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Reading skills constitute the basis of the learning process. An individual’s behavior is one of the main factors that affect the learning process. It is a fact that reading skills, which is a factor in the learning process, also have a behavioral dimension. Failure to consider this dimension in reading studies results in inadequate reading and understanding. The inability to read and understand negatively affects the individual's academic and social life. To solve this problem, the behavioral dimension of reading needs to be measured. No measurement tool in the national literature measures the behavioral dimension of reading skills. This scale development study was conducted with the survey model, one of the quantitative research designs. The study group consists of second-, third-, and fourth-grade students in private and public schools in Istanbul determined through an easily accessible sampling method. The research was conducted with 789 students. The following four stages were followed in the scale development process: In the first stage, the item pool was determined based on the literature; in the second stage, the opinions of field experts were consulted; in the third stage, exploratory factor analysis was conducted within the scope of the validity study; and in the fourth stage, the reliability level was calculated by performing confirmatory factor analysis. As a result of the analyses, a five-point Likert-type reading behavior scale with 18 items was developed. The Cronbach’s α internal consistency coefficient of the scale, which consists of three sub-factors: “Focusing in Reading,” “Order in Reading,” and “Aesthetics in Reading,” was calculated as 0.909. In line with the evidence regarding validity and reliability, this scale can be used by researchers and teachers to determine the reading behavior of primary school students. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 Journal of Academic Library & Information Science is the property of Anhui University 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.)

In contemporary times, the cultivation and advancement of libraries hold substantial importance as indicative markers of cultural progress. This research endeavors to examine the cultural and social implications arising from the establishment of a library within the Vanak village neighborhood of Tehran. The study employs a theoretical framework grounded in the human-environment perspective, focusing on three key areas of intervention: changes in the local community, leisure opportunities, and reading behavior. The ensuing analysis encompasses the assessment of social, cultural, economic, and physical consequences. Methodologically, the study employs a two-fold approach, employing thematic analysis as the primary methodology, followed by a supplementary survey method. The negative aftermath of constructing the library primarily manifests in diminished street-level safety for patrons, reduced psychological comfort of neighbors, conflicts between neighbors and library patrons, and parking space challenges for residents. Conversely, the positive ramifications encompass enhanced accessibility to the library space, improved academic performance among students, increased prosperity of businesses neighboring the project, the fortification of institutional social capital through coupling school-library connections, mitigation of social harm, and heightened cultural awareness within the neighborhood. Lastly, to mitigate adverse consequences and amplify positive effects, the study proposes four potential scenarios for future project developments: failure, compensation, welcome, and hope.IntroductionIn the majority of urban projects overseen by the Tehran Municipality, it is pertinent to surpass purely economic and urban planning considerations and instead address the environmental, social, and cultural implications. Accordingly, the Vanak village neighborhood currently features approximately two libraries in its T-1 phase. The proposed undertaking, spearheaded by the "Technical and Civil Assistant" of Tehran Region 3 municipality, entails the construction of a library in the form of a book cafe. This initiative aims to bolster cultural advancement, foster an increase in per capita reading rates, and mitigate the detrimental social effects within the T-0 stage. Consequently, this research poses a crucial query for the subsequent T+1 stage: What are the cultural, social, economic, and physical consequences of erecting a book cafe for the inhabitants of Vanak village neighborhood? Thus, the primary objective of this study is to anticipate and examine the positive and negative aftermaths associated with constructing a library at the neighborhood level in Vanak village. Such endeavors strive to enhance the efficiency and efficacy of the library's construction while concurrently fostering the improvement and development of a reading culture.Literature reviewThe conceptual framework of this study draws inspiration from the "human-environmental approach," which is substantiated by numerous theories within the domains of architecture, social environment, landscape, and environmental psychology. In accordance with the triple model of "individual-environment-local community," the social and cultural repercussions resulting from the establishment of the Vanak village library are evaluated through the lens of three key variables: the audience, the neighborhood community, and the physical environment. Subsequently, an assessment of the social, cultural, economic, and physical consequences was conducted.MethodologyBased on the pragmatism paradigm, the research design employed in this study is reflective of a mixed-method approach, specifically categorized as a "social and cultural impact assessment." To that end, the research methodology comprised two distinct stages. Initially, a thematic analysis approach was employed, entailing interviews with key stakeholders encompassing municipal managers, experts from Region Three, councilors, cultural enthusiasts, local activists, school teachers, and residents residing in close proximity to the construction site. This purposeful sampling enabled a comprehensive exploration of the needs, attitudes, and consequences associated with the construction of the Vanak village library within the Deh-E-Vanak neighborhood. Subsequently, a questionnaire-based survey method was utilized to evaluate reading behavior, social needs of the residents, and the wider implications of the project. Employing a multi-stage sampling technique, the statistical population for this phase of the study encompassed all individuals aged 12 years and above residing within the Vanak village neighborhood, who could potentially benefit from the library. Considering a desired level of precision, the sample size was estimated to be 350 respondents, employing Cochran's formula.ResultsIn this study, the scenario method was employed to forecast the potential outcomes of the development endeavors and to envision effective strategies for the Vanak village library's growth and development. Accordingly, based on varying degrees of "cultural program" implementation by the municipal authority and levels of "social participation" exhibited by the Vanak village residents, four scenarios can be projected for the project's future trajectory:Failure scenario: This scenario emerges as a consequence of a feeble cultural program executed by the urban administration of Region 3, coupled with minimal motivation and limited social engagement from the community post-library inauguration. As a result, the library space and facilities experience underutilization, ultimately leading to project instability over the long term.Compensation scenario: This scenario considers the optimal utilization of existing urban spaces owned by the Region 3 municipality. Such an approach prevents redundancy and fiscal wastage, while simultaneously fostering the cultivation of awareness and cultural enrichment among the residents of Vanak village.Reception scenario: In this scenario, characterized by the cultural maturation and advancement of the Vanak village neighborhood, the community displays embracing behavior towards the library. Consequently, the library's purpose and activities align with a "neighborhood-oriented" focus. Consequently, it becomes imperative to undertake measures encompassing people-centered interaction, motivational strategies to encourage library usage, neighborhood management techniques, and the provision of diverse ancillary activities to enhance social participation within this cultural milieu. Ultimately, this scenario fosters the successful cultivation of a reading culture.Hope scenario: This scenario illustrates the gradual familiarity and utilization of the library by diverse patrons, as per their individual needs. With sustained implementation, this situation holds potential for cultural development and the advancement of a reading culture within the Vanak village community, as well as Region 3 of the municipality. Consequently, the effects and outcomes of such an optimistic scenario, primarily driven by "specialized and extra-neighborhood activities," give rise to cultural enrichment and the widespread promotion of reading.

Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers' motivation or experience reading electronically. To address this gap, sixty undergraduate students' reading behavior was tracked while reading a 15- page short story. A novel method was used to study participants' frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants' situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices. [ABSTRACT FROM AUTHOR]

Strategies in reading are viewed as essential tools needed to increase comprehension and learning from text. Especially in large-scale assessments, reliable and economic measures of reading strategies are needed which are valid to assess the strategy-performance relation. Questionnaire-based self-report measures are very popular but often fail to establish a positive relation between strategy use and performance. Nevertheless, these measures are objective and content valid as well as efficient in use. One explanation for this fact may be that, depending on students' individual approaches to reading, various strategies may lead to better performance. Then, self-report questionnaires of strategy use (SRQs) would assess differences in strategic approaches of students which are not (necessarily) linked to performance. The aim of the present study was to investigate whether students' differences in self-reported strategy use correspond to different strategic approaches in reading. The present study compares strategic reading behavior of a homogeneous sample of 22 high-achieving ninth grade students with superior performance in reading who were chosen for their high reading-related strategy knowledge and their difference in self-reported strategy use, assessed via questionnaire. Eleven students reported frequent strategy use (FSU) and 11 students reported seldom strategy use (SSU). For both groups, strategic reading behavior was assessed in an unobtrusive way using a computer-based multiple-choice reading test. Even though both groups showed little to none differences in reading performance, results indicate that FSU and SSU students differ in processing of text during initial reading and while re-reading text passages. In addition, they differed in how they proceed with reading tasks. [ABSTRACT FROM AUTHOR]

In line with the Matthew-effect in reading, reading comprehension and leisure time reading tend to be reciprocally related. Whereas prior research invested much efforts in the identification and description of variables explaining individual differences in reading comprehension, less efforts were spend on the exploration of variables important for the development of leisure time reading. This study focuses on family literacy activities in preschool age – joint book reading, joint library visits, and the teaching of letters – and how these relate to the children' s later leisure time reading and reading comprehension. Furthermore, the role of parents' education is considered. Empirical findings are based on a sample of N = 1.242 children from the National Education Panel Study (NEPS). Joint book reading and joint library visits in families, both aspects of informal literacy activities, predicted leisure time reading of children in Grade 4, which was related to their reading comprehension. In addition, disparities with regard to parents' education were found. The results are discussed against the background of ways to promote children's leisure time reading and practical implications are derived. [ABSTRACT FROM AUTHOR]

Although electronic reading of fiction has become mainstream, little is known about how electronic texts are read, and whether this behavior is connected to readers’ motivation or experience reading electronically. To address this gap, sixty undergraduate students’ reading behavior was tracked while reading a 15-page short story. A novel method was used to study participants’ frequency of task-switching, their reading speed, and navigational patterns unobtrusively, outside of the lab. Reading behavior was analyzed by two multilevel models to assess (1) whether variance in behavior could be predicted by the task context, such as location in text or timing of reading sessions, and (2) whether behavior was connected to participants’ situational motivation to read the short story, their contextual motivation toward reading as an activity, or their task-relevant electronic experience. Our results showed that highly experienced and avid readers reacted to text difficulty more adaptively, indicating that motivation and electronic experience may have a key role in supporting comprehension. In contrast, situational motivation was not associated with reading behavior, contrary to our expectations. These findings provide a significant contribution to our understanding of e-reading, which can be used as a foundation to support recreational reading engagement on digital devices.

This article uncovers the reading trends of Millennials living in Pakistan by investigating their reading behavior within the digital paradigm. A cross-sectional survey-based quantitative research design was adopted. Masters students (16 years education) from the Higher Education Commission (HEC) recognized universities of Lahore, Pakistan was the study population. A total of 515 masters' level students from 7 universities participated in the survey. The participants were recruited by employing a two-stage stratified purposive total population sampling technique. The study findings confirmed that despite their preferences for print material, Millennials were using electronic material for reading more frequently. However, the study showed that the reading purpose influences the choice of the reading format. Furthermore, the availability of electronic reading content in the public domain and open access contents may be a reason for increased use of e-content, as free websites were the preferred method of millennials for obtaining reading material. Social networking websites and intelligent search engines like "Google" were also in use and play a role in finding the relevant information and reading e-content. The study shows that the digital environment has a significant impact on the reading behavior of individuals, a fact which needs to be considered by academics, practitioners, and the individuals themselves. It is considered a baseline study that opens various potential directions and avenues for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Library & Information Science is the property of Anhui University 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.)

Parent-child reading is one of the most important learning activities in parent-child interaction. It helps develop children’s writing and reading skills and other mental abilities. In parent-child reading, children not only acquire knowledge from books but also gain ability training experiences from discussing with their parents. In ddition, interactions between parents and children when reading together are also an important factor affecting children’s learning. In this study, 14 groups of parents and children were recruited for the research on parent-child reading e-books, with interviews as the main method and observation as the supplement. Parent-child reading and various oral and non-verbal behaviors were observed. After observation, behaviors was discussed in depth through semi-structured interviews and compared with observational data. This study found that with different e-book carriers and forms, there were differences in reading behaviors, such as dialogue content and physical interactions between parents and children in each group. In addition, parents and children’s opinions were different.

In prior research, reading behavior was predominantly measured using either a questionnaire, which is economical and easy to implement but imprecise, or paper-pencil diaries that document reading behavior quite accurately, but which are time consuming and costly. The present study aims to introduce and evaluate a precise and easy to implement measure of reading behavior, namely a reading diary app in which participants can record their reading behavior on a smartphone. To evaluate the development procedure, the first research question asked whether data gathered with the app is of high quality (e.g., reliability). The second research question asked how reading time recorded via the app is related to reading time assessed via different retrospective questionnaires. n = 31 German university students recorded their reading activities for 14 days. Different approaches were applied to estimate the data quality and reliability and yielded satisfactory results. Participants reported more time spent reading daily on the retrospective questionnaire than when recording their reading time using the app. The correlation between reading diary app data and questionnaire data was medium in size. Our findings are discussed in the light of future directions for reading research and the use of ambulatory assessments. [ABSTRACT FROM AUTHOR]

On a daily basis, most people read about issues of interest from a diversity of sources. Moreover, the information they encounter frequently encompass discrepancies, ranging from minor inconsistencies to straight contradictions. Readers may construct coherent representations from discrepant contents by linking contents to their respective sources and connecting the sources with agree-disagree or other types of connectives. Across research studies, however, college-level readers' attention to sources has been found to vary according to individual, text and task dimensions. The present study tested the assumption that readers' strategies depend both on the discrepancy of the information and on the context in which the task is framed. Moreover, beliefs about science were included as potential moderator of context effects. One hundred and sixty university students were tasked to read about a series of social-scientific issues. The task was framed in either a university context or a personal context scenario. For each topic, the participants read two short texts which provided either consistent or discrepant information, and then they wrote a short overview essay. The university context had a significant impact on indicators related to a documents model representation (e.g., text switches, number of adversative connectors in the essay) and standards for presentation (e.g., time on the essay/task page, formal features of the essay). The data support a context-dependent view of reading comprehension, whereby both reading behavior and outcomes are primarily a function of the standards and goals set by the reader. [ABSTRACT FROM AUTHOR]

Abstract Digitized learning materials are a core part of modern education, and analysis of the use can offer insight into the learning behavior of high and low performing students. The topic of predicting student characteristics has gained a lot of attention in recent years, with applications ranging from affect to performance and at-risk student prediction. In this paper, we examine students reading behavior using a digital textbook system while taking an open-book test from the perspective of engagement and performance to identify the strategies that are used. We create models to predict the performance and engagement of learners before the start of the assessment and extract reading behavior characteristics employed before and after the start of the assessment in a higher education setting. It was found that strategies, such as: revising and previewing are indicators of how a learner will perform in an open ebook assessment. Low performing students take advantage of the open ebook policy of the assessment and employ a strategy of searching for information during the assessment. Also compared to performance, the prediction of overall engagement has a higher accuracy, and therefore could be more appropriate for identifying intervention candidates as an early-warning intervention system.

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature 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.)

An estimated one-fifth of adults in the United States possess low literacy skills, which includes minimal proficiency in reading and difficulty processing contextual information. One way to study reading behavior of adults with low literacy is through eye movement studies; however, these investigations have been generally limited. Thus, the present study collected eye movement data (e.g., gaze duration, total time, regressions) from adult literacy learners while they read sentences to investigate online reading behavior. We manipulated the lexical ambiguity of the target words, context strength, and context location in the sentences. The role of vocabulary depth, which refers to the deeper understanding of a word in one's vocabulary, was also examined. Results show that adult literacy learners spent more total time reading ambiguous words compared to control words and vocabulary depth was significantly correlated with processing of lexically ambiguous words. Participants with higher depth scores were more sensitive to the complexity of ambiguous words and more effective at utilizing context compared to those with lower depth scores, which is reflected by more total time reading ambiguous words when more informative context was available and more regressions made to the target word by participants with higher depth scores. Overall, there is evidence to demonstrate the benefits of context use in lexical processing, as well as adult learners' sensitivity to changes in lexical ambiguity. [ABSTRACT FROM AUTHOR]

Large amounts of studies have shown that reading behavior is an important aspect for the development of students' reading skills. The construct reading behavior as examined in large-scale assessments and surveys within the field of empirical educational research is operationalized through a wide range of reading and reading-related aspects (e.g., reading time, reading frequency, print exposure, reading engagement, book genre preferences, knowledge of authors or book titles) and a broad array of measurement methods are used. The approaches to measure the same variable - namely reading behavior - differ fundamentally from each other, while at the same time, a clear concept that would help to classify the used measurement instruments and to interpret them in relation to the superordinate construct of reading behavior is missing. Therefore, the present article aims to give an overview of methods to measure reading behavior within the context of large-scale assessments and surveys, and to discuss how they were implemented. Finally, we make some suggestions on how it might be possible to relate the applied measurement approaches to each other, especially in terms of their content and theoretical relationship to the overarching construct of reading behavior. [ABSTRACT FROM AUTHOR]

Large amounts of studies have shown that reading behavior is an important aspect for the development of students’ reading skills. The construct reading behavior as examined in large-scale assessments and surveys within the field of empirical educational research is operationalized through a wide range of reading and reading-related aspects (e.g., reading time, reading frequency, print exposure, reading engagement, book genre preferences, knowledge of authors or book titles) and a broad array of measurement methods are used. The approaches to measure the same variable – namely reading behavior – differ fundamentally from each other, while at the same time, a clear concept that would help to classify the used measurement instruments and to interpret them in relation to the superordinate construct of reading behavior is missing. Therefore, the present article aims to give an overview of methods to measure reading behavior within the context of large-scale assessments and surveys, and to discuss how they were implemented. Finally, we make some suggestions on how it might be possible to relate the applied measurement approaches to each other, especially in terms of their content and theoretical relationship to the overarching construct of reading behavior.

Background: Affected by the COVID-19, many colleges have adopted online teaching. Meanwhile, the digital transformation of academic journals has shifted readers' reading habits from traditional paper media to digital media. Digital academic reading has become the main reading method of college students during the COVID-19 pandemic. Purpose: The purpose of this study was to investigate the behavioral characteristics of college students' digital academic reading and explore the internal factors and external environmental factors affecting the Intention and Use behavior of digital academic reading. At the same time this study provide recommendations to address these influencing factors in terms of the individual, the environment and library resources. Methods: Based on UTAUT2 model and digital academic reading theories, this paper constructs a digital academic reading information behavior (DARB) model of college students to examine college students' digital academic reading behavior and intention. College students with digital academic reading behavior were recruited as research participants. A multistage sampling technique was used to collect representative samples from universities in Nanjing. 239 respondents participated in the questionnaire, with 189 providing valid data. Results: Effort expectancy (EE), social influence (SI), price value (PV), perceived risk (PR) and habit (BH) have a significant impact on behavioral intention (BI), and behavioral intention (BI) and habit (BH) have a significant impact on use behavior (B). However, performance expectancy (PE) and facilitating conditions (FC) have no significant influence on behavioral intention (BI). Originality/value: The findings of this study will help fill the gap in previous research on the relationship between the influencing factors of digital academic reading and college students' reading intentions and behaviors, so as to provide a basis for improving the academic reading literacy program in colleges and optimizing the current digital academic reading environment. [ABSTRACT FROM AUTHOR]

Reading comics has always been one of the favorite leisure activities of Taiwanese people. To attract Taiwanese people to read and love Taiwanese comics, this study investigates whether Taiwan comics readers will improve their reading motivation and attitude and jointly promote their reading behavior by satisfying their perceived freedom of leisure. This study uses the questionnaire survey method based on purposive sampling to distribute through both online and paper questionnaires and collect one thousand valid responses. The results of the study show that after satisfying their psychological needs during leisure activities, Taiwanese comic readers will improve their reading motivation and reading attitude, which will positively affect the reading behavior of Taiwanese comic readers, and they are willing to continue to engage in reading [ABSTRACT FROM AUTHOR]

Abstract With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students’ reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student’s intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the “jump-back” behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.

Digitized learning materials are a core part of modern education, and analysis of the use can offer insight into the learning behavior of high and low performing students. The topic of predicting student characteristics has gained a lot of attention in recent years, with applications ranging from affect to performance and at-risk student prediction. In this paper, we examine students reading behavior using a digital textbook system while taking an open-book test from the perspective of engagement and performance to identify the strategies that are used. We create models to predict the performance and engagement of learners before the start of the assessment and extract reading behavior characteristics employed before and after the start of the assessment in a higher education setting. It was found that strategies, such as: revising and previewing are indicators of how a learner will perform in an open ebook assessment. Low performing students take advantage of the open ebook policy of the assessment and employ a strategy of searching for information during the assessment. Also compared to performance, the prediction of overall engagement has a higher accuracy, and therefore could be more appropriate for identifying intervention candidates as an early-warning intervention system. [ABSTRACT FROM AUTHOR]

Abstract Background Quantitative data reports are widely produced to inform health policy decisions. Policymakers are expected to critically assess provided information in order to incorporate the best available evidence into the decision-making process. Many other factors are known to influence this process, but little is known about how quantitative data reports are actually read. We explored the reading behavior of (future) health policy decision-makers, using innovative methods. Methods We conducted a computer-assisted laboratory study, involving starting and advanced students in medicine and health sciences, and professionals as participants. They read a quantitative data report to inform a decision on the use of resources for long-term care in dementia in a hypothetical decision scenario. Data were collected through eye-tracking, questionnaires, and a brief interview. Eye-tracking data were used to generate ‘heatmaps’ and five measures of reading behavior. The questionnaires provided participants’ perceptions of understandability and helpfulness as well as individual characteristics. Interviews documented reasons for attention to specific report sections. The quantitative analysis was largely descriptive, complemented by Pearson correlations. Interviews were analyzed by qualitative content analysis. Results In total, 46 individuals participated [students (85%), professionals (15%)]. Eye-tracking observations showed that the participants spent equal time and attention for most parts of the presented report, but were less focused when reading the methods section. The qualitative content analysis identified 29 reasons for attention to a report section related to four topics. Eye-tracking measures were largely unrelated to participants’ perceptions of understandability and helpfulness of the report. Conclusions Eye-tracking data added information on reading behaviors that were not captured by questionnaires or interviews with health decision-makers.

With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students' reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student's intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the "jump-back" behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

This study introduced BookRoll, a digital teaching material delivery and e-book reading system, to record and trace students’ preview status through the BookRoll dashboard in a university course and further support their self-regulated learning. One hundred nine freshmen from two separate classes at a university located in central Taiwan participated in this study, and their self-regulated learning and self-efficacy as well as academic achievement were evaluated. One class of 53 students was assigned to an experimental group using the BookRoll system embedded in Moodle, and the other class of 56 students was assigned a control group using Moodle without embedded BookRoll. This study indicated that the group of students using BookRoll exhibited significant improvements in self-regulated learning and self-efficacy; furthermore, the gain scores of the experiment group in self-regulated learning and self-efficacy were both significantly higher than those of the control group. In addition, a significant difference in academic achievement was also found between the two groups. Moreover, students’ online e-book reading behaviors including attaching bookmarks, adding/deleting markers, attaching/removing/editing memos, and slide switching (next/previous/jumping page) were positively significantly correlated to their academic achievement.

Abstract: Objective: The purpose of this study was to analyze the role of patterns in the reading behavior of students of Tabriz University based on Bandura's observational learning theory. Methodology: The research method was a descriptive survey. The statistical population of this study were 9833 undergraduate students of Tabriz University. 373 people were selected using relative stratified sampling method using Krejci-Morgan table. The data gathering tool was a researcher-made questionnaire based on the components of Bandura's observational learning theory. The validity of the tool was confirmed by experts of Knowledge and information science. The reliability of the whole tool was calculated using Cronbach's alpha coefficient as 0.869. Findings: The findings showed that 46% of students followed their study patterns through the social network. The Reading pattern of Tabriz University students are Friends and Teachers with an average of 3.62 and 3.57 respectively. The results of the ANOVA test showed that the amount of "Reading" amoung major educational groups was significantly different. The results of multiple regression analysis showed that all independent variables, “Attention”, “Retention”, “Motor Reproduction”, and “Motivation” were entered into the equation, which 64% of variations of the reading variable were explained by these four variables. As a result, students' reading behavior can be explained based on Bandura's observational learning theory.Originality: Employing Bandura's observational learning theory to explain the study among students is the main novelty of this paper.

What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading (at the beginning of confinement). In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed.

What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading (at the beginning of confinement). In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed. [ABSTRACT FROM AUTHOR]

This study aims at exploring gender differences in text-type-specific reading competences via readers' gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed that individuals who read for entertainment would have higher reading competence in fictional literary texts compared with non-fictional informational texts, and vice versa for individuals who read to gain information. The analysis was based on a sample of 830 adults between 19 and 71 years (M = 31.04; SD = 12.53) from a pilot study of the German National Educational Panel Study (NEPS). A structural equation model confirmed that women and men show different reading preferences during leisure time. The preference to read for entertainment was predictive for reading competence in literary texts; however, the preference to read for information had positive effects on reading competence in both informational and literary texts. [ABSTRACT FROM AUTHOR]

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students' reading comprehension development, and consequences for research and education are derived. [ABSTRACT FROM AUTHOR]

Reading is one of the popular activities among elderly persons. A reasonable level of daylight illumination can ensure the visual comfort of reading for elderly persons. State arousal level and subjective comfort report are important parameters reflecting the effect of daylight illumination on visual comfort of reading in elderly persons. In this study, daylight illumination measurements were conducted in a nursing institution of Shenyang, China. Moreover, the methods of electrodermal activity (EDA) physiological index measurement and questionnaire scoring were used to compare and analyze the state arousal level and visual comfort of elderly persons under different illumination conditions. The results show that when elderly persons were involved in their daily reading activity, the acceptable daylight illumination range was between 300 and 1000 lx. When the daylight illumination was between 600 and 800 lx, the state arousal level and visual comfort was high; when it was 700 lx, the state arousal level and visual comfort was the highest. Although 500 and 900 lx both indicated neutral illumination, the evaluations were more consistent at 500 lx than at 900 lx. At 300, 400, and 1000 lx, visual comfort was poor and the state arousal level was low. At 300 lx, visual comfort was the worst and the state arousal level was the lowest. This study provides a reliable reference for architects to design the daylight conditions of the living spaces of the elderly.

Critical didactics allows addressing social issues that emerge from students’ interests and needs. To implement this proposal, digital multimodal texts can be used, as a way to access information and build knowledge. This paper is the result of a research study that aimed to assess a critical didactic proposal built on digital multimodal texts and implemented with third grade elementary students. A qualitative approach was used under an action research methodology. The information was collected from twenty third grade students of a public educational institution in the municipality of Yondó (Antioquia) through three tools, namely, a discussion group, an observation guide and a questionnaire. The results section highlights the relationship between digital multimodal texts and the social environment, the interaction with information and communication technologies, and teamwork concerning the reading behavior of digital multimodal texts among elementary students. The paper concludes that reading is a social practice for students, as long as it addresses topics of interest that allow them to participate, contribute ideas and experiences of their daily life and interact with other individual from different settings, in such a way that the environment where they live becomes a critical factor favoring their reading behavior.

Background: Quantitative data reports are widely produced to inform health policy decisions. Policymakers are expected to critically assess provided information in order to incorporate the best available evidence into the decision-making process. Many other factors are known to influence this process, but little is known about how quantitative data reports are actually read. We explored the reading behavior of (future) health policy decision-makers, using innovative methods.Methods: We conducted a computer-assisted laboratory study, involving starting and advanced students in medicine and health sciences, and professionals as participants. They read a quantitative data report to inform a decision on the use of resources for long-term care in dementia in a hypothetical decision scenario. Data were collected through eye-tracking, questionnaires, and a brief interview. Eye-tracking data were used to generate 'heatmaps' and five measures of reading behavior. The questionnaires provided participants' perceptions of understandability and helpfulness as well as individual characteristics. Interviews documented reasons for attention to specific report sections. The quantitative analysis was largely descriptive, complemented by Pearson correlations. Interviews were analyzed by qualitative content analysis.Results: In total, 46 individuals participated [students (85%), professionals (15%)]. Eye-tracking observations showed that the participants spent equal time and attention for most parts of the presented report, but were less focused when reading the methods section. The qualitative content analysis identified 29 reasons for attention to a report section related to four topics. Eye-tracking measures were largely unrelated to participants' perceptions of understandability and helpfulness of the report.Conclusions: Eye-tracking data added information on reading behaviors that were not captured by questionnaires or interviews with health decision-makers. [ABSTRACT FROM AUTHOR]

Promotion and stabilization of reading related motivation and behavior of students are core aims of schooling. Reading motivation, self-concept, and behavior decrease already during the elementary school years. In particular, boys showed rather low reading related motivation and behavior. Against this background, the present study analyzed effects of the nation-wide promotion program „Bildung durch Sprache und Schrift" BiSS [Learning through language] on level and development of reading motivation, self-concept, and behavior in fourth graders. In a quasi-experimental study based on a large sample (N = 1.032) no or small negative effects of schools' participation in BiSS were found when students were compared to a control group. No support was found for compensatory effects of BiSS neither for boys, children with immigrant backgrounds, nor for children with lower initial levels of reading motivation, self-concept and poorer reading behavior. Results are discussed with respect to the need for successful research-practice-transfer. [ABSTRACT FROM AUTHOR]

A wide variety of use case templates supports different variants to link a use case with its associated requirements. Regardless of the linking, a reader must process the related information simultaneously to understand them. Linking variants are intended to cause a specific reading behavior in which a reader interrelates a use case and its associated requirements. Due to the effort to create and maintain links, we investigated the impact of different linking variants on the reading behavior in terms of visual effort and the intended way of interrelating both artifacts. We designed an eye tracking study about reading a use case and requirements. We conducted the study twice each with 15 subjects as a baseline experiment and as a repetition. The results of the baseline experiment, its repetition, and their joint analysis are consistent. All investigated linking variants cause comparable visual effort. In all cases, reading the single artifacts one after the other is the most frequently occurring behavior. Only links embedded in the fields of a use case description significantly increase the readers' efforts to interrelate both artifacts. None of the investigated linking variants impedes reading a use case and requirements. However, only the most detailed linking variant causes readers to process related information simultaneously. [ABSTRACT FROM AUTHOR]