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1 METHODS IN READING RESEARCH Robert Escarpit In any language, reading is a tricky word covering an ex- tremely elusive concept. It may mean the mere act of decipher- ing a text or the infinitely more complex process of producing a meaning out of it. It may refer to an act of communication pointing to a social relationship which may be part of a cul- tural behaviour, in which case its study inevitably includes that of the whole institutional network of all systems, orga- nizations and agencies which are the channels and media of such a communication. As

171 SOME READING RESEARCH IN AUSTRALIA IN THE 1980's Edward R. Reid-Smith A search of the ERIC database using the descriptors reading and research together with the identifier Australia pro- duced some 115 references dating from 1965 to 1985. A similar search of the LISA yielded 6 references between 1976 and 1984, but two of these referred to the same project and a further concerned Reading University! These two databases (American and British respectively) record only a fraction of the work being undertaken and published in the country, but they will

2. Influence of LI Reading Research on Instruction in L2 Reading and Dictionary Use 2.0. Introduction Whether a receptive situation actually leads to dictionary use depends, to a large extent, on the kind of instruction that learners have received. This chapter highlights the main aspects of reading research in so far as they carry pedagogical implications. Also, it presents the results of related research initiated in response to the most powerful and lasting influence of one of the theories on reading instruction. 2.1. LI reading models The first

Reasoning about Print: Selected Findings and Implications of Reading Research in Metalinguistic Awareness David B. Yaden,Jr. Introduction Nearly 40 years ago, Emmett Betts observed that many children had some really "weird notions" about what it meant to read. And particularly since Jesse Reid's discovery in England of children's confusion between such terms as "letter" and "numeral," "words" and "names," some researchers in reading have stressed that developing accurate concepts about reading is just as crucial in learning to read as discerning letter

Über die deutschen Worttrennungsregeln, ihr Erlernen in der Grundschule und das Lesen getrennter Wörter
Die Bedeutung von Familie, Schule und Peers für die Beschaffung und Nutzung von Lesestoffen


Die Entwicklung und Förderung von Lesekompetenz von Kindern wie Erwachsenen ist seit langem ein wichtiges Anliegen Öffentlicher Bibliotheken. Insbesondere im Rahmen der Bildungspartnerschaften haben Bibliotheken systematisch aufgebaute modulare Angebote für diesen Kompetenzbereich entwickelt. Die allermeisten Angebote der Öffentlichen Bibliotheken zielen dabei auf die Stärkung der Lesemotivation, um durch positive Leseerfahrungen die Leselust und damit durch eine erhöhte Lesehäufigkeit letztlich implizit die Lesekompetenz zu verbessern. Die Leseforschung hat jedoch in den letzten Jahren zu einem sehr differenzierten Verständnis des Leseprozesses und seiner Vorbedingungen geführt, dem die Entwicklung eines ebenso differenzierten didaktischen Instrumentariums folgte. Im Mittelpunkt dieses Ansatzes steht die Erkenntnis, dass der Komplexität des Leseprozesses nur ein entsprechend komplexes Leseförderungsmodell gerecht werden kann. Bibliotheken können von diesen Ansätzen vielfältig profitieren, wenn sie sich mit den Forschungsergebnissen vertraut machen und diese in die Entwicklung geeigneter Fördermaßnahmen umsetzen. Wenn Bibliotheken diese Herausforderung annehmen, könnte ihre Position als Lernort und Bildungspartner deutlich gestärkt werden.

, the Google Effect raises stark ques tions about the value of reading, research, writing and schol ar ship. The Google Effect: Googling, Blogging, Wikis and the Flattening of Expertise TARA BRABAZON Media School of Computing, Mathematics and Information Sciences, University of Brighton, Brighton, UK ‘100 People Who Shape Our World,’ his anti-ex- pertise agenda no longer requires the mask of egalitarianism or digital democracy. While called “peer production,” it is really peer-less produc- tion, where mediocre, banal and often irrelevant facts are given an

in Libri
A Dialogue of Disciplines