แปลบทความวิจัยreach adolescence. Si

แปลบทความวิจัยreach adolescence. Similar results emerged in studies by Watkins and Edwards (1992) and Greaney and Hegarty (1987). However, Moffett and Wartella (1992) found that after a decline in mid-adolescence, reading increases again during eleventh and twelfth grades.
Grunwald (1996) cited a study showing that young people’s use of computers shifts away from games and toward accessing information as they get older. Students who use computers watch TV less frequently than those who do not use computers. People in households with computers spend just as much money on reading material as those without computers (Rawlinson 1996). The early trends are promising, but further study needs to be done on the effect of computer use on the amount of reading done.
In two surveys using self-report by subjects, McCoy et al. (1991) found a decrease in recreational reading during middle school years. In one study, one hundred students in college-level developmental (remedial) reading courses reported a marked decrease in recreational reading during middle school. In a second survey, a majority of 159 seventh- and eighth-grade students reported reading independently up to seventh grade but practically ceasing to read anything not required or assigned after that. Recreational reading ranked lowest among their preferences for independent activities.
Feitelson and Goldstein (1986) found that light reading provides motivation for more reading. Students who read books in series (several books written about the same characters) developed reading fluency and the linguistic competence necessary to read higher quality material. They gained knowledge of the world, learned story structures, and became aware of literary devices by reading series books. Light reading became a stepping stone to further reading. Increased reading proficiency and fluency makes it possible for students to read more complex material. They often choose light reading for independent reading because they enjoy it, and they become more fluent readers in the process. Adults who encourage students to develop the reading habit through light reading can lead them to further reading. Students must take the first step of developing reading fluency before they can take the second step of becoming avid readers.
There is some evidence from case studies and large group research that light reading, such as comic books, leads preteens and young adults to more, if not always higher quality, reading. For example, researchers Dorrell and Carroll (1981) placed comic books in a junior high school library but did not allow them to circulate; students had to come to the library to read them. The researchers compared circulation figures of non-comic-book material and total library use during the seventy-four days the comics were in the library with the fifty-seven days prior. Library use increased 82 percent with a 30 percent increase in the circulation of non-comic-book material. Other studies, however, showed that comic book reading does not correlate positively with higher levels of literacy (Allen, Cipielewski, and Stanovich 1992).
Educators have long lamented students’ academic losses during the summer break. They are discouraged when students perform well in May or June but return in September reading at a level six months or a year below their earlier performance. Heyns (1978) studied

ผลลัพธ์ (อังกฤษ) 1:

Translate research results reach adolescence emerged in Similar studies by Prof. Watkins and Edwards (1992), and Greaney and Hegarty (1987). However, Moffett and Wartella (1992) found that after a decline in mid-adolescence, eleventh and twelfth increases again during reading grades.Grunwald (1996) cited a study showing that young people's use of computers shifts away from games and toward accessing information as they get older. Students who use computers watch TV less frequently than those who do not use computers. People in households with computers spend just as much money on reading material as those without computers (Rawlinson 1996). The early trends are promising, but further study needs to be done on the effect of computer use on the amount of reading done.In two surveys using self-report by subjects, McCoy et al. (1991) found a decrease in recreational reading during middle school years. In one study, one hundred students in college-level developmental (remedial) reading courses reported a marked decrease in recreational reading during middle school. In a second survey, a majority of 159 seventh- and eighth-grade students reported reading independently up to seventh grade but practically ceasing to read anything not required or assigned after that. Recreational reading ranked lowest among their preferences for independent activities.Feitelson and Goldstein (1986) found that light reading provides motivation for more reading. Students who read books in series (several books written about the same characters) developed reading fluency and the linguistic competence necessary to read higher quality material. They gained knowledge of the world, learned story structures, and became aware of literary devices by reading series books. Light reading became a stepping stone to further reading. Increased reading proficiency and fluency makes it possible for students to read more complex material. They often choose light reading for independent reading because they enjoy it, and they become more fluent readers in the process. Adults who encourage students to develop the reading habit through light reading can lead them to further reading. Students must take the first step of developing reading fluency before they can take the second step of becoming avid readers.There is some evidence from case studies and large group research that light reading, such as comic books, leads preteens and young adults to more, if not always higher quality, reading. For example, researchers Dorrell and Carroll (1981) placed comic books in a junior high school library but did not allow them to circulate; students had to come to the library to read them. The researchers compared circulation figures of non-comic-book material and total library use during the seventy-four days the comics were in the library with the fifty-seven days prior. Library use increased 82 percent with a 30 percent increase in the circulation of non-comic-book material. Other studies, however, showed that comic book reading does not correlate positively with higher levels of literacy (Allen, Cipielewski, and Stanovich 1992).Educators have long lamented students' academic losses during the summer break. They are discouraged when students perform well in May or June but return in September reading at a level six months or a year below their earlier performance. Heyns (1978) studied

ผลลัพธ์ (อังกฤษ) 2:

Microsoft researchers reach adolescence. Similar results emerged in studies by Watkins and Edwards (1992) and Greaney and Hegarty (1987). However, Moffett and Wartella (1992) found that after a decline in mid-adolescence, reading increases again during eleventh and. Twelfth Grades.
Grunwald (one thousand nine hundred and ninety-six) cited a Study showing that Young people's use of Computers shifts Away from Games and toward accessing information As they Get older. Students Who use Computers Watch TV Less Frequently than those Who do not use Computers. People in households with. As much just Computers Spend Money on reading Material As those without Computers (Rawlinson 1996). The Early Trends are promising, but further Study Needs to be done on the Effect of Computer use on the amount of reading done.
In using Self-Two Surveys. report by subjects, McCoy et al. (1991) found a decrease in recreational reading during middle school years. In one study, one hundred students in college-level developmental (remedial) reading courses reported a marked decrease in recreational reading during middle school. in a Second Survey, a majority of 159 Seventh- and Eighth-grade students reported reading independently up to Seventh grade but practically ceasing to read anything not required or assigned after that. Recreational reading ranked lowest among their Preferences for Independent Activities.
Feitelson and Goldstein. (1986) found that light reading provides motivation for more reading. Students who read books in series (several books written about the same characters) developed reading fluency and the linguistic competence necessary to read higher quality material. They gained knowledge of the world, learned. story structures, and became aware of literary devices by reading series books. Light reading became a stepping stone to further reading. Increased reading proficiency and fluency makes it possible for students to read more complex material. They often choose light reading for independent reading because they. enjoy it, and they become more fluent readers in the process. Adults who encourage students to develop the reading habit through light reading can lead them to further reading. Students must take the first step of developing reading fluency before they can take the second step of. becoming avid readers.
There is Some Evidence from Case Studies and Large Group Research that Light reading, such As Comic Books, Leads preteens and Young adults to More, if not always Higher quality, reading. For example, researchers Dorrell and Carroll (1981st). placed comic books in a junior high school library but did not allow them to circulate; students had to come to the library to read them. The researchers compared circulation figures of non-comic-book material and total library use during the seventy-four days. the comics were in the library with the fifty-seven days prior. Library use increased 82 percent with a 30 percent increase in the circulation of non-comic-book material. Other studies, however, showed that comic book reading does not correlate positively with. Higher levels of Literacy (Allen, Cipielewski, and Stanovich in 1992).
Educators have long lamented students' Academic losses during the Summer break. They are discouraged when students Perform well in May or June but Return in September reading at a level Six Months or a. year below their earlier performance. Heyns (1978) studied.

ผลลัพธ์ (อังกฤษ) 3:

Translation research articles reach adolescence. Similar results emerged in studies by Watkins and Edwards (1992) and Greaney and Hegarty. (1987). However Moffett and, Wartella (1992) found that after a decline in mid-adolescence reading increases, again during. Eleventh and twelfth grades.
.Grunwald (1996) cited a study showing that young people 's use of computers shifts away from games and toward accessing. Information as they get older. Students who use computers watch TV less frequently than those who do not use, computers. People in households with computers spend just as much money on reading material as those without computers (Rawlinson 1996).? The early trends, are promisingBut further study needs to be done on the effect of computer use on the amount of reading done.
In two surveys using self-report. By subjects McCoy et, al. (1991) found a decrease in recreational reading during middle school years. In, one study one. Hundred students in college-level developmental (remedial) reading courses reported a marked decrease in recreational reading. During middle school.In a second survey a majority, of 159 seventh - and eighth-grade students reported reading independently up to seventh grade. But practically ceasing to read anything not required or assigned after that. Recreational reading ranked lowest among their. Preferences for independent activities.
Feitelson and Goldstein (1986) found that light reading provides motivation for. More reading.Students who read books in series (several books written about the same characters) developed reading fluency and the linguistic. Competence necessary to read higher quality material. They gained knowledge of the world learned story structures and,,, Became aware of literary devices by reading series books. Light reading became a stepping stone to further reading.Increased reading proficiency and fluency makes it possible for students to read more complex material. They often choose. Light reading for independent reading because they enjoy it and they, become more fluent readers in the process. Adults. Who encourage students to develop the reading habit through light reading can lead them to further reading.Students must take the first step of developing reading fluency before they can take the second step of becoming avid readers.
There. Is some evidence from case studies and large group research that light reading such as, comic books leads preteens, and. Young adults to more if not, always quality higher, example For, reading.Researchers Dorrell and Carroll (1981) placed comic books in a junior high school library but did not allow them to circulate;? Students had to come to the library to read them. The researchers compared circulation figures of non-comic-book material. And total library use during the seventy - four days the comics were in the library with the fifty - seven days prior.Library use increased 82 percent with a 30 percent increase in the circulation of non-comic-book material. Other, studies. However showed that, comic book reading does not correlate positively with higher levels of literacy (Allen Cipielewski,,, And Stanovich 1992).
Educators have long lamented students' academic losses during the summer break.They are discouraged when students perform well in May or June but return in September reading at a level six months or. A year below their earlier performance. Heyns (1978 studied.)