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Do readers agree on the literary character of a text? To answer this question, we have studied the reception of six recent works of Latin American autofiction on Goodreads by assessing reader reviews. To quantify our findings, we have assigned each review an "index of literariness." Our results suggest that autofiction, as a reading strategy, is uncommon: the most intermediate mean values (the most statistically "autofictional" position) present the highest standard deviation, demonstrating that many reviewers choose between a fundamentally factual reading or a fundamentally literary reading of autofictional texts. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader's critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between art and knowledge. As a way of promoting these books, the book-trailer is defined as a virtual peritext that generates meanings, guides the reading, and projects a model of the reader that is immersed in the culture of the social web. To identify the keys that determine this reader, an exploratory study based on content analysis on the characteristics of the book-trailer of illustrated nonfiction books aimed at children was carried out. A sample of 397 book-trailers from 50 publishing houses was selected for the analysis. The results reveal that the promotion of nonfiction books defines a reading model that emphasizes the physical dimension of reading, the artistic proposal, an interactive, fragmented, free reading that is also guided, the solvency provided by the recognition of authorship, and learning linked to the playful and emotional component through hybridization as the axis of construction. It is concluded that the book-trailer of the illustrated nonfiction book corresponds to a curious and reflective implicit reader in line with the needs posed by the digital society of the 21st century in terms of reading. [ABSTRACT FROM AUTHOR]

The article analyzes research on comics and the formation of readers, reviewing the concomitances and intersections between comics and the didactics of children's and youth literature. The main problems that research on comics faces are examined, such as the complexity of its definition and its epistemological location. Although there has been an increase in research on comics, it still faces challenges in its academic consideration and its presence in libraries and classrooms. The text addresses the lack of a solid and rigorous academic discourse in research on comics, as well as the difficulty in defining its identity and location in the field of children's and youth literature. The concern for the exposure of complex themes in comics aimed at children and young people is also highlighted, as well as the restrictive conception of childhood as the exclusive recipient of this type of work. In addition, the history of marginalization and denial of children's literature and comics is mentioned. The article analyzes the evolution of comics as a literary genre and its consideration as an object of study. The break in the identification of comics with the child audience and the incorporation of the adult perspective in works published during the 1950s and 1960s is highlighted. The marginalization and lack of legitimacy of comics, as well as the prejudices and stereotypes associated with their reading, are also addressed. However, the change in its consideration in Spain is highlighted, with greater attention in the media, the creation of awards, and its presence in libraries and bookstores. The article analyzes the growth of the comic market aimed at adults in Spain, highlighting the year 2007 as a milestone with the publication of works such as "María y yo" by Miguel Gallardo and "Arrugas" by Paco Roca. These works marked a change in Spanish comics towards social and political themes. However, the use of the term "graphic novel" has generated controversy, with two main perspectives: the culturalist, which sees comics as an artistic expression, and the integrative, which considers the appeal to "graphic novel" unnecessary to legitimize its cultural value. The article also addresses prejudices about comics and their impact on the formation of readers, highlighting their role in shaping the imagination of generations of children and adolescents. It is argued that comics do not imply a lower reading competence and that their inclusion in the classroom can contribute to the integral development of students. The importance of mediator training and the need for an artistic canon of comics to bring quality titles to the classroom are highlighted. In conclusion, comics offer opportunities for the formation of competent readers and the renewal of the school canon. The article discusses the lack of inclusion of comics in education and the educational curriculum, despite its pedagogical advantages. The lack of knowledge about quality titles and prejudices can lead to the exclusion of comics in the academic and classroom environment, which implies the loss of an aesthetic and pleasurable reading experience for students. Several studies and references related to the topic are mentioned. [Extracted from the article]

In this dossier, we propose to install the question about criticism, about how to remain critical in times of digitization of culture that seems to drag with it precisely any perspective of knowing that is not willing to think beyond the drifts of applicability. In this sense, educational research opens as a journey, as a search for readings, techniques, developments and forms of conceptualization that bring us closer to understanding what schooling is being today. The group of articles that make up this special dossier on educational research opens up new meanings, as thresholds that project us to take the floor in public affairs and delves into the threads, the power relations and the crystallizations of such a social practice. Central as is the one that allows those who come to the world to be part of it. [ABSTRACT FROM AUTHOR]

In the publishing sector, electronic book growth figures have shown progressive consolidation in markets around the world. The electronic book evolution in the last 15 years shows the paradoxes and contradictions that every new technology has to address in its implementation process. In addition, the editorial industry is resistant to new business models due to the possibilities of piracy and the fragility of a system in full transition. And, although digital reading is on the upswing and shows undoubted progression, the print book remains central to publishing and continues to maintain strongly competitive odds with the new systems. [ABSTRACT FROM AUTHOR]

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The generation of causal inferences-background was examined during and after the reading of expository texts with little unfamiliar scientific content in 52 university level students (M Age = 24.48, SD = 3.6), who read 24 short scientific texts. There were two activation measures during the reading (reading times and lexical decision) and a post-reading measure (answers to questions); in addition, the degree of familiarity of the material was controlled. The results suggest that causal inferences-background is generated when reading unfamiliar scientific material, but the degree of activation of the information required by inference depends on the distance of the parts of the text to be integrated. [ABSTRACT FROM AUTHOR]

In recent years, virtual platforms have become tools to promote, facilitate and streamline communication processes between students and teachers, synchronously and asynchronously. Thus has conducted this research shows that the virtual platform has been a tool that continuously strengthens own teaching future school activities, especially reading and writing. In this sense, we have used the tools of Moodle virtual platform such as forum and chat, not only to implement strategies that motivate students to actively participate in discussions that arise post on a specific topic which is required to read, analyze and present your point of view very well grounded with solid arguments that promote knowledge dialogue, critical thinking and social construction of knowledge. [ABSTRACT FROM AUTHOR]

In the NMS has been relevant to investigate the notion of reading and how reading comprehension skills are developed as they are the basis of learning. According to Frida Diaz Barriga and Hernandez (2002) critical and reflective understanding of the composition of texts written are nodal activities in the construction of meanings. We now know that the skills of reading and typesetting apprentices develop in subjects strategically and self-regulated, thanks to this research. Promote the development of communication skills contributes to the foundation of the curriculum consists of educating for students to acquire skills that allow them to face problems collaboratively and competently. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Economia is the property of Banco Central del Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The emergence of ebooks and e-reader is causing changes in reading habits and the factors associated with it. Although it is clear the importance of this phenomenon are still few studies that try to systematize the changes that have occurred, and the lack of homogeneity in the parameters often hinders the development of diachronic studies in the same context or geographic synchronous environments different. However, the wealth of data provided by some recent reports to extract information and compare the phenomena of the habits and profiles of digital readers, such as the Pew Research Center & American Life Project for the American context and Hábitos de compra y Lectura de libros en España for Spanish which can show how even though the social and cultural contexts are different, there is a match in the evolution of the digital readout. [ABSTRACT FROM AUTHOR]

The reading practices of young people has not been analized from an academic perspective in the costarrican ambit. This article is a descriptive aproximation of the reading practices of literary novels of grade students of the Rodrigo Facio Campus of the University of Costa Rica. This poblation was chosen because they are immersed in an academic world. A survey was applied to 121 students from different faculties in order to inquire the format, frequency and schedule of reading of the university students; thus, to identify the most popular novels, genres and themes. Also, the acquisition mode of novels and the quantity of time spent in reading were investigated. [ABSTRACT FROM AUTHOR]

Being aware of the importance that has the reading as a source of pleasure and personal enrichment, we create a read-write Club where teachers and pupils with affinity share readings and literary creations. Once a month the personal meeting occurs and while are exchanged texts, ideas and thoughts through social networks. Information and communication technologies (ICT) become a means of communication and artistic creation where, using a participatory methodology, each member is a space of reflection and expression, creativity and knowledge. [ABSTRACT FROM AUTHOR]

Mostly of children with difficulties in reading comprehension possess low performances in a set of cognitive processes. The aim of the present study is to establish a cognitive profile associated with the low performance in reading comprehension in relation to the skill of reading monitoring, production of inferences, vocabulary, working memory and, inhibitor)' capacity in spanish-speaking children. For it several tasks were applied in children by high and low performances in reading comprehension. The results showed that though the children with bad comprehension present low performances in these skills, a consistent profile cannot be established since there are children with problems in comprehension that they present normal or top performance in some of these cognitive skills. [ABSTRACT FROM AUTHOR]

Numerous studies have established the impact of writing summaries based on the reading of various documentary sources in learning. The research presented in this paper attempts to study the relations between students' beliefs regarding reading and writing, the quality of their written summaries, and the level of learning attained by writing summaries. Forty-eight secondary school students participated in the study by writing a summary after reading three texts. The results indicate that the writing of students who have beliefs that are more transactional, demonstrate better organization and greater integration of content; the results also show that students who elaborate more integrated texts obtain greater benefits in terms of learning. [ABSTRACT FROM AUTHOR]

Based on the model of reading adjustment, the present study evaluated the interaction between the theoretical content of the text and the type of reading criteria established for performing tasks of reading adjustment. The participants were twenty psychology students assigned to one of four groups, which were differentiated by the type of theoretical content of the text (mentalist or behavioral) and the variability of the criteria established for reading. The initial evaluation of the participants was followed by the intervention and a second evaluation. The findings show that establishing variable criteria has a positive effect on performance in the second evaluation, independent from the theoretical content of the text read. The results are discussed in terms of the role of the text's theoretical content in the formation of reading skills. [ABSTRACT FROM AUTHOR]

Reading, taken to be the development of mental representation, is structured through the establishment of causal networks constructed by the reader. These are based on the causal network taken from the text and its causal relationships. Several authors support the idea that causal relationships play a key role in the process of understanding as part of the mental model. In the present study, we analyze reading comprehension from the point of view of causality, in students at university and in the 4th year of secondary school. This is done through reviewing the structure of causal networks of nodes with different causal densities, both in the text and in the reader, in a summary task of a narrative text. The working hypothesis is that the causal density, or more specifically, those nodes that have a greater number of causal relationships in the text, will have the greatest impact on reading comprehension, with these causal relationships being the determining factor between competent readers and less competent ones in the two groups studied. The results support these hypotheses; we also detected a predictive value between types of readers and causal nodes. [ABSTRACT FROM AUTHOR]

A methodological reading proposal about ten Hans Christian Andersen's stories is presented, applied on a fifth-grader classroom situation from the San Rafael de Coronado School. This approach is oriented to a perspective of literature pragmatic value, where the child becomes simultaneously social reader-student-individuals, as the child's critical-analytical, abstract, symbolic, comparative, linguistic and representative skills concerning identity hegemonical discourse are executed; this against the dogmatic social function of the current daily methodological approach for literary text, exclusively in this case. This is why it turns out essential to apply constructive and literary text reading and analysis, which trouble the institutionalism of language during teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Logopedia, Foniatria y Audiologia (Grupo ARS XXI de Comunicacion, S.A.) is the property of Grupo ARS XXI de Comunicacion, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For a long time, research on the practices of writing has been a common topic for historians, anthropologists and psychologists. This research has shown the importance of writing practices for history; from a cognitive point of view, and from the perspective of social organizations of the economic, political, legal and religious realms. While the different works established the heuristic proliferation of the study of written cultures, there is little knowledge about which writing practices build and organize, form and transform, the contemporary social life. This article intends to show the heuristic interest raised by the description and analysis of the everyday practices of writing, through which understanding the socio-mental dispositions and the organization of everyday activities, and their differences between genres is made possible. [ABSTRACT FROM AUTHOR]

This article presents part of the theoretical framework of the research work entitled "Writing, Knowledge, and Technoculture", carried out in 2003 - 2004. The purpose of the aforementioned research was to diagnose the capacity of first year undergraduate students at Universidad del Valle vis-à-vis reading, writing, and the use of communications and information technological devices. Part of the methodology was to devise a survey, and a reading and writing test. The results were then analyzed independently after collating these with some of the survey's variables. This article presents a typology of the discourses, from a social communications point of view, in which the methodological proposal is supported as part of a conceptual basis when designing and analyzing the implemented tests. [ABSTRACT FROM AUTHOR]

Copyright of Ciencias Psicológicas is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)