the stories were analysed to allow categories and common themes to emerge. Findings: Although each student\u27s reading journey is a very personal, individual one, there are some common factors which have helped the students become the readers they are today. These include parental encouragement at an early age, particularly that of fathers, intervention by teachers who took an active interest in promoting reading, and the continuing effect of peers as they get older. Students\u27 preference for owning the books, they read suggests the permanence of reading in their lives as they often like to reread books they have enjoyed. Unfortunately, studying at an English-medium university has resulted in students reading fewer Arabic books than before. Originality/value: For the first time, the voices of female Emirati freshmen in this paper challenge the myth that Arabs do not read, by showing how positive interventions by parents, educators and peers have helped shape the readers they are today. The paper serves as a reminder to educators to acknowledge the readers our students have become by accommodating and encouraging their extra-curricular reading in both Arabic and English. © Emerald Group Publishing Limited