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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrounding automaticity and prosody. It examines four major definitions of reading fluency and their relationship to accuracy, automaticity, and prosody. A proposed definition is presented. Finally, the implications of these definitions for current assessment and instruction are considered along with suggestions for reenvisioning fluency's role within literacy curriculum.\u003C\u002Fjats:p>\u003Cjats:p>عبر العقد الماضي أصبحت مرونة القراءة عنصراً محورياً لمهارة القراءة والقوة القائدة في المنهاج الدراسي المتعلق بمعرفة القراءة والكتابة. ومع ذلك تمحور كثيراً من هذا التركيز على تعريف ضيق نسبياً لدى المرونة القرائية وهو الذي يشدد على التعريف التلقائي على الكلمة. لذا تحاول هذه المقالة إلى توسيع هذا الفهم من خلال تضافر بضعة مظاهر رئيسية من الأبحاث المتعلقة بمرونة القراءة بما فيها أبعاد نظرية حول التلقائية والنثرية. وتفحص المقالة أربعة تعاريف رئيسية لمرونة القراءة وعلاقتها بالدقة والتلقائية والنثرية. ولقد تم تقديم تعريف محتمل وأخيراً يتم الأخذ بعين الاعتبار عواقب هذه التعاريف للتقييم والتعليم بالإضافة إلى إعادة النظر في دور المرونة في منهاج معرفة القراءة والكتابة الدراسي.\u003C\u002Fjats:p>\u003Cjats:p>在过去十年期间，阅读流畅已被视为熟练阅读的主要部分，亦是读写能力课程的一种驱动力。然而，这种看法大部分聚焦于一个较为狭隘的阅读流畅定义上，只强调自动化识别单字。本文尝试综合处理有关阅读流畅研究的几个主要方面，包括与自动化程度及音韵表达相关的理论观点，藉以增加对阅读流畅的认识。本文检视四个主要的阅读流畅定义，及其与准确性、自动化程度、音韵表达之间的关系，并提出一个较为广阔的阅读流畅定义。最后，本文考量这些定义给目前的评估与教学带来的启示，以及建议重新展望阅读流畅在读写课程中所扮演的角色。\u003C\u002Fjats:p>\u003Cjats:p>Au cours des dix dernières années, la lecture courante est devenue une composante centrale du savoir lire et une locomotive dans les programmes de littératie. Cependant, une large part de cet intérêt s'est centré sur une définition relativement étroite de la lecture courante, celle qui met l'accent sur la reconnaissance automatique des mots. Cet article se propose d'élargir cette compréhension en faisant la synthèse d'aspects majeurs des recherches relatifs à la lecture courante, notamment des perspectives théoriques concernant l'automaticité, et de la prosodie. Nous proposons une définition alternative. Nous considérons enfin les implications de ces définitions pour l'enseignement et l'évaluation actuels ainsi que des suggestions en vue d'un réexamen du rôle de la lecture courante dans les programmes de littératie.\u003C\u002Fjats:p>\u003Cjats:p>За последнее десятилетие беглость стала основным критерием качества чтения и краеугольным камнем учебных программ по становлению грамотности. Однако само представление о беглости зачастую выглядит достаточно однобоко: упор делается исключительно на автоматическое опознавание слов. Авторы статьи пытаются расширить это представление, синтезировав ключевые аспекты беглости, фигурирующие в различных исследованиях и теоретических работах. Авторы рассматривают четыре существующих определения беглого чтения и их связь с точностью, автоматизмом и просодией и предлагают свое, синтезированное определение. Затем обсуждается значение этих определений для подхода к обучению и оцениванию и предлагается пересмотреть роль такого параметра, как беглость чтения, в программах по развитию грамотности.\u003C\u002Fjats:p>\u003Cjats:p>En los últimos diez años, leer con fluidez se ha convertido en un componente central de la lectura hábil y una fuerza principal del currículo de alfabetización. Sin embargo, gran parte de este esfuerzo se ha enfocado en una definición muy restringida de la fluidez al leer: reconocer palabras automáticamente. Este artículo trata de expandir este entendimiento juntando varios aspectos claves de la investigación sobre la fluidez al leer, entre ellos perspectivas teóricas sobre la automaticidad y la prosodia. Se examinan cuatro definiciones fundamentales de la fluidez al leer y su relación a la precisión, la automaticidad, y la prosodia. Se sugiere una definición. Por último, se consideran las implicaciones de estas definiciones para la evaluación y la instrucción hoy día y se hacen sugerencias para volver a pensar sobre el rol de la fluidez en el currículo de alfabetización.\u003C\u002Fjats:p>",{"EN":963},"Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency",{"VOID":965},"10.1598\u002Frrq.45.2.4","PUBLICATION","Auto Verify",[31],"https:\u002F\u002Fila.onlinelibrary.wiley.com\u002Fdoi\u002F10.1598\u002FRRQ.45.2.4",[971,1012,1041],{"id":972,"sortIndex":32,"researcher":28,"roles":973,"affiliations":974,"properties":1007,"displayName":1009,"givenName":28,"familyName":28},"b8720eca-9a8e-4a6c-9fae-c84328f0e1b4",[],[975,983,991,999],{"id":976,"sortIndex":32,"affiliation":977,"properties":28},"86ed857b-869c-418d-8f03-b6f0ddbee0c3",{"id":976,"createTime":28,"updateTime":28,"relativeEntities":978,"slug":28,"properties":979,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":982,"statistic":28},[],{"title":980},{"VI":981},"Boston University",[],{"id":984,"sortIndex":40,"affiliation":985,"properties":28},"0e578404-c710-4ed0-897f-20c30cea723e",{"id":984,"createTime":28,"updateTime":28,"relativeEntities":986,"slug":28,"properties":987,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":990,"statistic":28},[],{"title":988},{"VI":989},"Boston University, Massachusetts, USA",[],{"id":992,"sortIndex":123,"affiliation":993,"properties":28},"198c2f68-0889-4c8b-83a9-e91cd11bbfbb",{"id":992,"createTime":28,"updateTime":28,"relativeEntities":994,"slug":28,"properties":995,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":998,"statistic":28},[],{"title":996},{"EN":997},"University of Georgia, Athens, USA.",[],{"id":1000,"sortIndex":42,"affiliation":1001,"properties":28},"c4a90899-b8d3-437d-9b5f-9dcd1e7458a4",{"id":1000,"createTime":28,"updateTime":28,"relativeEntities":1002,"slug":28,"properties":1003,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1006,"statistic":28},[],{"title":1004},{"VI":1005},"University of Memphis, Tennessee, USA",[],{"title":1008,"openalex":1010},{"EN":1009},"Melanie Kühn",{"VOID":1011},"A5021393368",{"id":1013,"sortIndex":40,"researcher":28,"roles":1014,"affiliations":1015,"properties":1036,"displayName":1038,"givenName":28,"familyName":28},"00282ff6-0cf1-477b-ad7c-b13d5e56d301",[],[1016,1022,1030],{"id":984,"sortIndex":32,"affiliation":1017,"properties":28},{"id":984,"createTime":28,"updateTime":28,"relativeEntities":1018,"slug":28,"properties":1019,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1021,"statistic":28},[],{"title":1020},{"VI":989},[],{"id":1023,"sortIndex":40,"affiliation":1024,"properties":28},"5306bb56-df09-4d79-8fbf-98d142aabf82",{"id":1023,"createTime":28,"updateTime":28,"relativeEntities":1025,"slug":28,"properties":1026,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1029,"statistic":28},[],{"title":1027},{"VI":1028},"The University of Georgia",[],{"id":1000,"sortIndex":123,"affiliation":1031,"properties":28},{"id":1000,"createTime":28,"updateTime":28,"relativeEntities":1032,"slug":28,"properties":1033,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1035,"statistic":28},[],{"title":1034},{"VI":1005},[],{"title":1037,"openalex":1039},{"EN":1038},"Paula J. 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Unpublished manuscript University of Georgia Athens.",{"doi":1164},"10.1598\u002FRRQ.45.4.2",{"id":28,"text":1166,"url":28,"identifiers":1167},"Benjamin R. Schwanenflugel P.J. &Kuhn M.R.(2009 May).The predictive value of prosody: Differences between simple and difficult texts in the reading of 2nd graders. Presentation to the College of Education Research Conference University of Georgia Athens.",{},{"id":28,"text":1169,"url":28,"identifiers":1170},"10.1016\u002F0167-6393(94)90028-0",{"doi":1169},{"id":28,"text":1172,"url":28,"identifiers":1173},"Bredekamp S. &Pikulski J.(2008).Preventing reading difficulties in young children: Cognitive factors. 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Poster session presented at the annual meeting of the American Education Research Association New York NY.",{},{"id":28,"text":1578,"url":28,"identifiers":1579},"10.1080\u002F19388070802422415",{"doi":1578},{"id":28,"text":1581,"url":28,"identifiers":1582},"10.1598\u002FRRQ.41.4.4",{"doi":1581},{"id":28,"text":1584,"url":28,"identifiers":1585},"10.1007\u002Fs11145-007-9061-2",{"doi":1584},{"id":28,"text":1587,"url":28,"identifiers":1588},"Schwanenflugel P.J., 2008, Fluency in the classroom, 1",{},{"id":28,"text":1590,"url":28,"identifiers":1591},"Schwebel E.A.(2007).A comparative study of small group fluency instruction—A replication and extension of Kuhn's (2005) study.Unpublished master's thesis Kean University Union NJ.",{},{"id":28,"text":1593,"url":28,"identifiers":1594},"Shanahan T.(2005 May).Improving instruction for young children: Making sense of the National Literacy Panel. Paper presented at the International Reading Association Preconference Institute #8 San Antonio TX.",{},{"id":28,"text":1596,"url":28,"identifiers":1597},"Shapiro E.S., 2004, Academic skills problems: Direct assessment and intervention",{},{"id":28,"text":1599,"url":28,"identifiers":1600},"Shinn M.R., 2002, AIMSweb training workbook: Administration and scoring of reading maze for use in general outcome measurement",{},{"id":28,"text":1602,"url":28,"identifiers":1603},"10.1016\u002Fj.cogpsych.2006.04.002",{"doi":1602},{"id":28,"text":1605,"url":28,"identifiers":1606},"Sibley D. Biwer D. &Hesch A.(2001).Establishing curriculum‐based measurement oral reading fluency performance standards to predict success on local and state tests of reading achievement. 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Study 1 explored developmental changes among 158 K‐2 children in narrative comprehension and the correlations among children's performance on the NC task and other measures of early reading. There was significant improvement with increasing age on NC task measures. Significant concurrent validity was found between the NC task and oral reading comprehension for readers and between the NC task and several prereading skills for prereaders. Study 2 tested the generalizability of the NC task by giving a sub‐sample of students (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 91) two additional picture books using the NC task procedures. Intertask correlations showed that children were consistent on each of the NC task dependent variables across the three books. The same developmental trends by grade and reading ability were evident on all three versions of the task. Study 3 confirmed the generalizability of the NC task across children, books, and testers, and it revealed sensitivity to longitudinal growth in children's comprehension skills. There was little evidence of practice effects influencing NC scores. Study 3 also revealed significant concurrent and predictive validity between NC measures and other assessments of early reading skills such as the Gates McGinitie Reading Test and the Iowa Test of Basic Skills. The NC task is a valid quantitative measure of young children's comprehension that is sensitive to developmental changes and adaptable to various books. We discuss how narrative comprehension is fundamental to beginning reading and how the NC task may be used for classroom instruction and assessment.\u003C\u002Fjats:p>",{"EN":1808},"Assessing narrative comprehension in young children",{"VOID":1810},"10.1598\u002Frrq.38.1.3",[31],"https:\u002F\u002Fila.onlinelibrary.wiley.com\u002Fdoi\u002F10.1598\u002FRRQ.38.1.3",[1814,1831],{"id":1815,"sortIndex":32,"researcher":28,"roles":1816,"affiliations":1817,"properties":1826,"displayName":1828,"givenName":28,"familyName":28},"c8796a35-b872-4e02-b428-f20cf71191b5",[],[1818],{"id":1819,"sortIndex":32,"affiliation":1820,"properties":28},"cabc6689-79d4-4e88-a795-cd3a470883c8",{"id":1819,"createTime":28,"updateTime":28,"relativeEntities":1821,"slug":28,"properties":1822,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1825,"statistic":28},[],{"title":1823},{"VI":1824},"University of Michigan, Ann Arbor, Michigan USA",[],{"title":1827,"openalex":1829},{"EN":1828},"Alison H. 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The instrument comprised four subscales measuring attitudes toward: recreational reading in print settings, recreational reading in digital settings, academic reading in print settings, and academic reading in digital settings. Factor analysis confirmed the factor structure corresponding to the four subscales, and reliability coefficients for these subscales ranged from 0.78 to 0.86. Correlations among the subscales varied considerably, due largely to the recreational digital subscale. Analyses of variance subsequently confirmed a pattern for the recreational digital subscale that differed from that of the others. For academic digital, recreational print, and academic print, the attitudes of females were more positive than those of males; however, for attitudes toward recreational reading in digital settings, the pattern was reversed. In addition, results for three of the subscales showed a gradual worsening of attitudes from 6th to 8th grade. 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thinking: What develops?, 73",{},{"id":28,"text":2417,"url":28,"identifiers":2418},"10.1016\u002F0022-0965(75)90072-7",{"doi":2417},{"id":28,"text":2420,"url":28,"identifiers":2421},"10.1111\u002Fj.1467‐9817.2006.00290.x",{"doi":2420},{"id":28,"text":2423,"url":28,"identifiers":2424},"Cramer E.H., 1994, Fostering the love of reading: The affective domain in reading education",{},{"id":28,"text":2426,"url":28,"identifiers":2427},"Crook C., 2008, Web 2.0 technologies for learning at key stages 3 and 4: Summary report",{},{"id":28,"text":2429,"url":28,"identifiers":2430},"Deck D. &Barnette J.J. (1976 April).Measuring attitudes toward reading in large‐scale assessment. 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The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four‐ to five‐year‐old Dutch kindergarten children in the initial stages of developing story comprehension but beyond just responding to pictures. Electronic reading produced experiences and effects similar to adult‐read printed books. Children frequently interacted with the animations often embedded in electronic stories, but there was no evidence that the animations distracted children from listening to the text presented by electronic books, nor that the animations interfered with story understanding. Findings suggested that children at this stage of development profited from electronic books at least when electronic books are read in a context where adults also read books to children.\u003C\u002Fjats:p>\u003Cjats:p>Se Elaboró un diseño balanceado intra‐sujetos para estudiar la eficacia de los libros electrónicos en la promoción de la comprensión emergente de cuentos en niños de nivel inicial. El estudio comparó los efectos sobre los niños de la lectura electrónica independiente con la lectura oral de libros impresos hecha por adultos. Participaron 18 niños daneses de nivel inicial de cuatro a cinco años que se hallaban en las primeras fases de desarrollo de la comprensión de cuentos, apenas superada la etapa de responder sólo a las imágenes. La lectura electrónica produjo experiencias y efectos similares a los libros impresos leidos por adultos. Los niños interactuaron frecuentemente con las animaciones que acompañan a menudo los cuentos electrónicos, pero no se observó evidencia de que las animaciones distrajeran a los niños de escuchar el texto presentado en los libros electrónicos, ni tampoco de que las animaciones interfirieran con la comprensión de los cuentos. Los hallazgos sugieren que los niños en esta fase del desarrollo aprovechan los libros electrónicos, al menos cuando dichos libros se leen en un contexto en el que los adultos también leen cuentos a los niños.\u003C\u002Fjats:p>\u003Cjats:p>Es wurde ein ausgewogenes Design innerhalb der Themen ausgeführt, um die Eindrücke von elektronischen Büchern zur Förderung des emporkommenden Verständnisses der Kinder von Erzählungen im Kindergarten zu untersuchen. Die Studie verglich Eindrücke der Kinder beim selbständigen elektronischen Lesen von Erzählungen mit Eindrücken beim lauten Vorlesen von Erwachsenen aus gedruckten Büchern. Die Teilnehmer bestanden aus 18 vier‐ bis fünfjährigen holländischen Kindern im Kindergarten in den Anfangsstufen der Entwicklung des Erzählungsverständnisses, jedoch fortgeschrittener als bloßes Reagieren auf Bilder. Elektronisches Lesen bewirkte Erfahrungen und Effekte ähnlich den durch Erwachsenen gelesenen gedruckten Büchern. Die Kinder gingen häufig gegenseitig auf die in den elektronischen Erzählungen eingebetteten Animationen ein, jedoch gab es keinen Beweis dafür, dass die Animationen Kinder vom Zuhören der von den elektronischen Büchern vermittelten Texte ablenkten, noch dass die Animationen das Erzählungsverständnis beeinträchtigten. Die Erkenntnisse legten nahe, dass Kinder in diesem Entwicklungsstadium von elektronischen Büchern profitierten, zumindest wenn elektronische Bücher in einem Kontext gelesen werden, wo Erwachsene ebenfalls den Kindern aus Büchern vorlesen.\u003C\u002Fjats:p>\u003Cjats:p>Un plan expérimental contrebalancé intra‐sujets a été construit pour étudier l'efficacité des livres électroniques sur l'amélioration des débuts de la compréhension d'histoires chez des enfants de maternelle. L'étude compare les effets de la lecture autonome d'histoires par des enfants aux effets produits par la lecture de livres lus à haute voix par des adultes. Les participants étaient 18 enfants hollandais de maternelle âgés de quatre à cinq ans, au moment où ils commencent à comprendre une histoire, juste après celui où ils se contentent de réagir à des images. La lecture électronique produit des expériences et des effets semblables à ceux de livres lus par des adultes. Les enfants interagissent fréquemment avec les animations qui sont souvent inclues dans les livres électroniques, mais rien n'indique que ces animations aient distrait les enfants de l'écoute du texte que présentent les livres électroniques, ni qu'elles aient interféré avec la compréhension de l'histoire. Les résultats indiquent que les enfants à ce niveau de développement tirent avantage des livres électroniques, au moins quand ils sont lus dans un contexte où les adultes lisent également des livres aux enfants.\u003C\u002Fjats:p>",{"EN":2832},"The efficacy of electronic books in fostering kindergarten children's emergent story understanding",{"VOID":2834},"10.1598\u002Frrq.39.4.2","2024-09-20T17:52:16.866+00:00",[31],"https:\u002F\u002Fila.onlinelibrary.wiley.com\u002Fdoi\u002F10.1598\u002FRRQ.39.4.2",[2839,2858],{"id":2840,"sortIndex":32,"researcher":28,"roles":2841,"affiliations":2842,"properties":2851,"displayName":2855,"givenName":28,"familyName":28},"f7c06d66-5416-4394-bc53-557371089d64",[],[2843],{"id":2844,"sortIndex":32,"affiliation":2845,"properties":28},"b18b0095-da11-4997-99ec-a4fce810a37b",{"id":2844,"createTime":28,"updateTime":28,"relativeEntities":2846,"slug":28,"properties":2847,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2850,"statistic":28},[],{"title":2848},{"VI":2849},"Leiden University, The Netherlands",[],{"orcid":2852,"title":2854,"openalex":2856},{"VOID":2853},"https:\u002F\u002Forcid.org\u002F0000-0003-1003-9075",{"EN":2855},"Maria T. de Jong",{"VOID":2857},"A5051201185",{"id":2859,"sortIndex":40,"researcher":28,"roles":2860,"affiliations":2861,"properties":2868,"displayName":2872,"givenName":28,"familyName":28},"f45f684e-c1cf-4d53-af47-e1f9318b3962",[],[2862],{"id":2844,"sortIndex":32,"affiliation":2863,"properties":28},{"id":2844,"createTime":28,"updateTime":28,"relativeEntities":2864,"slug":28,"properties":2865,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2867,"statistic":28},[],{"title":2866},{"VI":2849},[],{"orcid":2869,"title":2871,"openalex":2873},{"VOID":2870},"https:\u002F\u002Forcid.org\u002F0000-0002-2836-176X",{"EN":2872},"Adriana G. 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Interacting with video, 141",{},{"id":28,"text":2983,"url":28,"identifiers":2984},"10.1598\u002FRRQ.38.4.2",{"doi":2983},{"id":28,"text":2986,"url":28,"identifiers":2987},"10.1023\u002FA:1022433702938",{"doi":2986},{"id":28,"text":2989,"url":28,"identifiers":2990},"Janosch, 1986, Ik maak je weer beter, zei Beer [I'll make you well again, said the Bear",{},{"id":28,"text":2992,"url":28,"identifiers":2993},"Janosch, 1990, Groot feest voor Tijger [Big party for Tiger",{},{"id":28,"text":2995,"url":28,"identifiers":2996},"Janosch, 1991, Tijger en Beer in het verkeer [Tiger and Bear in traffic",{},{"id":28,"text":2998,"url":28,"identifiers":2999},"Janosch. (1998a).Groot feest voor Tijger [Big party for Tiger] [CD‐ROM]. Baarn the Netherlands:Het Spectrum Electronic Publishing.",{},{"id":28,"text":3001,"url":28,"identifiers":3002},"Janosch. (1998b).Ik maak je weer beter zei Beer [I'll make you well again said the Bear] [CD‐ROM]. Baarn the Netherlands:Het Spectrum Electronic Publishing.",{},{"id":28,"text":3004,"url":28,"identifiers":3005},"Janosch. (1999).Tijger en Beer in het verkeer [Tiger and Bear in traffic] [CD‐ROM]. Baarn the Netherlands:Het Spectrum Electronic Publishing.",{},{"id":28,"text":3007,"url":28,"identifiers":3008},"10.1080\u002F10862960009548073",{"doi":3007},{"id":28,"text":3010,"url":28,"identifiers":3011},"10.1598\u002FRRQ.34.4.5",{"doi":3010},{"id":28,"text":3013,"url":28,"identifiers":3014},"Labbo L.D., 1995, Perspectives on literacy research and practice, 459",{},{"id":28,"text":3016,"url":28,"identifiers":3017},"Leu D.J., 2000, Handbook of reading research, 743",{},{"id":28,"text":3019,"url":28,"identifiers":3020},"10.1080\u002F19388079809558260",{"doi":3019},{"id":28,"text":3022,"url":28,"identifiers":3023},"McKenna M.C., 1998, Handbook of literacy and technology: Transformations in a post‐typographic world, 45",{},{"id":28,"text":3025,"url":28,"identifiers":3026},"Mullis I.V.S., 2003, PIRLS2001 international report. 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Bus A.G. &DeJong M.T.(2003).Elektronische boeken in de vroegschoolse educatie[Electronic books in preschool]. 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