The link below is to an article that takes a look at ebook reading on Windows Smartphones.
For more visit:
http://the-digital-reader.com/2015/10/28/the-sad-state-of-ebooks-on-windows-smartphones/
The link below is to an article that takes a look at ebook reading on Windows Smartphones.
For more visit:
http://the-digital-reader.com/2015/10/28/the-sad-state-of-ebooks-on-windows-smartphones/
Liam Viney, The University of Queensland
Forget the Mozart Effect and Baby Einstein, take it easy on acquisitions for your two-year-old’s private library, and don’t fret if your three-year-old hasn’t started violin lessons just yet.
The key to unlocking a child’s potential intelligence and happiness may indeed lie in music, but succumbing to the commercial juggernaut that is the baby-genius-making industry may not be in either your child or your wallet’s best interest.
Instead, try making up songs with your toddler. A new study suggests that regular informal music-making with very young children may even have benefits above and beyond those of reading.
But there’s an important, interesting, and somewhat beautiful catch – for best results, make it shared music-making in your home.
In an analysis of data generated from a study involving more than 3,000 children, a University of Queensland team investigated the associations between informal home music education for very young children and later cognitive and social-emotional outcomes.
The team found that informal music-making in the home from around the ages of two and three can lead to better literacy, numeracy, social skills, and attention and emotion regulation by the age of five.
By measuring the impact of music and reading both separately and in combined samples, the researchers were able to identify benefits from informal music activity over and above shared book reading, most strongly in relation to positive social behaviour, attention regulation and to a lesser but still significant extent, numeracy.
Part of an Australian Research Council funded study titled “Being and becoming musical: towards a cultural ecological model of early musical development”, the study aims to provide a comprehensive account of how Australian families use music in their parenting practices and make recommendations for policy and practice in childcare and early learning and development.
Last month, the team was awarded the inaugural Music Trust Award for Research into the Benefits of Music Education.
Music and its relationship to mental and social development has long captured the attention of parents, researchers, even philosophers.
Science has shown that music’s effect on the brain is particularly strong, with studies demonstrating an improvement in IQ among students who receive music lessons. Advantages in the classroom have been identified for students who study musical instruments, and the effects of ageing on cognition may even be mitigated through lifelong musical activity.
So how is this study different, apart from its focus on early childhood?
Crucially, its findings are based on situations where the child’s musical activities were informal and shared, typically with a parent – essentially a playful social experience.
Simple and fun musical activities can have enormous power in developing numeracy and literacy: try improvising a counting song, or making up new rhymes to familiar tunes.
But the true power of musical play lies in the unique blend of creativity, sound and face-to-face interaction; the learning is strengthened by its basis in a positive, empathic emotional relationship.

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Parents are increasingly enrolling very young children in specialist music classes – undoubtedly a positive development. Reading, however, is rarely “outsourced” in this way, and this study suggests that parents should feel encouraged and empowered in tapping their own inner musician before looking outside the home.
As with most aspects of parenting (in my personal non-scientific experience), there is no substitute for a parent’s personal involvement, even if it involves long-forgotten modes of behaviour such as taking simple pleasure in making sounds.
Being playful with sound is something we’re all born with – indeed, toddlers are humanity’s greatest virtuosos in that regard – yet too many are silenced over the years by the “better seen than heard” brigade.
It’s no accident that we talk about “playing” a musical instrument; a turn of phrase that too easily becomes sadly ironic if formal music lesson structures calcify into strictures.

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So recapturing a sense of play (if you’re an adult) is crucial to the process of shared music-making, and this research invites parents to focus on the element of “playing” music with toddlers, using any tools at hand.
The human voice is a great place to start, and the kitchen cabinet contains a wealth of percussion instruments. Whistles and bells could be the next step, followed by a toy piano for more ambitious stage parents.
Long before conventional music lessons start, jam sessions with your toddler (not of the messy sticky preserved fruit variety) can be an enormous developmental asset.
You might even find it a two-way street – if children can teach adults anything, it’s how to play. So take the time, play with your child, and “play” music together.
Along with the newly-confirmed bonus benefits for baby, you’ll both be connected to music: a fundamental component of a happy and healthy life.
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Liam Viney, Piano Performance Fellow , The University of Queensland
This article was originally published on The Conversation. Read the original article.
The link below is to an article that can only be described as ‘a reader’s manifesto.’
For more visit:
http://www.theatlantic.com/magazine/archive/2001/07/a-readers-manifesto/302270/
The link below is to an article that has something of an overview of ebook reading gadgets.
http://teleread.com/chris-meadows/so-many-e-reading-gadgets-so-little-time/
Naomi Baron, American University
These days, when most of us think of a “book,” we have in mind something around nine inches by six inches, with mass market paperbacks shaving off an inch or two in each dimension.
But digital reading has redefined presuppositions about size and, more importantly, about what format is best for what’s being read: text messages, news articles, textbooks or fiction.
Conventional wisdom (including my own) typically suggests that serious digital reading calls for ample screen size (at least a tablet or e-reader), while one-off encounters with sports updates or tweets are fine on mobile phones.
But these rules of thumb are crumbling as users increasingly abandon larger mobile devices like Kindles and Nooks in favor of an all-purpose phone. While sales of e-readers and tablets are slowing, the real growth is in smartphones. In 2014, 1.2 billion smartphones were sold worldwide. With many newer generations of smartphones offering bigger screens – along with continued advancements in screen resolution – readers are turning to their mobiles for more and more of their onscreen reading.
Does size matter? For most of us, yes. When the reading platform size shrinks, it’s harder to focus on complex arguments or story lines. No wonder the bestselling e-books tend to be romance and erotica.

‘Stack’ via www.shutterstock.com
It’s become commonplace to invoke Herman Melville or Leo Tolstoy when arguing about what kinds of reading work (or don’t work) on which digital media. “No one would read War and Peace on a mobile phone,” you might say – but that’s exactly what journalist Clive Thompson did earlier this year. Expediency was his basic motivation – knowing he was unlikely to lug the print version around with him, he turned to the device he was already carrying: his phone.
Thompson’s success story (he went on to polish off Moby Dick and Crime and Punishment on the phone) can be interpreted two ways: “I told you so” or “the exception proves the rule.” Knowing Thompson’s work, I’m confident he proved a serious reader of these meaty texts. But when my university students try the same feat, they often admit the results are more questionable.
To be fair, the main challenge of reading on mobile phones or smartwatches isn’t size, per se. (Historically, readers have been absorbed in books fitting in the palm of their hand – especially prayer books or poetry.) Rather, for the majority of readers, the issue is mindset. For those lacking self-discipline, there is Freedom software, which blocks internet access on digital devices if you’re trying to get some work done. Either way, reading serious literature on a mobile phone (rather than restaurant reviews or gossip) takes a level of concentration and self-discipline that few have.
Five hundred years ago, when people prayed using a book no larger than a mobile phone, there was no chance of being interrupted by a text message or a tweet. Today, our handy pocket devices are laden with temptations that snatch our attention away from an author’s words.
And distractions aside, there’s still the question of whether or not we can comprehend text on small screens at a level comparable to text in printed books or magazines. Here, there are several intertwined components: size, text length and the digital (as opposed to print) medium.
For size, when reading on a small digital device, the number of characters visible at one clip is abridged, from around 200 (on a mini-tablet or large smartphone) to, at best, a few dozen on a smart watch. Digital reading entails continual scrolling, and there’s little prospect of seeing a two-page spread (an essential format of the codex for nearly 2,000 years). Reading specialist Anne Mangen argues that constant scrolling on digital devices undermines mental absorption.
Now think about how much text people are willing to tackle in the first place. In the age of tl;dr (“too long; didn’t read”), those who read onscreen – even comparatively big screens – show less patience with lengthy prose (longreads.com informs time-conscious readers how many words each piece contains and how long it should take to work through them). As screens get smaller, it’s wildly unlikely that even our current attention spans will hold steady.
Finally, consider the medium itself. My research on university students in five countries revealed that 92% believed they could concentrate best when reading in print, not on digital devices.
If you’re reading on a laptop or average-sized tablet or e-reader, at least the physical spread of text offers an in-your-face inducement to read. As screen size shrinks, so, I’ll wager, does the mental holding power of a tiny window that displays only a small amount of text at a time.

‘Book’ via www.shutterstock.com
Once upon a time, reading was literally a big deal. Children actually learned to read by following the adventures of Dick, Jane and their dog Spot. My own first Dick and Jane primer was physically outsized – picturesquely called an elephant folio – measuring about 20 square inches and set in what seemed like 200 point type.
For me and others of my generation, those mammoth folios were a sign of the importance of reading. With today’s small-screen digital devices, can reading still be a big deal? For most of us mere mortals who yield to distraction and assume size matters, the answer will often be “no.”
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Naomi Baron, Executive Director, Center for Teaching, Research, and Learning, American University
This article was originally published on The Conversation. Read the original article.
The link below is to an article that gives some advice on how to raise your children to read.
For more visit:
http://www.huffingtonpost.com/sara-keagle/6-steps-to-raising-a-book_b_8240756.html
The link below is to an article that takes a look at how people keep track of their reading, such as bookmarks and dog-earing.
For more visit:
http://www.theguardian.com/books/booksblog/2015/sep/24/bookmarks-versus-dog-ears-how-you-keep-track-of-your-reading-in-pictures
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