Guide to the study and use of reference books,

Accompanied by "Supplement 1911-1913, by Isadore Gilbert Mudge." (48 p. 24 cm.) Published: Chicago, Ill., American library association publishing board, 1914.

Of the decorative illustration of books old and new /

First published in 1896.

Bibliotheca Spenceriana : or A descriptive catalogue of the books printed in the fifteenth century, and of many valuable first editions, in the library of George John Spencer /

Includes index.

Illuminated ornaments : selected from manuscripts and early printed books, from the sixth to the seventeenth centuries /

Half t.p.: Illuminated ornaments selected from manuscripts of the middle ages.

The Dramatic index for ... : covering articles and illustrations concerning the stage and its players in the periodicals of America and England; with a record of books on the drama and of texts of plays published during ...

Editors: 1909-35, F.W. Faxon.--1936- Mary E. Bates (with Anne C. Sutherland, 1941- ).

Catalogue of the famous library of printed books, illuminated manuscripts, autograph letters and engravings /

232 lots.

Female Exiles in Language: Reading for New Poetic Subjects in Modern and Contemporary Feminist Experimental Poetry

Thesis (Ph.D.)--University of Washington, 2016-06

A sensory-linguistic approach to normal and impaired reading development

In this chapter we outline a sensory-linguistic approach to the, study of reading skill development. We call this a sensory-linguistic approach because the focus of interest is on the relationship between basic sensory processing skills and the ability to extract efficiently the orthographic and phonological information available in text during reading. Our review discusses how basic sensory processing deficits are associated with developmental dyslexia, and how these impairments may degrade word-decoding skills. We then review studies that demonstrate a more direct relationship between sensitivity to particular types of auditory and visual stimuli and the normal development of literacy skills. Specifically, we suggest that the phonological and orthographic skills engaged while reading are constrained by the ability to detect and discriminate dynamic stimuli in the auditory and visual systems respectively.

SmartBook – the future E-book and educatonal hypermedia

Доклад по покана, поместен в сборника на Националната конференция "Образованието в информационното общество", Пловдив, май, 2009

Early predictors of phonological and morphological awareness and the link with reading:evidence from children with different patterns of early deficit

This study examines the contribution of early phonological processing (PP) and language skills on later phonological awareness (PA) and morphological awareness (MA), as well as the links among PA, MA, and reading. Children 4-6 years of age with poor PP at the start of school showed weaker PA and MA 3 years later (age 7-9), regardless of their language skills. PA and phonological and morphological strategies predict reading accuracy, whereas MA predicts reading comprehension. Our findings suggest that children with poor early PP are more at risk of developing deficits in MA and PA than children with poor language. They also suggest that there is a direct link between PA and reading accuracy and between MA and reading comprehension that cannot be accounted for by strategy use at the word level.

The effects on students' self-efficacy beliefs regarding their comprehension of American literature when aesthetic reading and reader response strategy are implemented

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. ^ During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students' self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students' self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students' self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group's adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.^

The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students’ self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students’ self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students’ self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group’s adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.

Item and task difficulty in a B2 reading examination: perceptions of test-takers and CEFR alignment experts compared with psychometric measurements

The article presents a study of a CEFR B2-level reading subtest that is part of the Slovenian national secondary school leaving examination in English as a foreign language, and compares the test-taker actual performance (objective difficulty) with the test-taker and expert perceptions of item difficulty (subjective difficulty). The study also analyses the test-takers’ comments on item difficulty obtained from a while-reading questionnaire. The results are discussed in the framework of the existing research in the fields of (the assessment of) reading comprehension, and are addressed with regard to their implications for item-writing, FL teaching and curriculum development.

Assessing the Role of Vocabulary Breadth and Depth in Reading Comprehension: A Quantitative Study of Finnish EFL Learners

In this MA thesis, Finnish learners of English were studied in order to examine the relationship between second language vocabulary size, vocabulary depth, and reading comprehension. In addition, given the well-established connection between vocabulary size and reading comprehension, the second aim of the study was to see whether assessing vocabulary depth could add another dimension in predicting and explaining reading comprehension proficiency. Two groups were studied: the first group consisted of 39 Finnish upper secondary school students (the TOKA group) whereas the second group consisted of 19 university students of English at the University of Turku (the YLI group). Thus, comparisons were made between the results of a less advanced and a very advanced group of English learners, which was the third aim of the study. The participants in both groups filled in a background information form and took three tests: a multiple-choice reading comprehension test, a multiple-choice vocabulary size test, and a test designed to elicit information on learners’ depth of vocabulary knowledge of certain English words. The data were analysed using statistical methods. The results of the study show that the scores on the three tests were positively correlated in both study groups as well as in the two groups together. However, the correlations were higher in the TOKA group and in the two groups in total than in the YLI group. When examining the variance in reading comprehension test scores explained by vocabulary size and vocabulary depth, the figures of explained variance were again higher in the TOKA group and in the two groups in total than in the YLI group. When it comes to the results of the YLI group, vocabulary depth did not indeed seem to add any explained variance into the explanation of reading comprehension test scores. Based on the results of the study, it seems that vocabulary size and depth have a less significant role in the reading comprehension skills of more advanced learners of English. When looking at the less advanced TOKA group, on the other hand, vocabulary size and depth seem to be clear indicators of reading proficiency. In addition, the test results of the YLI group were clearly more uniform than those of the TOKA group. The variance in the test results of the TOKA group was large.

Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work. (DIPF/Orig.)