Research on what
reading engagement is and how it is achieved often takes an approach to
identifying factors that motivate readings, as perceived from beyond the
reading experience itself. In this study, they examined the engagement of reading
as happened to readers who just read a picture book without a keyword. Using
the dialogical and relational perspective of reading engagement, based on
transactional theory specific to political narrative, they describe ways such a
perspective can explain in depth human experience reading handwriting. The
results show that intersubjective relationships and Theory of Mind (ToM) are an integral part of
the construction of international reader relationships and the reading of
hadiths relevant to those involved. In addition, this study is based on the
methodological promise of reading a wordless book in reading the study.
In this study, they
applied relational dialogical theory of reading to an example of a bookless
reading of a book to verify its worthiness in making a clear constitutive
element of handwriting readings as it did with newly emerging readers.
Understanding emotional reading involvement implies an implication so that
gradual reading is rarely considered. The limitation is that studying reading
is involved during the actual reading, while very informative, ignores what
happened before and after the reading itself. Future research in this field can
be deepened by placing children's reading in the context of the class, where
prior and post-reading observations can add to their reading engagement
readings.
Annisa Masnasuri Kesai
16611069
Article
No comments:
Post a Comment