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CUNHA, LIVIA KLEIN MARQUES DA. "MEDIA CONCEPTS AND PRACTICES USED BY READING CENTRE ROOM TEACHERS OF RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9027@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEste estudo procura mapear e analisar concepções e práticas mídia-educativas de professores de Sala de Leitura Pólo da rede municipal do Rio de Janeiro. Tendo optado por uma metodologia de base qualitativa, foram realizadas entrevistas com professores de Sala de Leitura, análises de documentos oficiais da SME e observações de campo. Para contextualizar as Salas de Leitura, foram analisados documentos oficiais que regulamentaram sua implementação e orientam sua organização e funcionamento. Verificou-se que, de espaços privilegiados de práticas leitoras de textos literários, estas salas foram sendo transformadas em espaços multimidiáticos, onde o uso das tecnologias da informação e da comunicação passou a ter grande importância. Através de entrevistas com professores de Sala de Leitura Pólo e de observações de suas práticas, procurou-se compreender melhor como estes profissionais entendem o uso dos diferentes tipos de mídias relacionado com a educação, tendo como referência a concepção de mídia- educação defendida por David Buckingham. Buscou-se, também, analisar como tem sido feita a formação dos professores para este tipo de trabalho. Foi possível perceber que, apesar do discurso de boa parte dos entrevistados ter incorporado conceitos e teorias formulados por teóricos do campo, ainda há um longo caminho a percorrer para que a escola como um todo incorpore a mídia-educação enquanto processo de ampliação da capacidade de crítica e da criatividade dos estudantes e desenvolva práticas afinadas com estes objetivos, num contexto de mudanças significativas na formação dos professores.
This study aims to map and analyze concepts and practices in media-education used by teachers of the Reading Centre Rooms of the Rio de Janeiro municipal network. Using a qualitative basis of research, this study was made by some interviews with the reading room teachers, official document analyses, and practical observations. In order to contextualize the Reading Rooms, official documents that regularize their implementation and that guide their organization and functionality were analyzed. It was verified that, from privileged spaces for the reading practices of literary texts, these rooms had been transformed in multimedia spaces, where the use of information and communication technology had achieved great importance. Through interviewing teachers of some Reading Centre Rooms and observing their practices, this study tried to understand better how these professionals understand the use of different types of media related to the educational process, using the media-education proposal defended by David Buckingham as an important statement. Besides this, it had sought to analyze how they have been trained for this type of work. It can be perceived that, although the replies of a large number of those interviewed already have some concepts and elements which are being discussed by researchers of this subject field, there is still a long way for schools to go on incorporating media-education as a process capable to improve the students criticism and creativity and to develop practices related to these objectives, in a significant context of changes in the teachers training.
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Hauer, Debra. ""That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.
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Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others by sitting together at a round table. The literacy organization, the funding agency and the community act as floorboards in supporting the learners. The findings point to particular patterns of guided participation in Aboriginal settings, may broaden our understanding of social perspective of literacy and may contribute to our knowledge of learning in an urban Aboriginal setting.
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Royant, Lena. "Global citizenship education : a case study of the UK-based non-governmental organisation Reading International Solidarity Centre." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/78877/.
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This thesis examines global citizenship education (GCE) within the context of a case study of the non-governmental organisation (NGO) Reading International Solidarity Centre (RISC). It also examines the relations that exist between GCE and (global) citizenship from a critical perspective. GCE is characterised as a form of critical education as revealed through the perspectives of critical educators and education philosophers, through social and educational movements in general, and through the development education movement specifically. The methods of data collection employed include individual interviews, a focus group, observations and documentary analysis. A grounded analysis of the data and a critical discussion of the results provide insight into the policy making and educational strategies of RISC, its delivery of GCE, and the institutionalisation of critical GCE. The study identifies the importance of NGOs in delivering critical GCE on a long-term basis, and their contribution to the development of an education that engenders, through participation, citizen’s awareness of their individual and collective responsibility for inequalities and social change. Thus the emphasis is on the power of agency in (global) citizenship and on citizens’ participation in GCE.
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Lee, Young-Jae. "A study in the composition of the unit Exodus 31.18-34.35 as the centre of the centre of the Pentateuch : a synchronic and diachronic reading of the text." Thesis, University of Aberdeen, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415481.
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Dupin, de Saint Cyr-Heckel Cécile. "Le dessin comme médiation, du portrait à la scène de lecture : questionner les pratiques de lecteurs au collège." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30211/document.
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L'adolescence constitue une période de construction de soi pendant laquelle tant l'intériorité que le corps physique se transforment. Cette métamorphose change le rapport des jeunes aussi bien au monde, qu'au corps et qu'à la lecture. Leurs pratiques dans ce domaine sont très variées et sont souvent mises en concurrence avec d'autres activités. Certains sont en rupture avec le livre- perçu comme un objet contraignant- alors qu'il est très présent à l'école. Quel rapport l'élève entretient-il avec cet objet ? Quels sont ses pratiques et ses comportements de lecteur ? Inscrite dans une approche bibliologique (Otlet, Estivals) des phénomènes médiateurs et anthropologique des comportements (Lévi-Strauss, Monod) cette recherche à partir de la production de dessins que nous décrivons et analysons grâce aux langages documentaires -d'ordinaire utilisés par les professionnels de l'information-, opère un glissement du portrait du lecteur à la scène de lecture. Porteurs d'indices et de détails signifiants et croisés avec des entretiens, nous interprétons la matière informative recueillie à l'aide d'une grille d'observation et d'interprétation élaborée spécifiquement. Cet outil d'analyse de contenu, construit à partir d'un lexique spécifique lié à la pratique observée, permet de traduire le langage graphique en mots. Le dessin, comme méthode visuelle et sensible, révèle des pratiques, des postures, des attitudes, des comportements, des rituels de lecture et des ressentis. Ainsi, en montrant des sujets agissants et couplé à d'autres méthodes d'investigation, le dessin nous paraît apte à révéler une conscience de soi lecteur et à assurer la médiation entre ce dernier et le livreThe teen years is a self-construction period : inner character and physical body are transformed. For the teenagers, this metamorphosis modifies their relationship to the world, their body and also their reading choises. In the field of reading, their practices are very different, frequently in competition with others activities. Some teenagers have broken away from the book sensed as a limiting object, despite its presence in the school environment. What kind of relationship exists between the pupils and this object ? What kind of practices and behaviours do they adopt as readers ? In keeping with the biblilogic approach (Otlet, Estivals) of the mediator and that of the anthropological phenomena of behaviours (Lévi-Strauss, Monod), the production of drawings described and analyzed through the indexing language - usually used by the information professionals - is the starting point of this research which undertakes a shift from the portrait of the reader to the reading scene. Whilst bringing significant clues and details alongside interviews, we analysed the collected informative material using an observation and interpretation table that we have specifically developed. This analysis tool constructed from specific lexicon linked with the observed practice is a way to translate the graphic language into words. The drawing, considered as a visual and sensitive method, reveals some practices, postures, attitudes, behaviours, reading rituals and perceptions. Finally, showing active subjects and with our approach supplemented by other investigation methods, drawings seems to be able to reveal a self-consciousness as reader and to act as mediator between the latter and the book
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Möllenhoff, Amanda. "Läsning på fritidshem : En studie om strategier och förutsättningar för att skapa läsande elever." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29971.
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I en kontext där svenska elevers läsförståelse och motivation till läsning av böcker sjunker vill jag med den här studien undersöka huruvida fritidshemmen är en del av problemet med att barn och ungdomar läser allt mindre – eller en del av lösningen. Studien utgår från intervjuer med fritidshemspersonal och observationer av fritidshems inomhusmiljö. Materialet har sedan analyserats utifrån sociokulturella och miljöpsykologiska utgångspunkter. Dessa teorier grundar sig i antaganden om att språklig utveckling skapas via interaktion mellan människor i en kulturell kontext samt att elevers handlingar och identitetsskapande även skapas utifrån de miljöer de vistas i. Övergripande kan man säga att min studie bekräftar en del av det som tidigare forskning har kommit fram till. Personalen på fritidshemmen arbetar inte så medvetet och strategiskt med läsning vilket troligtvis leder till ett oförändrat intresse för läsning hos eleverna. Elevernas lästradition hemma får således styra vilket gör att klyftor mellan socioekonomiska grupper generellt förstärks. Samtidigt visar min undersökning att mina respondenter är väl införstådda i både styrdokumenten och relevant forskning kring vikten av läsning. Orsaken till att de inte arbetar aktivt med att intressera elever för läsning har enligt dem att göra med miljömässiga faktorer som bland annat barngruppernas storlek och lokalernas utformning.In a context where Swedish students reading comprehension and motivation for reading books are in decline this study examines whether after school centers are part of the problem - or a part of the solution. The study is based on interviews with recreation staff and observations of the after school centers environment. The material is then analyzed on the basis of socio-cultural and environmental psychological starting points. These theories are based on assumptions that language development is created through the interaction between people in a cultural context and that pupils identification process is also created from the environments they inhabit. Overall, one can say that this study confirms some of what previous research has concluded. The employees at the recreation centers is not working so consciously and strategically with reading which probably leads to an unchanged interest in reading among pupils. Pupils reading habits at home thus control who becomes most avid readers which generally strengthens the gap between socio-economic groups. This investigation shows that the respondents are well aware of both policy documents and relevant research on the importance of reading. The reason they do not work actively to interest students in reading, according to them has to do with environmental factors such as group sizes and problems with the layout of rooms.
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Bellew, Sheilah Marie. "Integrating folk literature into a meaning center curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/709.
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Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.
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Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.
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Chizwina, Sabelo Ransome. "An exploratory investigation into the status of reading promotion projects in South Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/22911.
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This dissertation reports on an exploratory study investigating the landscape of reading promotion projects in South Africa. The study identifies, categorises and describes reading promotion projects. Reading promotion projects are important in that they promote access to reading and improve reading comprehension. The literature review deals with reading, reading promotion and the approaches to reading promotion used by reading promotion projects worldwide. These projects use different methods in the promotion of reading. The two main approaches to reading promotion identified are the reader-centred and book-centred. Methods used to promote reading include mobile libraries, reading campaigns and reading clubs. This study discusses reading promotion projects in South Africa using the content analysis method. Documents concerning reading promotion projects in the country were identified and analysed, using content analysis.The findings indicate that reading promotion projects exist in South Africa. Seventy seven reading promotion projects were identified and analysed. Findings reveal that most projects were managed by local or international non-governmental organisations. The beneficiaries are mostly school going children. These projects use a variety of methods to promote reading with the most common methods being mobile libraries and book donations. The study concludes that the picture of reading promotion in South Africa is bleak. There is little government support, haphazard funding, projects are unevenly distributed, and there is no research in the field. Unless there is support for reading promotion from the highest level of government in South Africa, reading promotion will remain bleak. CopyrightDissertation (MIS)--University of Pretoria, 2011.
Information Science
unrestricted
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Lotz, Gunnar [Verfasser]. "Design and Implementation of Reading Center Software for Multi-Center Clinical Trials / Gunnar Lotz." Aachen : Shaker, 2011. http://d-nb.info/1071528203/34.
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Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.
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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.
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Krumpe, Jo Anne. "Effects of a computer-assisted language intervention in a rural Nevada center." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239877.
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Vasishth, Shravan. "Working Memory in Sentence Comprehension: Processing Hindi Center Embeddings." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1023402958.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xxiii, 252 p.; also includes graphics. Includes abstract and vita. Advisor: Shari Speer, Dept. of Linguistics; Richard Lewis, Dept. of Psychology, University of Michigan. Includes bibliographical references (p. 240-252).
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Miller, Marcus Ryan. "Re-mediating academic support| An ethnographic reading of a postsecondary learning center." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158577.
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While overt and systematic forms of remediation proliferate at community colleges through developmental education courses, remediation also works across the system of U.S. higher education to satisfy divergent goals of universal access and highly guarded academic prestige. Recognizing that remediation often targets students whose “at-riskness” has been implicitly tied to their racial identities, socioeconomic status, language backgrounds, parental education levels, and/or status as international students, this practitioner research study attempted to better understand how remediation operates within and through a university-based learning center at a highly competitive institution and to enact, with students and colleagues, learning support practices that resist and potentially disrupt institutional legacies and mechanisms of remediation. Through student and practitioner inquiry groups, this study explored alternatives to the individualized and therapeutic instructional model reflected in the spatial organization of the learning center, creating opportunities for participants to collectively construct and articulate their epistemological perspectives, learning goals, cultural and linguistic resources, and complex identities. By framing the learning center and its broader institutional context as activity systems, this study exploited historically accumulating contradictions between these systems in order to trouble and potentially ‘re-mediate’ both academic support practices and the structures that operate to restrict and define them. Central to this study are questions of how students and practitioners can build upon more expansive notions of knowledge and learning to promote individual growth and constructively disrupt limiting institutional and disciplinary norms.
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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.
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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.
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Mohamed, Hana. "Student centred intercultural interactive processing model of reading EFL fiction in the Libyan context." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232406.
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Using literary texts in the EFL classroom has been widely practised in the field of EFL teaching and learning. Many scholars ascertain that English literary texts provide language learners with a kind of authentic language used by native speakers in real contexts. Research studies in the EFL field illustrate that EFL learners' problems in reading English literary texts are due to two main reasons. Firstly, the complex structure of literary texts. Secondly, lack of familiarity with the cultural content of English literary texts. However, the present study sets out to suggest that collaborative work in the classroom can bridge learners' difficulties in constructing the meaning of literary texts. In Libyan universities, learners in the Department of English Language and Linguistics study literature for a considerable period of their university program. The present research suggests a new model to improve the teaching of literary short fiction in one of the English departments in Libyan universities. The new model emphasizes three main tenets: 1. The role of background knowledge in processing literary short fiction. The background knowledge includes not only knowledge of English language but also familiarity with cultural content of the literary text as well as the formal organization of the literary texts. 2. Since language and culture are intertwined, the approach focuses on developing Libyan learners' cultural and intercultural awareness. 3. The approach suggests the use of Learning Conversations as a scaffolding procedure that allows more interaction and negotiation for co-constructing the meaning of the text. The study adopts a qualitative research approach. The investigation is carried out across three phases. Phase 1 focuses on the assessment of the Libyan EFL participant problems in reading literary texts by interviewing the ten participants and using a diagnostic test. The second phase is interventional. It seeks to investigate learners' development in constructing the meaning of literary text through the suggested scaffolding procedure (i.e. Learning Conversations). The third phase of the investigation explores learners' reflections on the effectiveness of interactive work in reading literature. The study aims at providing evidence of Libyan EFL learners' perspective of the new model and the development of their understanding.
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Berry, Rebecca Lynn 1973. "Reading contamination : an environmental education center at the Wells G&H Superfund Site." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/64545.
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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.Vita.
Includes bibliographical references (p. 85-87).
This thesis proposes and architectural and programmatic methodology which makes legible the processes and consequences of site contamination. This methodology is chiefly demonstrated through a plan for the site which emerges from the examination of the intersection of site contamination with the site's (natural) characteristics and perceptual phenomena, The site plan arises from the (abstract) institutional entities associated with the site. These entities - the wetlands demarcation zone in particular - begin to organize the site in a way which speaks not to the site's (natural) systems, but to the institutional systems which govern the site, and the means by which these systems deal with contamination. The site is populated by wells which have been drilled to monitor pollutant levels in the groundwater. The wells (non-natural) monitor the (natural) processes of site contamination. The lines of sight between these wells (as abstraction) become the generators for site geometries, and the placement and form of the built (architectural) areas of the site. Each built area has two sides defined by the wetlands demarcation line. Within the non-protected zone, the ground is engaged and inhabited. Within the protected zone, users never engage the ground, but instead float above it. These varied experiences of ground delineate the idea of ground as more than plane, as instead a multi-layered strata. The tectonics of the individual built elements vary as one crosses the demarcation line. This contrast between (natural) materials in the non-protected zone and (non-natural) materials within the protected zone makes legible the invasion of contamination. The different construction methods also demonstrate the fragility of the wetlands soils. At the same time, the lifting of the structures from the ground emphasizes the danger to the ground from man, and the danger to man from the ground. Due to the nature of the wetlands soils, contamination from a point source has a tendency to distribute itself throughout the site. The institution, an "environmental education center," disperses itself throughout the site. This dispersion forces the users to continually re-confront the site, making the link between the site's contamination and its (natural) characteristics legible through experience.
by Rebecca Lynn Berry.
M.Arch.
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Astiazaran, Francesca M. "I'LL TALK, YOU LISTEN: WRITING CENTER TUTORS READING ALOUD IN SESSIONS WITH L2 TUTEES." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/242.
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Writing center tutors work in a field with a long tradition of fostering meaningful interaction between tutor and tutee. However, as university demographics change and more and more international students and second language users utilize writing centers, our long-held notions of meaningful interaction have been called into question as tutors struggle to reckon the needs of students with the implicit demands of their field. Using data taken from real writing center sessions, I use qualitative and quantitative methods to explore how tutors negotiate this necessarily changing paradigm, looking in particular at the way these changes manifest themselves in who reads a text aloud, how that influences session content, and who talks and when. Based on the data and analysis, I make suggestions for tutor practice, education, and further research.
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Cohen, Kellie A. (Kellie Ann). "A Comparative Study of Reading Instruction Management for Selected Third-grade Students in an Urban School District." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc279202/.
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The specific purposes of the study were (1) to determine the effectiveness of ECRI (Exemplary Center for Reading Instruction), as compared to "traditional" (basal driven) classroom instruction based on a comparative analysis of norm-referenced test data; (2) to determine if there was a significant difference between Blacks, Hispanics and Caucasians on the Vocabulary and Reading Comprehension portions of the Iowa Test of Basic Skills among the third grade ECRI students; and (3) to provide valid information for those charged with the implementation of reading instruction in the Dallas Independent School District, Dallas, Texas.
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Krügel, André. "Eye movement control during reading : factors and principles of computing the word center for saccade planning." Phd thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2015/7259/.
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Reading is a complex cognitive task based on the analyses of visual stimuli. Due to the physiology of the eye, only a small number of letters around the fixation position can be extracted with high visual acuity, while the visibility of words and letters outside this so-called foveal region quickly drops with increasing eccentricity. As a consequence, saccadic eye movements are needed to repeatedly shift the fovea to new words for visual word identification during reading.
Moreover, even within a foveated word fixation positions near the word center are superior to other fixation positions for efficient word recognition (O’Regan, 1981; Brysbaert, Vitu, and Schroyens, 1996). Thus, most reading theories assume that readers aim specifically at word centers during reading (for a review see Reichle, Rayner, & Pollatsek, 2003). However, saccades’ landing positions within words during reading are in fact systematically modulated by the distance of the launch site from the word center (McConkie, Kerr, Reddix, & Zola, 1988). In general, it is largely unknown how readers identify the center of upcoming target words and there is no computational model of the sensorimotor translation of the decision for a target word into spatial word center coordinates.
Here we present a series of three studies which aim at advancing the current knowledge about the computation of saccade target coordinates during saccade planning in reading. Based on a large corpus analyses, we firstly identified word skipping as a further factor beyond the launch-site distance with a likewise systematic and surprisingly large effect on within-word landing positions. Most importantly, we found that the end points of saccades after skipped word are shifted two and more letters to the left as compared to one-step saccades (i.e., from word N to word N+1) with equal launch-site distances. Then we present evidence from a single saccade experiment suggesting that the word-skipping effect results from highly automatic low-level perceptual processes, which are essentially based on the localization of blank spaces between words. Finally, in the third part, we present a Bayesian model of the computation of the word center from primary sensory measurements of inter-word spaces. We demonstrate that the model simultaneously accounts for launch-site and saccade-type contingent modulations of within-word landing positions in reading. Our results show that the spatial saccade target during reading is the result of complex estimations of the word center based on incomplete sensory information, which also leads to specific systematic deviations of saccades’ landing positions from the word center. Our results have important implications for current reading models and experimental reading research.Lesen ist eine komplexe kognitive Aufgabe, die auf der Analyse visueller Reize beruht. Aufgrund der Physiologie des Auges kann jedoch nur eine kleine Anzahl von Buchstaben um den Fixationsort mit hoher visueller Genauigkeit wahrgenommen werden, während die Sichtbarkeit der Buchstaben und Wörter außerhalb der sogenannten fovealen Zone mit zunehmender Entfernung stark abnimmt. Während des Lesens sind deshalb sakkadische Augenbewegungen erforderlich, um die Fovea zur visuellen Identifikation neuer Wörter wiederholt innerhalb des Textes zu verschieben. Auch innerhalb eines direkt betrachteten Wortes erlauben mittige Fixationsorte eine effizientere Wortverarbeitung als randnahe Blickpositionen (O’Regan, 1981; Brysbaert, Vitu, and Schroyens, 1996). Die meisten Lesemodelle nehmen deshalb an, dass Leser auf die Mitte von Worten zielen (für eine Übersicht siehe Reichle, Rayner, & Pollatsek, 2003). Es zeigt sich aber, dass Landepositionen innerhalb von Wörtern im Lesen von der Distanz der Startposition einer Sakkade zur Mitte des Zielwortes moduliert werden (McConkie, Kerr, Reddix, & Zola, 1988). Noch ist weitgehend unklar, wie Leser die Mitte eines Zielwortes identifizieren. Es fehlt an computationalen Modellen die die sensumotorische Umwandlung der Auswahl eines Zielwortes in eine räumliche Koordinate der Wortmitte beschreiben. Wir präsentieren hier eine Reihe von drei Studien, die darauf abzielen, das Wissen über die Berechnung von Sakkadenzielkoordinaten im Lesen zu erweitern. In einer umfangreichen Korpusanalyse identifizerten wir zunächst das Überspringen von Wörtern als weiteren wichtigen Faktor bei der Sakkadenprogrammierung, der einen ähnlich systematischen und großen Effekt auf die Landepositionen hat wie die Startpositionen der Sakkaden. Anschließend zeigen wir Ergebnisse eines einfachen Sakkadenexperiments, welche nahelegen, dass der Effekt übersprungener Wörter das Ergebnis hoch automatisierter perzeptueller Prozesse ist, die wesentlich auf der Bestimmung von Leerzeichen zwischen Wörtern basieren. Schließlich präsentieren wir ein Bayesianisches Modell der Berechnung von Wortmitten auf der Grundlage der primären sensorischen Erfassungen von Leerzeichen zwischen Wörtern. Wir zeigen, dass das Modell gleichzeitig Effekte der Startposition und des Sakkadentyps erklärt. Unsere Arbeiten zeigen, dass die Berechnung räumlicher Koordinaten für die Sakkadenprogrammierung im Lesen auf einer komplexen Schätzung der Wortmitte anhand unvollständiger sensorischer Informationen beruht, die zu systematischen Abweichungen von der tatsächlichen Wortmitte führt. Unsere Ergebnisse haben wichtige Folgen für gegenwärtige Lesemodelle und für die experimentelle Leseforschung.
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Silveira, Maria Elisa Knust. "The contribution of a reading-centred programme to the teaching of English in Brazilian primary schools." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294688.
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Owen, Nathaniel Ingram. "An evidence-centred approach to Reverse Engineering : comparative analysis of IELTS and TOEFL iBT reading sections." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38505.
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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.
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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.
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Louden, Jennifer. "Novice Teachers' Perspectives of Learner-Centered Reading Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5219.
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Learner-centered reading instruction was underrepresented in novice K to 5 teachers' classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education's science of reading and Weimer's learner-centered teaching. The research questions focused on exploring novice K to 5 teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. Purposeful sampling was used to select 10 novice K to 5 reading teachers. Data were collected through semistructured interviews and classroom observations. Data were analyzed using thematic analysis and open and axial coding strategies, which led to themes. Participants identified that they were unprepared to implement learner-centered reading instruction and did not feel they had time to collaborate and plan learner-centered instructional lessons. Based on these findings, a professional development series was designed to support novice teachers' implementation of learner-centered reading instruction. The findings from this study and the resulting project may lead to positive social change when novice teachers implement learner-centered reading instruction leading to increased student motivation and reading achievement.
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Harkness, Lori McGough. "The Effect of a Constructivist-Based Approach on Fifth Grade Reading Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2355.
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The problem investigated in this quantitative study was that schools in a small, rural East Texas town were falling below acceptable ratings in reading on the Texas Assessment of Knowledge and Skills (TAKS) and the State of Texas Assessment of Academic Readiness (STAAR). Researchers have found that constructive-based learning environments (CBLEs) can improve student achievement. The purpose of this study was to examine the relationship between length of time enrolled in a CBLE and reading achievement. Based on the framework of constructivism, 2 research questions were examined. To answer Research Question 1, an analysis of covariance (ANCOVA) calculated the difference in reading achievement as measured by the TAKS in 2011 and the STAAR in 2015, between 5th grade students (N = 81) enrolled in a CBLE for more than 2 years (Group 1) and students enrolled in a CBLE for less than 1 year (Group 2) when adjusted for 4th grade scores. Results showed that Group 1 students demonstrated higher adjusted mean reading scores than Group 2 students on TAKS with F(1, 32) = 15.374, p = < .001 and on STAAR with F(2, 42) = 9.427, p < 001. To answer Research Question 2, an independent-samples t test compared the means of the reading scores growth from 4th to 5th grade. The result showed no significant difference in TAKS with t = .607, p = .548 and in STAAR with t = .277, p = .783. America's reliance on standardized tests influences the way in which reading is taught. Examining standardized reading test outcomes may indicate how teaching and learning environments affect student success. This information may lead to positive social change as educators examine teaching and testing goals, ultimately contributing to student success on standardized tests.
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Sousa, Maria Isabel de Jesus. "Olhares entrecruzados: práticas da leitura na sala de aula e na biblioteca do CENTRO EDUCACIONAL CARNEIRO RIBEIRO." Faculdade de Educação, 2007. http://repositorio.ufba.br/ri/handle/ri/21680.
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As práticas de leitura desenvolvidas no espaço escolar constituem o marco dessa investigação. O objetivo principal foi identificar e analisar as práticas leitoras desenvolvidas nas quatro Escolas-Classe e na Biblioteca de Centro Educacional Carneiro Ribeiro/Escola-Parque entre as décadas de 70 a 90 do século XX, visando compreender o processo de ensino- aprendizagem leitora nas quatro séries iniciais do ensino fundamental do referido Centro. A opção pelas práticas de leitura desenvolvidas nas aulas de Língua Portuguesa e nas “aulas de biblioteca” de 1ª a 4ª séries decorreu da razão de ser esta fase da escolaridade determinante na formação do futuro leitor. Por se tratar de um estudo que resgata as práticas de leitura desenvolvidas no cotidiano de uma instituição educacional, através de documentos escolares e relatos dos envolvidos diretamente na ação, a abordagem qualitativa foi a que melhor se adequou às características do objeto estudado. Nos procedimentos de coleta de dados foram utilizadas informações obtidas nos 451 diários de classe e nas 25 entrevistas realizadas com professores de Língua Portuguesa/Expressão Comunicação, professores de biblioteca e alunos, além de outras fontes documentais correspondentes ao período analisado. Os dados foram tratados a partir das concepções de análise de conteúdo e interpretados à luz do referencial teórico que fundamentou a investigação. Os resultados sugerem que as práticas de leitura nos espaços investigados permanecem quase que inalteradas ao longo do período analisado. Os dados evidenciam nas aulas de Língua Portuguesa, o processo de ensino-aprendizagem da leitura nas Escolas-Classe privilegiava práticas de decodificação do texto escrito. Quanto às estratégias de ensino, se observou que o livro didático norteou as práticas de leitura em sala de aula e que eventualmente outros gêneros textuais são mencionados, porém raras vezes constituem uma leitura espontânea, desvinculada das tarefas escolares. O processo de compreensão textual foi permeado por atividades nas quais o aluno respondia aos questionamentos do livro ou do professor com poucas oportunidade para ele construir seu próprio sentido. Os procedimentos de avaliação da atividade leitora são embasados por testes e provas orais ou escritas, a fim de se verificar o quanto o aluno conseguiu memorizar da mensagem contida no suporte utilizado. O incentivo à atividade leitora ficou limitado a ações esporádicas (narração de estórias, dramatizações, jograis etc) com dia e hora marcados para acontecer, em função da disponibilidade e do compromisso do professor. Na biblioteca, as estratégias de leitura usadas no desenvolvimento das “aulas de biblioteca” se assemelham em parte aos procedimentos realizados nas Escolas-Classe, especialmente no que se refere à interpretação e avaliação da atividade leitora. Apesar de ser um espaço em que a presença do aluno era obrigatória por força do currículo, a biblioteca significou um ambiente de encontro do aluno com diferentes possibilidades de leitura, mesmo que com forte traço didático-pedagógico. A inter-relação entre as práticas leitoras desenvolvidas na sala de aula e biblioteca, visando fortalecer as competências leitoras foi uma ação pouco concretizada nas instituições escolares investigadas.
ABSTRACT Reading practices developed at school are the subject of this investigation. The main objective was to identify and analyze the reading practices taught at 4 Classe schools and at the library at the Carneiro Ribeiro/School Park Educational Center between the 1970s and 1990s in an attempt to understand the teaching learning process in reading of the first 4 grades of basic schooling at the institution. Choosing to investigate the reading practices developed in Portuguese language classes and in the library classes of the 1st and 4th grade came from the fact that this phase of education is fundamental to the development of a future reader. As the study aimed to discover the reading practices carried out in the everyday activities of an educational institution, through school documents and reports from those directly involved in the work, the qualitative approach was considered the best way to characterize the object of study. The data collection procedures used information from 451 school diaries and 25 interviews with teachers of Portuguese/expression communication, teachers from the library and students as well as other documentary evidence available for the period. The data was analyzed in terms of content and interpreted in the light of the theoretical references which underpinned the investigation. The results suggest that the practice of reading in the scenarios investigated remained virtually unaltered over the period in question. The data shows that in Portuguese classes the teaching/learning process of reading in the Classe Schools decodification practices of written text predominate. As for the teaching strategies used, the teaching material guided the reading practices in the classroom and occasionally other text genres were mentioned, however, rarely were these of spontaneous reading, unconnected to the school tasks. Text comprehension was characterized by activities in which the student responded to questions from the book or from the teachers, with few opportunities to construct his/her own sense. The assessment procedures for reading activities were based on tests and oral or written exams to verify how much the student had managed to memorize of the message contained in the material used. The incentive to read remained limited to one-off tasks (telling stories, dramatizations, games etc) with a day and time set according to the availability and commitment of the teacher. In the library, the reading strategies used in the library classes were similar to those used in the Classe Schools, in particular when it came to interpretation and evaluation of the reading activity. Despite being a space where the presence of the student was compulsory in the curriculum, the library represented a place where students could encounter various reading possibilities, though still of a strong didactic/ pedagogical nature. The inter-relation between reading practices carried out in the classroom and those attempting to strengthen reading competencies in the library have yet to be put into practice in schools.
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Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.
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The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.
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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.
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Keith, Karin, Huili Hong, and Renee Rice Moran. "Scaffolding Student Reading of Informational Texts with Science Literacy Centers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.
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Despaux, Lori Juhas. "Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1109.
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This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.
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Therese, Johansson. "Textval och lässtrategier i undervisningen : En studie rörande föreställningarom läsvanor ur lärar- och elevperspektiv samt dess inverkan på undervisningen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67577.
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This study concerns choices of texts and reading comprehension strategies in teaching. The purpose of the study is to investigate if and how teachers' perceptions of pupils' reading habits are consistent with the pupils' own beliefs. The purpose is also to investigate if there are any differences in reading habits between pupils with Swedish as their first language and pupils with Swedish as a second language and if this is considered when teachers choose texts and/or work with reading comprehension strategies in teaching. The study is based on qualitative interviews with three active teachers, two of whom are class teachers and one who teaches in Swedish as a second language. The interviews aim at gaining knowledge about how teachers choose texts in teaching, what they base these choices on and how they work with reading strategies. The study is complemented by a student survey to map students' reading habits at home and at school. The questionnaire aims at gaining knowledge from students to see whether teachers 'perceptions about student reading habits are in line with the students' own beliefs. According to my results teachers' perceptions about student reading habits do not always match the perception of the students themselves. Based on the results of this study there are no significant differences made between first and second language students when it comes to choosing texts in the teaching, either based on the reading habits of the students or teachers 'perceptions of students' reading habits. Nor are there any significant differences made in the teaching of reading strategies. On the other hand, teachers make certain adjustments in teaching to give all students the same conditions.Denna studie berör lärares val av texter samt arbete med läsförståelsestrategier i undervisningen. Syftet med studien är att undersöka hur lärares föreställningar om elevers läsvanor stämmer överens med elevernas egna uppfattningar, om det går att uttyda några skillnader i läsvanor hos elever med svenska som modersmål respektive elever med svenska som andraspråk samt om lärare tar hänsyn till skillnader i läsvanor vid val av texter samt arbetet med läsförståelsestrategier i undervisningen. Studien bygger på kvalitativa intervjuer med tre verksamma lärare varav två är klasslärare och en undervisar i svenska som andraspråk. Intervjuerna syftar till att få kunskaper om hur lärarna väljer texter i undervisningen och vad de baserar dessa val på samt hur de arbetar med undervisning av lässtrategier. Studien kompletteras med en elevenkät för att kartlägga elevers läsvanor hemma och i skolan. Enkäten syftar till att få kunskap om hur lärarnas föreställningar om elevers läsvanor stämmer överens med elevernas egna föreställningar. Mina resultat visar att lärares uppfattningar om elevers läsvanor inte alltid stämmer helt överens med den uppfattning eleverna själva har. Utifrån studiens resultat går det inte att uttyda att några betydande skillnader mellan första- och andraspråkselever görs när det kommer till val av texter i undervisningen varken utifrån elevers läsvanor eller utifrån lärares föreställningar om elevers läsvanor. Inga betydande skillnader görs heller vid undervisning av lässtrategier. Däremot gör lärarna vissa anpassningar i undervisningen för att alla elever ska ges liknande förutsättningar.
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Hicks, Amanda, Brenda Louw, Rachel Cross, Michelle Katte, and Melissa Miesner. "Parental Perceptions of Shared Book-Reading in Infants With Clefts." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2123.
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A survey was conducted to determine parental perceptions regarding shared book-reading with their young children with cleft palate. The results describe parents' engagement in shared book-reading with their children and their perceptions of the importance thereof in language and speech development. Clinical applications for early intervention are proposed.
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Manhani, Ana Beatriz [UNESP]. "Leitura e interpretação do gênero artigo de opinião: uma experiência reflexiva em ambiente socioeducativo : Fundação C.A.S.A." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/136798.
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000859328.pdf: 2370522 bytes, checksum: 76b91bdc527aba974bd189718c8bd584 (MD5)Por meio da leitura e do conhecimento, o ser humano é capaz de se transformar e modificar o ambiente em que está inserido, além de vivenciar experiências através de uma leitura dialógica e significativa. As leituras são trabalhadas com o intuito de fomentar uma reflexão e uma interação entre o interlocutor, o leitor e o texto, tornando os textos significativos e possibilitando ao aluno interno a constituição de valores éticos e morais, buscando desenvolver sua consciência e espírito crítico em relação aos seus direitos e deveres enquanto cidadãos e auxiliando em seu caminho rumo a uma nova história de vida na sociedade. Esta pesquisa tem como objetivo principal analisara capacidade leitora e reflexiva do gênero artigo de opinião e verificar dialógica, sociológica e intertextualmente o trabalho com a leitura de exemplares desse gênero nas aulas de língua portuguesa em um ambiente socioeducativo, neste caso, a Fundação C.A.S.A (Centro de Atendimento Socioeducativo ao Adolescente). O desenvolvimento de uma visão crítica do aluno, suas relações com os discursos presentes nos artigos trabalhados e a ampliação de sua competência comunicativa e consequentemente um melhor exercício de cidadania, são os principais aspectos examinados durante o desenvolvimento desta. A presente pesquisa parte dos indicadores propostos nos Parâmetros Curriculares Nacionais de Língua Portuguesa, e está baseada em teorias desenvolvidas por autores que se propuseram a estudar os gêneros textuais e discursivos pensando no ensino de língua portuguesa e leitura, dentre eles, podemos citar, Elias; Koch (2006), Kleiman (2002), Leffa (1996), Marchuschi (2008), Solé (1998) e Todorov (1980). Outras importantes referências para o arcabouço teórico desta pesquisa estão ligadas ao Círculo de Bakhtin. A partir da teoria bakhtiniana, o trabalho docente estimula o renascer do aluno participativo...
Through the reading and knowledge, the human being is able to transform and modify the environment in which it is inserted, and live experiences through a dialogic reading and significant. The readings are worked with the aim of promoting a reflection and an interaction between the interlocutor, the reader and the text, making the significant texts and allowing the student the internal constitution of ethical and moral values, seeking to develop their awareness and critical spirit in relation to their rights and duties as citizens and helping them in their journey toward a new history of life in society. This research has as main objective will examine reader capacity and reflexive genre article of opinion and check dialogic, sociological and intertextually the work with the reading of examples of this kind in the classes of Portuguese language in a social and educational environment, in this case, the C.A.S.A Foundation (socioeductivo care center adolescentes). The development of a critical view of the student, their relationships with gifts speeches worked in the articles and the expansion of their communicative competence and consequently better exercise of citizenship, are the main issues discussed during the development of research. This research of the indicators proposed in the National Curricular Parameters for Portuguese Language, and is based on theories developed by authors who have proposed to study the text and genres thinking in Portuguese and reading instruction, among them we can mention, Elias; Koch (2006), Kleiman (2002), Leffa (1996), Marchuschi (2008), Solé (1998) and Todorov (1980). Other important references for the theoretical framework of this research are linked to Bakhtin Circle. From Bakhtin's theory, the teaching work stimulates the rebirth of participatory and critical student so that it can expose your opinion through speech and writing both in schools and in the...
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Krügel, André [Verfasser], and Ralf [Akademischer Betreuer] Engbert. "Eye movement control during reading : factors and principles of computing the word center for saccade planning / André Krügel ; Betreuer: Ralf Engbert." Potsdam : Universität Potsdam, 2015. http://d-nb.info/1218398418/34.
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Wert, Julie A. "An analysis of the effects that looping in the primary grades has on reading and mathematics achievement at Robeson Elementary Center." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2000.Source: Masters Abstracts International, Volume: 45-06, page: 2773. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Copy 2 in Main Collection. Includes bibliographical references (leaves 41-43).
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Shefchik, Michael James. "Creating a student-centered learning community in the college reading classroom by incorporating web-based technology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2796.
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This project investigated the problem of how to enable a student-centered environment in reading instruction through effectively incorporating meaningful web-based technology into the community college reading curriculum. Three multimedia strategies were tested to promote individual and collaborative meaning making: ePortfolios, eJournals, and the Class Know-It-All. The success of these strategies was measured against that of a previous course with identical materials and resources with the exception of multimedia integration.
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Laba, Amal. "AN EXAMINATION OF TEXT AUTHENTICITY USED AT KENT STATE UNIVERSITY ESL CENTER: READING MATERIALS, THE INSIGHTS AND PERCEPTIONS OF ESL/EFL STUDENTS AND INSTRUCTORS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416412199.
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Aofrate, Lisa H. "Perceptions of Community College Students and Faculty on Persistence in Developmental Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2516.
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Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from 3 non-traditional, developmental reading students, who were over 24 years of age, and 3 of their instructors. Interview data were transcribed and all data were analyzed using open coding and thematic analysis. The themes discovered from both student and instructor perspectives were that student-centered instruction, experiential learning, and critical reflection were all methods for improving developmental reading student persistence. Implications for positive social change include providing research findings to the local site that might be used to improve student retention in developmental reading courses.
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Neal, Diane A. "Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.
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Rosa, Maria da Conceição de Carvalho. "A escola da infância narrada na juventude por ex-alunos do Centro de Atividades Comunitárias de São João de Meriti (CAC)." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06122011-103109/.
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Esta pesquisa investigou o significado da experiência de escolaridade na infância e as marcas deixadas pela escola do Centro de Atividades Comunitárias de São João de Meriti (CAC) a partir das narrativas de ex-alunos na juventude, visando também a examinar se a leitura e a escrita permaneceram como atos presentes e constantes na vida destes alunos após a sua saída da escola, assim como os indícios das práticas pedagógicas ali desenvolvidas que se tornaram significativas para estes jovens. O CAC é uma instituição de utilidade pública e filantrópica, , fundado em 1987, a partir de anseios dos movimentos populares na região da Baixada Fluminense, no estado do Rio de Janeiro. Este estudo se baseou numa metodologia qualitativa que teve como principais instrumentos a entrevista e a análise de documentos. Foram entrevistados oito jovens entre 16 e 25 anos, que frequentaram a escola do CAC de dois a oito anos letivos, de 1989 a 1999. Baseando-se na perspectiva histórico-cultural do desenvolvimento psicológico humano proposto por Vygotsky, a pesquisa se fundamentou na contribuição teórica de diversos outros autores como Bernard Charlot, Bernard Lahire, Jerome Bruner e Paulo Freire. No processo de análise do objeto de estudo, foi possível identificar a forte dinâmica de interação nas relações sociais, marcada pela afetividade, em que se destacou o relacionamento com o professor, o fazer no coletivo e a intensa presença das leituras compartilhadas, tanto na sala de aula como na biblioteca, extrapolando o ambiente escolar. Os indícios da prática pedagógica se tornaram visíveis no detalhamento destas relações como grandes marcas da escolaridade, tais como: as parcerias estabelecidas para aprender, a importância da ampliação do universo cultural, o desenvolvimento de valores ético-morais delineados nas situações vivenciadas, o tipo de relacionamento estabelecido com as famílias dos alunos, a presença das brincadeiras, a constituição e a valorização do coletivo, a intensa relação com a leitura e as situações de aprendizagem organizadas sem descaracterizar os conhecimentos em seu uso social real. Os ex-alunos demonstraram possuir um modelo de escola. Os depoimentos sobre o significado da escolarização no CAC forneceram um conjunto de pistas que apontaram o tipo de cultura escolar que se constituía na instituição. Como uma comunidade de aprendizes, nas narrativas das experiências vivenciadas, os jovens pareciam se colocar como participantes da construção coletiva de uma obra, com a qual todos se sentiam comprometidos, que conferia orgulho, identidade e uma sensação de pertencimento, em que estavam imersos e, ao mesmo tempo, produzindo uma determinada cultura escolar. Foram encontradas evidências de que todos, em maior ou menor intensidade, mantiveram o hábito e o prazer de ler, enquanto que a prática da escrita, para alguns, pareceu não ter permanecido.This research investigated the significance of the school experience in the infancy and the impression left by the school of the Centro de Atividades Communitárias de São João de Meriti (CAC) by the narrative of the former students in their youth, also focusing to examine if the reading and writing remained as a present and constant act in the lives of these students after they had left the school, as well as the evidences of the pedagogical practice development that became significant for these students. The CAC is an institution of public utlity and philantropic, founded in 1987 from the wishes and activism of the population from the Baixada Fluminense region, in the State of Rio de Janeiro. This study was based on a qualitative methodology which has as its main tools the interview and documental analysis. There were eight youths ages 16 to 25 interviewed that attended the CAC school from 2 to 8 school years from 1989 to 1999. Being based on the historical cultural perspective of the human phsychological development proposed by Vygotsky, the research is grounded on the theoretical contribution of various other authors as Bernard Charlot, Bernard Lahire, Jerome Bruner and Paulo Freire. In the process of analysis of the object of study it was possible to identify the strong dinamic interaction of the social relations, marked by the affection in which was distinguished in the relationship with the teacher. The collective act and the intense presence of the shared reading in the school room and also in the library extrapolating the school environment. The evidence of the pedagogy practice became visible in the details of these relations with great marks of scholarity as: established partnership to learn, the importance of the amplification of the cultural universe, the development of the moral ethical values outlined in the situation experienced, the type fo relationship established with the families of the students, the presence of the games, the constitution and valuation of the collective, the intense relation with reading and the situations of learning organized without mischaracterizing the knowledge in its real social usage. The former students demonstrated possessing the model of the school. The testimonies about the significance of the schooling in CAC provided a series of clues that pointed to the type of school culture that constituted in the institution. Established a community of apprentice, in the narratives of the experienced lived, the youths seemed to place thmeselves as participants of the collective construction of a work in which everybody felt engaged, that gave pride, identity and a sensation of belonging, in which they were imersed and at the same time producing a determined school culture. Evidences were found that everybody in greater or lesser degree maintained the habit and pleasure of reading, while the practice of writing for some seemed not to be so.
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Katz, Rachell Anne. "A comparative study of early literacy skill development in first graders identified or at-risk for behavior problems /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136428.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Ghavidel, Rostami Berit. "Ger det själen vingar? : En studie i användningen av barnlitteratur i fritidshem." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43711.
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The purpose of this work is to investigate and shed light on how children’s literature is used in the after – school center, if there are any conversations with children’s literature as a starting point and if children’s literature and conversation from the books are used as tools to let students process issues concerning themselves, their lives and their thoughts. The servey was conducted in the form of a web-based questionnaire and the questionnaire responses were then analyzed from three different theoretical perspectives: a socio-cultural perspective, an environmental psychological perspective and Aidan Chamber’s model The Reading Circle. From the point of view of the socio-cultural perspective, communication and language are in focus and the interplay between the common thinking and the individual’s thinking is a prerequisite for development and learning. This perspective is set in relation to how conversation about read books can become tools for students’ development. The environmental psychological perspective in this work is about how noise affects students’ concentration and analytical ability, how the design of the room affects students’ views of both themselves and what the room should be used for and that the environment is also a matter of social impact. The reading circle offers a holistic perspective on the reading process, which is about choosing a book, reading the book, being able to reflect on and react to the book’s content, and then want to start over with the next book. Conclusions drawn from this study are that children’s literature is used in leisure centers to varying degrees, that the physical environment in the form of, for example, limited opportunities for quiet places affects the extent of student’s individual reading, and that books discussions and structured reflections based on children’s literature occur to a very limited extent.Syftet med detta arbete är att undersöka och belysa hur barnlitteratur används i fritidshemmet, om det förekommer några samtal med barnlitteraturen som utgångspunkt och om barnlitteratur och samtal utifrån böckerna används som verktyg för att låta eleverna bearbeta frågor som berör dem själva, deras liv och deras tankar. Undersökningen har genomförts i form av en webbaserad enkät och enkätsvaren har sedan analyserats utifrån tre olika teoretiska perspektiv: ett sociokulturellt perspektiv, ett miljöpsykologiskt perspektiv samt Aidan Chambers modell Läsandets cirkel. I det sociokulturella perspektivets utgångspunkt står kommunikation och språk i fokus och samspelet mellan det gemensamma tänkandet och den enskildes tänkande är en förutsättning för utveckling och lärande. Detta perspektiv sätts i relation till hur samtal omkring lästa böcker kan bli verktyg för elevernas utveckling. Det miljöpsykologiska perspektivet i detta arbete handlar om hur buller påverkar elevers koncentration och analysförmåga, hur rummets utformning påverkar elevernas syn på både sig själva och på vad rummet ska användas till samt att miljö även är en fråga om social påverkan. Läsandets cirkel erbjuder ett helhetsperspektiv på läsprocessen som handlar om att välja bok, att läsa boken, att få reflektera över och reagera på bokens innehåll, för att sedan vilja börja om med nästa bok. Slutsatser som dragits av denna undersökning är att barnlitteratur används i fritidshemmen i varierande grad, att den fysiska miljön i form av till exempel begränsade möjligheter till lugna platser påverkar omfattningen av elevers enskilda läsning, samt att boksamtal och strukturerade reflektionstillfällen utifrån barnlitteraturen förekommer i mycket begränsad omfattning.
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Silva, Luzia Cristiana da. "Uma experiência de uso da leitura como mediação terapêutica em um Centro de Atenção Psicossocial infanto-juvenil (CAPSi)." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/15468.
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Previous issue date: 2016-03-11Pontificia Universidade de São Paulo
The CAPSi, field of this study, is located on the southern edge of the city of São Paulo, a region that presents a high social vulnerability. As a multidisciplinary Public Service of mental health care for children and adolescents, it mainly proposes actions and activities in dimensions and perspective of the communities in order to reintegrate the users on social network. This research aimed to explain how the weekly workshop called "Reading Nook" held at this CAPSi, contributed to support participants anguish and psychic pain, trying mainly to show the construction of this clinical group device, the role of coordinator-mediator and the effects of reading/tale usage as a therapeutic mediator. Were also explored new ways of psychoanalytic therapy and were open new perspectives of institutional care in mental health field. This is a qualitative research of psychoanalytic theory, in group context with adolescents affected by various psychopathologies. The consultations were based on reading usage experience at times of crisis by anthropologist Michèle Petit, and concepts proposed by psychoanalysts D.W. Winnicott, René Kaës, Luis Claudio Figueiredo and other pertinent authors. The service benefited from clinical results in order to cope with various complaints, demands and existential questioning as it receives since individuals who suffer deep anguish related to fragmentation and annihilation of being until those who express diffuse feelings of lack of sense and inner void. In the clinical experiences at the workshop space, opportunities for self discovery were offered, allowing to young people more mobility in access to cultural experiences, which contributed for that their often terrible and threatening histories could be retold more calmly, in a setting protected by art/culture, metaphor, symbol and helping them to trigger intra-psychic and inter-subjective connection work
O Cento de Atenção Psicossocial infanto-juvenil (CAPSi), campo deste estudo, está localizado no extremo sul da cidade de São Paulo, região que apresenta alta vulnerabilidade social. Serviço público de atendimento multiprofissional à Saúde Mental da infância e adolescência, propõe, principalmente, ações e atividades na perspectiva e dimensão comunitárias, com a finalidade de reintegrar os usuários à rede social. Esta pesquisa teve como objetivo principal explicitar de que forma a oficina semanal denominada Recanto da Leitura , realizada nesse CAPSi, contribuiu para a sustentação de angústias e dores psíquicas dos participantes, buscando explicitar, principalmente, a construção desse dispositivo clínico grupal, o papel da coordenadora-mediadora e os efeitos do uso da leitura/conto como mediador terapêutico. Foram exploradas, ainda, novas vias da terapia psicanalítica e abertas novas perspectivas de atendimento institucional no campo da saúde mental. Trata-se de pesquisa qualitativa de referencial teórico psicanalítico, em contexto grupal com adolescentes acometidos por variadas psicopatologias. Os atendimentos realizados apoiaram-se na experiência de uso da leitura em contextos de crise, pela antropóloga Michèle Petit, e em conceitos propostos pelos psicanalistas D. W. Winnicott, René Kaës, Luis Claudio Figueiredo e outros autores pertinentes. O serviço se beneficiou de resultados clínicos, no sentido de dar conta de diferentes queixas, demandas e questionamentos existenciais, uma vez que acolhe desde sujeitos que sofrem profundas angústias relacionadas à fragmentação e aniquilação do ser até aqueles que expressam sentimentos difusos de falta de sentido e vazio interior. Nas experiências clínicas vividas no espaço da oficina, foram ofertadas oportunidades para descobertas, possibilitando aos jovens, inclusive, maior mobilidade no acesso a experiências culturais, que contribuíram para que suas histórias, muitas vezes terríveis e ameaçadoras, fossem recontadas mais tranquilamente, num enquadre protegido pela arte/cultura, pela metáfora, pelo símbolo, ajudando-os a acionar trabalhos de ligação intrapsíquica e intersubjetiva
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Parra, Lucia Silva. "Leituras libertárias: cultura anarquista na São Paulo dos anos 1930." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-13032014-203900/.
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Este trabalho é um estudo da circulação de livros e práticas de leitura entre anarquistas atuantes na cidade de São Paulo na década de 1930. Foi analisada a formação e o desenvolvimento do acervo da biblioteca do Centro de Cultura Social (CCS). Organizado por anarquistas em 1933 e fechado em 1937 com o Golpe do Estado Novo, encerrando sua primeira fase. Sua biblioteca, neste período foi constituída por livros, jornais e documentos de militantes anarco-sindicalistas e tinha como função servir de subsídio para as atividades deste centro de cultura, como leituras comentadas, palestras, cursos e atividades teatrais. Além desta fonte de pesquisa foram usados também resenhas e anúncios de venda de livros publicados nos jornais A Lanterna e A Plebe, entre 1933 e 1935 e documentos do DEOPS/SP, tais como autos de busca e apreensão de bibliotecas particulares de anarquistas e relatórios de investigação que tratavam de circulação de livros e jornais libertários. As pesquisas sobre história dos livros e práticas de leitura de Robert Darnton foram usadas como referencial teórico. Entre os autores dos livros da antiga biblioteca do Centro de Cultura Social e das bibliotecas particulares apreendidas chamam a atenção clássicos do anarquismo como Malatesta, Proudhon, Kropotkin, Elisée Reclus, mas também autores como Marx e Trotsky. Quanto aos gêneros literários foram encontrados ensaios, crônicas, romances e poesias. No que se refere à circulação dos livros verificou-se que eram vendidos em algumas livrarias na cidade de São Paulo, através dos jornais libertários e pelos próprios militantes. Entre os anarquistas eram frequentes tanto as práticas de leituras comentadas em espaços como centros de cultura e bibliotecas populares quanto às leituras individuais de obras adquiridas através de compra e guardadas em pequenos acervos particularesThis work is a study of the circulation of books and reading practices among anarchists active in the city of São Paulo in the 1930s. We analyzed the formation and development collection of the Centro de Cultura Social (CCS) Library. This center was organized by anarchists in the year 1933 and closed in 1937 on the occasion of the Estado Novo, ending its first phase. His library in that period consisted of books, newspapers, anarcho-syndicalist militant documents and had the duty to serve as input to the center of culture activities, as commented readings, lectures, courses and theatrical activities. In addition to this source of research we also used reviews and adverts of selling published books in the newspaper A Lanterna and A Plebe, between 1933 and 1935 and DEOPS / SP documents, such as notices of search and seizure of anarchists private libraries and research reports about books circulation and newspapers libertarians. Were used as a theoretical research of Robert Darnton on the history of books and reading practices. About the authors of the books of both libraries, the old library of the Centro de Cultura Social and the private libraries seized, draw attention classic authors of anarchism as Malatesta, Proudhon, Kropotkin, Reclus Elisée, but also others like Marx and Trotsky. In the Literary genres we found essays, stories, novels and poetry. Regarding to the circulation of books, was found that some were sold in bookstores in the city of São Paulo, through newspapers libertarians and by the militants. Among the anarchists were frequent as commented reading practices on spaces like centers of culture and public libraries as the readings of individual works acquired through purchase and stored in small private collections
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Gregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.
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Cisneros, Benedict. "Indochinese in Job Corps: From failures to fantastic finishers." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/416.
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Nava, Norma Leticia. "A case study of key stakeholders' perceptions of the learning center's effectiveness for English learners at a district in Central California." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/41.
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This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.
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Graae, Jessica. "Högpresterande elevers läsutveckling i årskurs 1 : En lärarcentrerad studie från ett sociokulturellt perspektiv." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101017.
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Studien behandlar ämnet högpresterande elevers läsutveckling i årskurs 1 ur ettlärarperspektiv där den teoretiska förankringen är det sociokulturella perspektivet.Det finns lite forskning kring ämnet, och det som behandlas är oftast elever mellan5–8 års ålder och forskningen är oftast fokuserad ur ett elevperspektiv. Denna studieär en empirisk studie som bygger på kvalitativa semistrukturerade intervjuer medlärare som undervisar högpresterande elever i årskurs 1. Dessa har sedansammanställts genom en grov transkribering där resultatet visar på att de inte harnågon vidareutbildning i att undervisa högpresterande elever förutom läslyftet.Resultatet av studien visar även på att lärarna använder samma läromedel som deupplever bra och inkluderar samtliga elever. Dock ges de högpresterande elevernasamma uppgifter som de andra eleverna förutom i just användandet av läromedletDen magiska kulan. Både i Lgr 11 och skollagen står det skrivet att eleverna har rätttill personlig utveckling. Det betyder att alla elever har rätt till stöd och stimulans föratt utveckla sina kunskaper, oavsett om de har svårt eller lätt för att uppfyllakunskapskraven. Därför bör det forskas mer om högpresterande elevers läsning iårskurs 1 för att de här eleverna ska få den stimulans och det stöd de behöver för attvidareutvecklas istället för att de ska glömmas bort.
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Nantel, Vanessa. "Numérifrag, Suivi de corps discursif et dispositif dans Le centre blanc de Nicole Brossard." Thèse, 2016. http://hdl.handle.net/1866/16123.
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Numérifrag, la première partie de ce mémoire, se présente en tant que code source d’un projet de poésie numérique où les balises html ont été trafiquées de manière esthétique. L’effet répétitif et parasitant du code oblige le lecteur à effectuer un travail de décryptage afin de rendre aux poèmes leur lisibilité. Si le texte est linéaire sur papier, la programmation de chaque poème en tant que page web incite le lecteur à naviguer dans l’œuvre et à actualiser son potentiel d’a-linéarité. La seconde partie de ce mémoire, Corps discursif et dispositif
dans Le centre blanc de Nicole Brossard, s’intéresse à la notion de dispositif en tant que subversion, dans le recueil Le centre blanc (1970) de Nicole Brossard. L’élaboration de ce dispositif passe par le corps qui s’exprime au-travers du texte et trouve son souffle chez le lecteur, par l’acte d'interprétation.Numérifrag, the first part of this M.A. Thesis, is the source code of a digital poetic project where the html tags have been aesthetically manipulated. The repetitive and parasitizing effect of the code forces the reader to decrypt the poems in order to make them readable. If the text is linear on paper, the programming of each poem into a web page otherwise induces the reader to navigate freely in the work and actualize its potential of a-linearity. The second part of this thesis, Corps discursif et dispositif dans Le centre blanc de Nicole Brossard, is about the notion of dispositive as a subversion, in Le centre blanc (1970) by Nicole Brossard. The elaboration of that dispositive is made through the body, which express itself in the text and finds its breath through the reader and his interpretation.