The problem selected for the study in the recent research project was to determine the effectiveness of the Sour Lake, Texas, High School library program as it was reflected through the reading experiences of the thirty-one first-year high school pupils for the year 1945-1946. These reading experiences were analyzed on the basis of the number and the classifications of the books charged from the library by the pupils for use in the various academic subjects. For the purposes of the study, the books were grouped in accordance with the arrangement of the Dewey Decimal System of classification, which is the system used by the school librarian in classifying and cataloging all library materials. Although the principal phase of the investigation involved a study of the books circulated, an analysis was made also of the books and other library materials used for factual information and for special classroom assignments.

This study, conducted in a junior high school in Canberra, used naturalistic research methodology and idiographic data analysis. As the results obtained in the study were time and context specific, the object was to reveal the personal factors which affected the nature of the reading experience for individual research participants. The theoretical basis of the research was derived from Louise Rosenblatt's transactional theory and focused on the reading experiences of adolescents with whole class novels. Three research techniques were employed in the exploration of aesthetic reader responses to two whole class novels. The techniques: reading journals, small group discussions and creative written responses to the text were implemented sequentially and revealed different levels and stages of individual and group responses from the 'primary spontaneous' to a considered reflective response. Data was explored through the case study mode of analysis which included information relevant to the individual research participants and the study context. The research explored the integration of the individual's evocation of the text with the individual's awareness of self, text, literature and the wider social context. The research data concluded that the employment of classroom practices which focus on a full, individual transaction with a text promotes the development of critical awareness of and familiarity with the text. This sound understanding of the individual's evocation of the text forms a self-aware and firm basis for the development of active, engaged and critical readers of texts.

No description available.

Studiens syfte är att ta reda på vilka erfarenheter utbildade förskollärare har av barns läsupplevelse vid högläsning av tryckt respektive digital barnlitteratur, samt vilka möjligheter och begränsningar förskollärarna anser att tryckt och digital barnlitteratur har. Metoden som används vid undersökningen är intervjuer som genomfördes med fem utbildade förskollärare. Resultatet visar att det finns olika former av läsupplevelse och som uppnås på olika sätt. Det framkom även att vilket syfte läsaren har med högläsningen påverkar också läsupplevelsens utfall. Vilken tid på dygnet samt hur förskollärarna planerar högläsningen varierar, men när det gäller vilka möjligheter och begränsningar de två läsverktygen har så var deras erfarenheter i stort sett lika. Avslutningsvis så visade det sig att syftet med högläsningen samt läsarens inlevelse och engagemang påverkar barnens läsupplevelse mer än valet av läsverktyg. / The aim of the study is to find out which experiences preschool teachers have of children´s reading experience when reading aloud in print and digital children´s literature. Also, which opportunities and limitations preschool teachers believe that print and digital children´s literature has. The method I used in the survey was interviews with five preschool teachers.  The result indicate that children can achieve different forms of reading experience in different ways. It was also revealed which purpose the reader has with the reading activity also affects the outcome of the reading experience. What time of the day and how preschool teachers plan the reading aloud activities varies, but when it comes to which opportunities and limitations the two reading tools have than the preschool teachers experience was quite the same. In conclusion, it turned out that the purpose of the reading aloud activities and the reader´s empathy and commitment affect the children´s reading experience more than the selection of reading tool.

This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers. / English Studies / M.A. (TESOL)

This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers. / English Studies / M.A. (TESOL)