Reading in Print and Digital Texts: Towards a Semiotically Integrated Didactic Approach | Chapter 7 | Language, Literature and Education: Research Updates Vol. 1

Through a literature review, this paper examines the relationship between paper and digital texts, highlighting their distinctive features and their role in teaching and learning processes. The methodological approach of the research is qualitative, using semi-structured interviews as tools for data collection. It also describes the results of research on how young readers engage with written and digital texts. The study reveals that readers of paper texts were introduced to reading by family members or their social circle, while those who prefer digital texts report having been less encouraged to read paper texts. Almost all the children emphasized the importance of decoding paper texts and reported discussing what they read with other interested readers. The research clearly indicates that schools need to expand the design of integrated reading spaces to encourage children to appreciate different types of texts and to enhance the various ways in which they are understood.

 

Author (s) Details

 

Alessandra Natalini
Social Psychology, Developmental Psychology and Educational Research, Sapienza University of Rome, Italy.

 

Fabio Orecchio
Department of Pedagogy and Special Education, Pegaso University, Italy.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v1/4549

Investigating the Impact of Manipulating Electronic Reader Programs for Developing EFL Senior Learners' Reading Speed and Loud Reading Skills | Chapter 4 | Current Research in Language, Literature and Education Vol. 7

This chapter examined the effects of modifying electronic reader programmes for enhancing the reading fluency and loud reading abilities of senior EFL learners. Twenty EFL seniors from King Marriott Academy in Alexandria, Egypt made up the study's sample. The therapy increased both reading speed and loud reading abilities. The post-reading test participants improved their usual reading speed by 45 words per minute (WPM) and their proficiency in loud reading by 20%. The study found no statistically significant relationship between reading comprehension and reading speed.

Author(s) Details:

Ayman Mohamed Nasr Eldien El-Esery,
Department of English Language, College of Science and Arts in Uglat Asugour, Qassim University, Buraydah, Kingdom of Saudi Arabia.

Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7537

The Impacts of the Logic of English Approach on the Enhancement of EFL Saudi Students' Reading Comprehension | Chapter 13 | Current Research in Language, Literature and Education Vol.4

  The lack of English literacy in public schools, as well as the nature of the English language, which differs from the students' first language, has a negative impact on students' reading comprehension performance at the foundation level at Taibah University's El Ula Branch. The goal of this study was to see how the Logic of English Approach can help Saudi students enhance their reading comprehension. As a result, the study elicited the following inquiries: Is the Logic of English Approach a better way for teaching reading comprehension to EFL Saudi students? Do phonics and phonograms help kids improve their reading comprehension? Does using word roots and affixes help pupils understand what they're reading? Do the English spelling rules help pupils improve their reading skills? A quantitative study design was used, and 28 teachers were chosen among English instructors at the Deanship of PYP and English professors at the College of Arts and Sciences (18 males and 10 females). A questionnaire was used to gather information from the participants. The findings demonstrated that using the Logic of English Approach as a teaching method, first-year university students achieved significant development in their reading comprehension. The outcomes of the study also revealed that thorough education and practise of phonics, phonograms, word roots, affixes, and spelling rules is required to increase reading comprehension.

Author(s) Details:

Mohammed Hassan Abdel Rahman Ibrahim,
Taibah University, El-Ula Branch, Saudi Arabia.

Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6164