Introduction Reading comprehension is among the most important areas of native language competence; it is one of the most essential pillars of today's society and a tool that can be regarded as the intellectual capital of society. Modern information
In contemporary debates about World literature, Franco Moretti’s method of enquiry called “distant reading” has attracted
considerable attention. Many have hailed it as a genuine method, and many have criticized different aspects of it. This essay
tries to provide a close analysis of distant reading, and points out a number of misconceptions in it. Starting by an overview
of the current discussions regarding Moretti’s method, the essay makes a detailed scrutiny of some of its practical examples.
After illustrating the main problem of his method, i.e. not differentiating between two different kinds of noncanonical literature,
few methodological suggestions will be offered to help distant reading avoid the current problematic condition.
“Reading is always a practice embodied in gestures, spaces, and habits.” ( C hartier 1992 :51) INTRODUCTION Researchers of the history of reading have drawn attention to the fact that prints and chapbook publications found their way into the life
In the present paper, we take as a starting point the debate on the relationships between the changes in writing supports
and the changes in reading rituals, defending the need to pluralize the models and functions of literary reading so as to
be able to approach different typologies of literary digital texts. Firstly, after revising and situating in a historical
context the different types of reading rituals that the print text has developed, we reflect upon the type of reading that
the academia is implicitly demanding in this new context through its use of ICCT and the design of learning sites. Secondly,
we discuss how our readers, the students, are adjusting to the new digital literature and how can the teacher guide them through
this permanently morphing scenario. We argue about the need to develop functional models for digital literary readings, and
in the final section of the paper, we offer several reading strategies that can help teachers and students build a bridge
between print and digital literary texts.
Authors:Kornélia Szabó, Ferenc Túry, and Edit Czeglédi
Thomsen, S.R., Weber, M.M., & Brown, B.L. (2002). The relationship between reading beauty and fashion magazines and the use of pathogenic dieting methods among adolescent females. Adolescence, 37 (145), 1—18.
Tiggemann, M. (2003
A more globalized concept of culture and the tsunami of information made available by the digital revolution call for new
reading practices. The emerging discipline of World Literature is an attempt to create such practice, but one that would seem
to have very little place in it for the highly specialized skills that define philology, the closest of all close reading
strategies. It is this tension that has sparked several calls for a “return to philology.” A historical overview of the Golden
Age of classical philology in Germany (1777–1872) suggests that the skills that have defined the profession all over the globe
from earliest times are still valuable, but in future can best be employed only in cooperation with scholars having other
The paper proposes a mathematical model of the iterated reading process, by slightly modifying the well-known Parikh mapping in formal language theory: basically, the domain and the range sets will be the same monoid, the positive integers set in a given basep,p≥2. The iteration of this mapping is shown to converge, irrespective of the starting point, either to a singleton, or to a cycle. Examples of suchattractors (we also call them “black-holes”) are given many of them found by computer, then their structure, some of the restriction appearing in this area as well as variants and particular cases are investigated.
The paper proposes a short reflection on the nature of the post war political transformation in Sierra Leone, taking the visual signs of the streets as a starting point. The author observed the post-conflict democratisation process over five years, between 2008 and 2012, and describes how reading the political slogans, bill boards and popular graffitis allowed her following the subtle socio-economic changes characterising the country. The underlying argument is that the largely externally led liberal peace building using foreign and local NGOs as engines of a deep social transformation was based on abstract promises that ultimately failed to realise. Without effectively changing people’s lives, these abstract promises normalised a value system that prepared a capitalist take offbut ten years after the end of the civil war capitalist development still worked only for a tiny minority, making many people doubt about the benevolent nature of globalisation.
Authors:Krisztián Józsa, Margit Fazekasné Fenyvesi, Beáta Szenczi, and Ákosné Szabó
Alfassi, M., Weiss, I. , & Lifshitz, H. (2009). Reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education , 24 (3), 291