Research on reading pedagogy
Erzsébet Dani, PhD
- The role of history of reading in the pedagogy research
Chappell, W. (1970). A Short History of the Printed Book, NY.
Fischer, S. T. (2004). A History of Reading. London, Reaktion Books, http://whatisareader.stanford.edu/whatisareader_images/Fischer_Printed_Page.pdf
Manquel, A. (2014). A History of Reading. NY, Penguin Books, 2014.
Venezky, R. L. (2010). The History of Reading Research. In: Handbook of Reading Research, vol. I., NY, Routledge, 3-39. p.
- History of international reading research with a special focus on literature sociology
Alexander, P. A., Fox, E. (2004). Historical perspectives on reading research and practice. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 33–59). Newark, DE: International Reading Association.
Dulin, Ken L. (2014). The Sociology of Reading. In: The Journal of Educational Research. Vol. 67, No. 9, Research in Reading, 392-396. p.
Escarpit, R. (1958). Sociology of Literature. Paris, PUF.
Fröhler, R. (1961). Das Buch in der Gegenwart. [s.l.] Bertelksmann.
Lőrincz J. (1982).The Sociology of Reading: A Comparison of Novel Reading in Hungary and Finland in the 1980s. In: Journal of Reading, Vol. 36, No. 8., 642-646 p.
Waples, D. (1940). What Reading Does to People. Chicago, The University Of Chicago Press, 1940. https://archive.org/details/whatreadingdoest00wapl
Waples, D., Ogburn, W. F. (1937). Research Memorandum on Social Aspects of Reading in the Depression. NY, Social Science Research Council. https://babel.hathitrust.org/cgi/pt?id=uc1.b3921066;view=1up;seq=11
- The role of the family and the school in reader education
Baker, L., Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. ReadingResearch Quarterly, 34. 4. sz. 452−477.
Cullinan, B. W. (1987). Children’s literature in the reading program. Newark, DE.
Drudy, S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20(4), 309-323.
Gadsden, V. L. (2010). Intergenerational Literacy Within Families. In: Handbook of Reading Research, vol. III., NY, Routledge, 871-889. p.
Guthrie, J. T., Klauda, S. L., Ho, A. N. (2014). Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents. In: Reading Research Quarterly Vol. 48, No. 1 (JANUARY/FEBRUARY/MARCH 2013), pp. 9-26
Juel C. (2010). Beginning Reading? In: Handbook of Reading Research, vol. II., NY, Routledge, 759-788. p.
Paratore, J. R., Cassano, C. M., Schickedanz, J. A. (2010). Supporting Early (and Later) Literacy Development at Home and at School. Handbook of Reading Research, vol. IV., NY, Routledge, 107-13
- Reading, comprehension, reception - sociology of reading, international surveys
Allington, R. L. (2005). The Other Five „Pillars” of Effective Reading Instruction. In: Reading Today 22, 6:3, 2005.
Allington, R. L. (2010). Oral Reading. Handbook of Reading Research, vol. I., NY, Routledge, 829-864. p.
Babbie, E. R. (2016). The practice of Social Research. Mason, Cencage Learning, USA, 2016.
Boşoteanu, C. I., Netedu, A. (2018). Combining Theory with Practical Skills in Social Research. An example that Involved Master Students in a Research on Reading Habits.Broad Research. Artificial Intelligence & Neuroscience. Nov. 2018, Vol. 9 Issue 4, p72-76.
Duke, N. D., Pearson, P. D., Strachan, S. L., Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In Samuels, S. J., Farstrup, A. (Eds.), What research has to say about reading instruction (4th ed., pp. 51-93). Newark, DE: International Reading Association.
Krashen, S., Lee, S., Lao, C. (2018). Comprehensible and compelling: The
causes and effects of free voluntary reading. Santa Barbara, CA: Libraries
McKenna, M. C., Conradi, K., Lawrence, C., et al. (2012). Reading Attitudes of Middle School Students: Results of a U.S. Survey. In: Reading Research Quarterly, Vol. 47, No. 3 (July/August/September 2012), 283-306, p.
PISA, IEA (PIRLS)
Tierney, R. J., Cunningham, J. W. (2010). Research on Teaching Reading Comprehension. In: Handbook of Reading Research, vol. I., NY, Routledge, 609-655. p.
Valencia, S. W, Wixson, K. K., Pearson, P. D. (2014). Putting text complexity in context: Refo-cusing on comprehension of complex text. Elementary School Journal,115(2).
- Hungarian and international literacy surveys – relation to pedagogy
Brozo, W. G., Flynt, E. S. (2009). Content Reading in Four European Union Countries. Reading Teacher, 00340561, 20091001, Vol. 63, Issue 2
International literacy statistics: a review of concepts, methodology and current data https://unesdoc.unesco.org/ark:/48223/pf0000162808
Pearson, P. D., Hiebert, E. H. (2014). The state of the field: Qualitative analyses of text complexity. Elementary School Journal, 115, 161-183.
PISA, IEA (PIRLS) data
OKM Monitor assesement
- E-tools and digital reading
Alexander, P. A. (2012), Disciplined Reading and Learning Research Laboratory. Reading into the future: Competence for the 21st century. Educational Psychologist, 47(4), 259–280
Bauerlein, M. (2008). The Dumbest Generation: How the Digital Age Stupifies Young Americans and Jeopardizes Our Future. New York, Jeremy P. Tarcher/Penguin.
Birkerts, S. (1994). The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Boston.
Carr, N. (2012). The Shallows: What the Internet is Doing to Our Brains. NY, WW. Norton.
Hayles, K. N. (2008). Electronic Literature. Indiana, Notre Dame.
Hayles, K. N. (2012). How We Think: Digital Media and Contemporary Technogenesis. Chicago, U. of Chicago.
- Digital reading, digital text comprehension and the theory of teaching and learning
Ackerman, R., Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus paper. Journal of Experimental Psychology: Applied, 17(1), 18–32.
Dani E. (2016). The HY-DE Model: An Interdisciplinary Attempt to Deal With the Phenomenon of Hyperattention. Journal of Systemics, Cybernetics and Informatics 13 (6), 8 – 14.
Mangen, A. (2014). A joker in the class: Teenager readers’ attitudes and preferences to readingon different devices In: Library and Information Science Research, 36 (2014) 3-4. p. 179–184.
Mangen, A., Weel, A. (2016). The Evolution of Reading in the Age of Digitisation: An Integrative Framework for Reading Research. Literacy, 17414350, 20160901, Vol. 50, Issue
Prensky, M. (2001). Digital natives, digital immigrants. In: On the Horizon. MCB University Press. 9. (2001.) 5. 1-6. p.
Hayles, K. N. (2015). My mother Was a Computer: Digital Subjects and Literary Texts.
Chicago, The University of Chicago Press.
He, Z., Shao, S., Zhou, J. et al. (2014). Does long time spending on the electronic devices affect the reading abilities? A cross-sectional study among Chinese scool-aged children. In: Research in Developmental Disabilities 2014 (35), 3645-3654. p.
Rockinson-Szapliw, A., Courduff, J., Carter, K. et al. (2013). Electronic versus traditional print textbooks. In: Computers & Education. , 63. (2013), 259–266. p.
- The psychology of reading
Atwell, N., Atwell Merkel A. (2016). The Reading Zone. Scholastic Professional, 2. edition, 160 p.
Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper Perennial.
Rainer, K., Pollatsek, A (1994). The Psychology of Reading. Routledge.
Toth D., Csepe V. (2017). Adaptive specialization in position encoding while learning to read. Developmental science 20: (3) p. e12426.
- Theoretical models and the process of reading
Athey, I. J. (1985). Reading research in the affective domain. In: Singe, H. és Ruddell, R. B. (eds.): Theoretical models and processes of reading. International Reading Association. Newark, DE. 527−557.
Logan, S., Johnston, R. (2009). Gender differences in reading ability and attitudes: examining where these differences lie. Journal of Research in Reading, 32. 2. sz. 199−214.
Mathewson, G. C. (1985).Toward a comprehensive model of affect in the reading process. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and process of reading (3rd ed., pp. 841-856). Newark, DE: International Reading Association.
Mathewson, G. C. (2004). Model of Attitude Influence Upon Reading and Learning to Read. In: Ruddell, R. B. and Unrau, N. J. (Eds.), Theoretical Models and Processes of Reading. International Reading Association, Newark. 1431-1461.
McKenna, E. (1997). Gender Differences in Reading Attitude. Masters Theses. Kean College of New Jersey.
McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E. H. Crammer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education. (pp. 18-40). Newark, DE: International Reading Association.
McKenna, M. C., Kear, D. J. (1990). Measuring attitudes toward reading: A new tool for teachers. The Reading Teacher. 43, 626-639.