The simultaneously tautological and oxymoronic nature of word / image relations has become a subject of massive debate in the post-modern period. This is not only because of the increasing predominance of word / image messages within our modern media-saturated culture, but also because intellectual disciplines are becoming increasingly sensitized to the essentially hybrid nature of the way we construct meaning in the world. The essays in this volume offer an exemplary insight into both aspects of this phenomenon. Focussing on both traditional and modern media (theatre, fiction, poetry, graphic art, cinema), the essays of Reading Images and Seeing Words are deeply concerned to show how it is according to signifying codes (rhetoric, poetics, metaphor), that meaning and knowledge are produced. Not the least value of this collection is the insight it gives into the multiple models of word / image interaction and the rich ambiguity of the tautological and oxymoronic relations they embody.

"Focussing on both traditional and modern media (theatre, fiction, poetry, graphic art, cinema), the essays of Reading Images and Seeing Words show how it is according to signifying codes (rhetoric, poetics, metaphor), that meaning and knowledge are produced. Not the least value of this collection is the insight it gives into the multiple models of word / image interaction and the rich ambiguity of the tautological and oxymoronic relations they embody."--BOOK JACKET.

Adapting the methods of the much admired and extremely successful composition anthology Ways of Reading, this brief reader offers eight substantial essays about visual culture (illustrated with evocative photographs) along with demanding and innovative apparatus that engages students in conversations about the power of images.

Learn to: Increase your reading speed and comprehension Use speed techniques for any type of reading material Improve your silent reading skills Recall more of what you read The fun and easy way® to become a more efficient, effective reader! Want to read faster — and recall more of what you read? This practical, hands-on guide gives you the techniques you need to increase your reading speed and retention, whether you're reading books, e-mails, magazines, or even technical journals! You'll find reading aids and plenty of exercises to help you read faster and better comprehend the text. Yes, you can speed read — discover the skills you need to read quickly and effectively, break your bad reading habits, and take in more text at a glance Focus on the fundamentals — widen your vision span and see how to increase your comprehension, retention, and recall Advance your speed-reading skills — read blocks of text, heighten your concentration, and follow an author's thought patterns Zero in on key points — skim, scan, and preread to quickly locate the information you want Expand your vocabulary — recognize the most common words and phrases to help you move through the text more quickly Open the book and find: Tried-and-true techniques from The Reader's Edge® program How to assess your current reading level Tools and exercises to improve your reading skills Speed-reading fundamentals you must know Helpful lists of prefixes, suffixes, roots, and prime words A speed-reading progress worksheet Exercises for eye health and expanded reading vision Tips for making your speed-reading skills permanent

In Reading Rembrandt: Beyond the Word-Image Opposition onderzoekt Mieke Bal de toepasbaarheid van een interdisciplinaire methodiek voor beeldende kunst en literatuur. Door de bestudering van een reeks van kunstanalyses van de werken van "Rembrandt" - van hedendaagse kunstkritieken tot de verschillende wijzen waarop men vroeger de werken van Rembran

Learn to Read with Images: An Introduction Learn to Read with Images is a creative educational resource designed to make reading easier and more visually engaging. The philosophy is simple, effective, and suitable for learners of any age. This self-paced learning and teaching tool is highly convenient for use at home or in the classroom. It is targeted at beginner readers and is also beneficial to ESL and visual learners who struggle with literacy and breaking down phonics patterns. Progressive Reading Levels Learn to Read with Images is the key to unlocking each child's reading potential. There are six levels, each containing four stories that progressively increase in difficulty. Each level uses rhyme, sentence patterns, and elements of compound learning. The colorful, age-appropriate 'learning images' help early readers 'see' the words so they can connect the image to a word, and then easily decode (sound them out). By engaging more deeply with the content, readers can make quick connections, which aid significantly with vocabulary retention and memorization. How Does Learn to Read with Images Work? Learn to Read with Images is a simple, two-part learning process, as shown below. - The upper half of each page tells a story and provides a visual environment for children to use their imagination. - The bottom half of each page uses 'learning images' to represent the words in the story and helps with the pronunciation of more complex words. Sight words that appear frequently are represented as 'text on a cloud' to help the students memorize words when it's time to read without the aid of the 'learning images.' This creative approach helps keep children interested so they can concentrate on learning vocabulary and fluency. How Can You Use Learn to Read with Images? It's as easy as 1-2-3! 1) As with any story, begin by reading to children, using the illustrations to help tell the story and spark their imagination. 2) Point to the 'learning images' as you pronounce each word. It is important that children learn to point to the words too, so urge them to point along with you as soon as possible. Help cement their recognition of the 'learning images' by repeatedly asking what it says. 3) Take time between pages to develop recognition of the 'learning images' by asking children to point at particular words and pronounce them. While they are not yet reading the written word, this is the first step in learning to read, which is exciting for everyone! How Can Readers Build Confidence? Begin with an easy 'learning image', like an eye. Keep in mind that 'learning images' are a visual tool to help make a connection between the image, its pronunciation, and the written form of the word. For example, the image of an eye is used to phonetically represent the word 'I', as well as 'eye', the actual word itself. These regular prompts are important to ensure that children are learning to recognize the 'learning images' and not just memorizing words or sentences. How Do You Know Readers Are Ready for the Next Level of Learn to Read with Images? Once readers can correctly identify a word and its connection to the 'learning image', they are ready for the next level of Learn to Read with Images. There are several sight words in the text. For younger children, it is recommended to count the number of words in the text (upper half of the page) and do the same for the 'learning images' (bottom half of the page). This is a useful prompt to remind children that not all words in the text are connected to a 'learning image', and therefore, they must read from memory. As children move up the levels, they will recognize and strengthen their recognition of words, making them more

This open access volume reveals the hidden power of the script we read in and how it shapes and drives our minds, ways of thinking, and cultures. Expanding on the Linguistic Relativity Hypothesis (i.e., the idea that language affects the way we think), this volume proposes the “Script Relativity Hypothesis” (i.e., the idea that the script in which we read affects the way we think) by offering a unique perspective on the effect of script (alphabets, morphosyllabaries, or multi-scripts) on our attention, perception, and problem-solving. Once we become literate, fundamental changes occur in our brain circuitry to accommodate the new demand for resources. The powerful effects of literacy have been demonstrated by research on literate versus illiterate individuals, as well as cross-scriptal transfer, indicating that literate brain networks function differently, depending on the script being read. This book identifies the locus of differences between the Chinese, Japanese, and Koreans, and between the East and the West, as the neural underpinnings of literacy. To support the “Script Relativity Hypothesis”, it reviews a vast corpus of empirical studies, including anthropological accounts of human civilization, social psychology, cognitive psychology, neuropsychology, applied linguistics, second language studies, and cross-cultural communication. It also discusses the impact of reading from screens in the digital age, as well as the impact of bi-script or multi-script use, which is a growing trend around the globe. As a result, our minds, ways of thinking, and cultures are now growing closer together, not farther apart.