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This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, considering their academic context, at the confluence of analog and digital materials and learning. Likewise, REWIL 2.0 detects who are e-book readers (eBR) and who are not and produces a statistics indicator to identify five categories of eBRs by their frequency of e-book reading. This research gathered 745 online surveys between April and July 2010 in 15 degree programs at the University of Granada: Spanish philology, English philology, history, mathematics, chemistry, environmental sciences, education, library and information science, law, medicine, biology, dentistry, computer systems, architecture and civil engineering.

This present study is a transversal applied research, where 745 students were surveyed from 15 different academic disciplines offered at the University of Granada (Spain), representing the five main discipline areas. The survey was carried out by means of a structured online survey, with REWIL 2.0 research tool. To ensure internal consistency of correlation between two different survey items designed to measure e-book reading frequency, Pearson’s r reliability test was applied. Likewise, Persons’ chi-squared statistics were applied to test the hypotheses and to detect if significant correlation existed between academic disciplines and e-book reading frequency measured through a Likert scale.

The present research is motivated by our interest in discovering what effect the current technological maelstrom and the rapid growth of new portable digital reading devices in the Spanish university environment are having on students’ lives, and the extent to which students have adopted new reading technologies. Their first aim is to establish who is reading e-books in the University? A second aim is to answer the following question: is the academic discipline a determinant factor in e-book reading habits and students’ attitudes about it? The authors began by considering the following hypotheses: University students’ attitudes to e-book reading and the way they use them will be determined by the scientific discipline they study. Students of humanities, social sciences and law will prefer to read traditional format books (printed paper), while students of experimental sciences, health and technical courses will prefer reading e-books. Students’ preferences will be determined by their previous reading experiences.

The main objective of the present study is to learn whether there are any notable differences among university students from distinct disciplines with regard to their attitude and behavior toward e-books. The authors, therefore, set out to identify the segment of the student population that does not read e-books yet (non-eBRs) from those who have already read at least one (eBRs), and within this segment, the readers that have read e-books recently (recent eBRs); find out how frequently university students are reading in different formats (paper and digital), document types (book, written press, etc.) and languages (textual, multimodal, etc.) identify what channels are used to access e-books; find out university students’ opinions on the advantages and disadvantages of reading e-books as compared to traditional print books; and identify the types of improvements or changes to the design–production–distribution–reception chain that students consider might help extend e-book reading.

The purpose of the present study was to predict reading comprehension, reading interest, and reading efficacy from teaching styles. Participants were 109 students with learning disabilities from seven elementary schools in Germany. By use of observational protocols and multilevel random coefficient modeling to account for the multilevel structure of the data, results indicated that: (a) reading comprehension was positively predicted from students’ attitudes and a structured classroom discourse, and negatively by a flexible teaching style, (b) reading interest was positively predicted by a structured and positive climate, and negatively by a discourse that was too guided, and (c) reading efficacy was predicted positively from students’ attitudes and teachers’ fostering, and negatively from teachers’ flexibility, guidance, and structure. Implications of the findings are discussed in the context of creating adaptive classroom climates for learners who have difficulties in learning.

Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour.

This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China.

The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self-development, peer recognition, information acquisition, personal interests and time killing. The research also found that different motivational dimensions exerted different influences on adolescents’ social reading activities. Specifically, the motivations of time killing and self-development are significant predictors of both the reading act and socializing act. However, information acquisition and personal interests were significant predictors only of the reading act, while social interaction and peer recognition significantly predicted the socializing act.

The findings would be valuable for those who develop reading programs or administer adolescents’ reading practice. This study can help them understand the complexity of adolescents’ social reading motivation and distinguish between its different dimensions.

The study provides important insights into the nature of adolescents’ social reading motivation and how it relates to their social reading behaviour. It not only confirmed the multidimensionality of social reading motivation as a construct but also expanded the exploration of reading motivation and behaviour to the social media arena.

Introduction Numerous devices are available for measuring the thickness of coatings. Unfortunately most prospective users are not instrument specialists and often experience difficulty in selecting the best device for the application. Due to lack of knowledge or time, moreover, he is often placed in the difficult position of being able to purchase only in order to eliminate an immediate problem and therefore is not able to fully assess future or continuing needs in parallel to this immediate and urgent problem.

This paper aims to identify more advanced criteria for identifying referral opportunities and improve understanding of when to refer through developing and defining distinct question categories and related criteria.

Chat transcripts were analyzed and coded using a rubric developed on the basis of published research and original criteria developed for the study. Coding focused on whether a referral was made, if an opportunity was missed (termed “referral gap”), and what factors influenced its presence or absence.

Quantitative and qualitative factors that influence when referrals are successfully made were identified. Questions higher on the reference effort assessment data scale and those relating to subject-based research tended to have a higher referral gap, while the presence of instruction in evaluating resources had a positive impact on referrals being made. Recognizing patron-based factors such as knowledge of library policies also impacted the presence of referrals.

Limitations include the data, which were taken from a single institution and primarily reflect questions occurring in academic libraries.

Suggestions are provided for training and reference management approaches to improve the presence, substance and quality of referrals.

The study introduces a new measure for evaluating referrals, termed the “referral gap.” The methodology also expands on traditional data points used to measure when referrals should occur, which typically focus on patron and staff affiliations.

This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified for colleges, schools and funding agencies. They focus on eight themes: finances, administration, accountability, collaboration, communications, pedagogy, professional development, and research/evaluation. Target audiences for this chapter are: college and school teachers, college and school administrators, teacher-education faculty and students, policy makers and personnel at education-supporting non-profit organizations.

WHERE computer programmes are not available for the solution of kinetic heating problems, the estimation of equilibrium and transient surface temperatures on bodies in supersonic flow becomes tedious, especially where the transient conditions are to be analysed. A current method of performing these calculations for a turbulent boundary layer is here synthesised into nomogram form.

The most important appearance attribute of a product is undoubtedly colour; however, the overall appearance of the product involves other attributes, including gloss, lustre and translucency. Such factors must be considered in making a judgment involving appearance, whether the judgment is visual or instrumental.

Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.

Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.

Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.

Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.

Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.

Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.

The Helping Children Achieve study is a randomised controlled trial designed to test the effectiveness of parenting interventions for children at risk of anti‐social behaviour. The paper aims to examine the challenges in recruitment to the HCA trial.

The study is on‐going and is being conducted at two sites: an inner city London borough and a city in the South West of England. In total, 395 participants consented to participate in the trial; 325 were assessed at baseline and 215 met the criteria and agreed to take part. Recruitment used population screens and referrals.

The screening procedure was more labour intensive but attracted greater numbers, including many parents who might not otherwise have sought help and included many families from disadvantaged backgrounds. The referrals included those with more serious problems and a higher proportion engaged with the service. Recruitment rates were lower in the London site due to ineligibility and greater difficulty in accessing schools. Retention in the two areas was similar.

The study provides data on recruitment challenges and lessons learned that could help formulate future policy regarding service delivery. Also of value is the finding that it is possible to conduct population screens in very deprived, multi‐ethnic areas and to get high rates of return.