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  • Literature Review - Childrens Reading Habits, Internationally and in . . .
    FREQUENCY OF READING In Room to Read’s (2015) study of reading habits amongst children in three countries including Cambodia, they found that around 60 percent of children in all countries “spontaneously mentioned ‘reading a storybook’ when asked what they like to do in their spare time” (2015, p 9)
  • I. Introduction Reading Habits and Academic Performance: Reading is a . . .
    Figure 5 System of Reading The study found that reading various section thoroughly, reading cover to cover, and skimming and taking note are more popular among university students in Cambodia which is 23%, 20%, and 20% respectively Some students would like to concentrate on one section only which account for 20% 11% 14% 20% 5% 7% 23% System
  • EL A comparison of the influence of electronic books and paper books on . . .
    been studying e-book reading habits for two decades, asserted that e-book “reading” is not even the correct terminology because of the poor legibility, intrinsic complexity, and inadequate design of current e-books According to a study by Mayes et al (2001), who collected data from 50 students from the University of Bristol, reading from a
  • More and better reading during a pandemic? Lessons from Cambodia
    The study also found that children enjoyed reading more after participating in the study, with similar percentages of caregivers and children agreeing in T3 At baseline, most caregivers and children in all groups wanted more reading time, but at endline, some treatment group caregivers and children shifted to desiring the same amount of reading time, likely reflecting satisfaction with the
  • Which reading comprehension is better? A meta-analysis of the effect of . . .
    Hakan Dundar et al compared primary school 5th-class students' digital text reading performance, reading speed, and reading comprehension with tablet PCs and printed books and found no significant difference between the groups in reading speed or reading comprehension level [8] The study by Thomas D Green et al focused on the influence of hard copy on the digital visual presentation of
  • Reading recall: A comparison of reading comprehension
    comprehension, concentration, speed of reading, and overall recall of information from digital books in comparison to paper books (2-4) Studies using older subjects have shown that comprehension and recall appears to be lower and reading appears more physically and mentally demanding when reading from an e-book than a print book (5)
  • Investigating English Reading Comprehension Problems of Cambodian High . . .
    The study on sources of reading problems was discovered in the study of Yorio (1971) It suggested that there are several sources of the reading problems, for instance the difference of understanding levels between the first and second languages, the imperfect language knowledge, the uncertainty in language uses, the unfamiliarity of materials
  • READING ENGAGEMENT: A COMPARISON BETWEEN E- BOOKS AND TRADITIONAL PRINT . . .
    For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-


















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