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Pace, Balzan Ninette. "Reading as participating : a study of embodied experiences of reading and writing." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7930/.
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The focus of this collaborative research is on seeking what enables or constrains participation in reading and writing as a social practice. Eight individuals with a label of dyslexia discuss and reflect, over a period of a year, on past and present experiences around reading and writing, and develop a personal narrative. The study uses a phenomenological approach, and ethnographic and narrative methods within a New Literacy Studies framework, situating experiences, and perceptions of them, within social and cultural contexts. The participants discuss, and reflect on, past and present experiences to design and develop their narrative. In the process, the relationship between experiences and perceptions and its effect on identity and agency, is explored. As participants each construct a narrative, with themselves as the protagonist, they ‘sediment’ their literate identities into the text, to be further reflected on. Initially, this collaborative study sets out to find what support, intervention, and community concessions persons labelled with dyslexia require, but this changes when the participants, through discussion and reflection on emotions, discourses and artifacts within the narrative, uncover covert sociocultural factors which hinder their reading and writing. The study moves away from a tacit acceptance of personal deficit or difference, leading to a label of dyslexia. It finds that the shift in the perception of literacy, from a definable and measurable goal to be reached, to one of participation in a social practice, enabled or hindered by embodied experiences, redefines the label of dyslexia, as reflecting restricted participation, and therefore social exclusion.
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Fedor, Megan C. "Social class differences in shared book reading experiences." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1338886711&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Zwillenberg, Jennifer Goulston. "This text matters| Students' experiences with independent reading." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.
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This study examined the engagements with and the impacts from the intersection of students and texts. Stemming from ethnographic methodology, I implemented a 10-month case study based in a sixth-grade classroom in an urban school with 24 participants. I approached this work with a sociocultural perspective on literacy, which stands in contrast to the deficit ideology often employed in discussion of the literacy of adolescent from low-income, urban areas. Data sources included fieldnotes, recordings, transcripts, and documents. The need for this work came from a lack of research on adolescent literacies broadly, and more specifically on young adolescent experiences with texts that they select. This research offers insight into students’ experiences with texts and how they see themselves as literate individuals. All of the students had complex reading identities that warranted examination in terms of their experiences with texts, their history with school-based literacy practices, and their own perceptions about reading. There were important concepts that this research found. First, the role of familiarity with texts is important for students as readers. Second, it is important for educators to ask students directly about their experiences with texts and literacy broadly. Third, not only are certain literacy practices such as selecting books and comprehending texts conceptualized differently by teachers and students, but these different perspectives have consequences for students in school. This research examines and reimagines the ways in which adolescent literacy is conceptualized in schools as a way to end practices that marginalize certain readers.
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Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.
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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.
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Du, Plessis Annette. "The experiences of parents of children with reading difficulties." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71698.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: According to the results of the Annual National Assessment (ANA) of 2011 in South African schools, approximately 53% of learners in grade 3 and 70% of learners in grade 6 did not reach a partially achieved level of reading. As a result of the reading difficulties, these learners have varying degrees of learning and behavioural difficulties and also experience psychological and emotional challenges. This figure indicates that a high number of people are parenting a child identified as having reading difficulties. Bronfenbrenner’s theory of the ecology of human development indicated the importance of interconnections between school, home, and community settings in order to foster children’s learning. Parents may be better supported and empowered to assist their child by collaboration among teachers and families. This collaboration may be strengthened by utilising knowledge gained from parents’ lived experiences of parenting a child identified as having reading difficulties. The primary research question guiding this phenomenological study involved understanding the experiences of parents with children identified as having reading difficulties. The study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three parents as research participants. Three methods of data collection were employed, namely written reflective notes, structured individual interviews and observations. Furthermore, qualitative content analysis was used to analyse the data. The analysis revealed that four interconnected contexts emerged concerning parents’ lived experiences, namely their relationship with their identified child, their relationships with other family members, their interactions with teachers and the child’s school, and their perception of social support in raising their child. The study found that parents experienced a variety of dismaying emotions regarding their child’s reading difficulties and that parents adopted roles such as caretaker, motivator and advocate in order to obtain the intervention and educational services needed for their child. The findings of this study inform and encourage educators and other support personnel to support parents and promote collaboration with parents of children identified as having reading difficulties, potentially enabling those parents to better support their identified child.
AFRIKAANSE OPSOMMING: Na aanleiding van die uitslae van die Jaarlikse Nasionale Assessering (ANA) van 2011 in Suid- Afrikaanse skole, het ongeveer 53% van leerders in graad 3 en 70% van leerders in graad 6 nie ‘n gedeeltelik bereikte vlak van lees behaal nie. As gevolg van die struikelblokke met lees, ervaar hierdie leerders verskeie grade van leer- en gedragsuitdagings, asook sielkundige en emosionele uitdagings. Hierdie syfers dui aan dat ‘n beduidende hoeveelheid mense in die rol staan van die ouer van ‘n kind met leesstruikelblokke. Bronfenbrenner se teorie van die ekologie van menslike ontwikkeling dui op die belangrikheid van interkonneksies tussen die leerder se skool, tuiste en die konteks van sy gemeenskap vir die bevordering van leer. Ouers kan moontlik meer effektief ondersteun en bemagtig word om hul kind meer effektief te ondersteun, indien ‘n medewerking tussen ouers en onderwysers bewerkstellig kan word. Hierdie medewerking kan versterk word deur kennis aan te wend aangaande ouers se ervaringe in hul rol as die ouer van ‘n kind met leesstruikelblokke. Die navorsingsvraag wat hierdie fenomenologiese studie lei, handel oor ’n begrip van die ervaringe van ouers van kinders wat met leesstruikelblokke geïdentifiseer is. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie ouers as deelnemers te identifiseer. Drie metodes van data insameling is gebruik, naamlik geskrewe, reflektiewe notas; gestruktureerde, individuele onderhoude en waarnemings. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die data analise het aan die lig gebring dat vier kontekste wat telkens met mekaar verband hou, na vore gekom het rakende ouers se ervaringe as die ouer van ‘n kind met leesstruikelblokke, naamlik die ouers se verhouding met hul kind, die ouers se verhoudinge met ander lede van die gesin, die ouers se interaksies met die kind se onderwysers en skool asook die ouers se persepsie van die sosiale ondersteuning wat hulle ontvang in hul rol as ouers. Die bevindinge van hierdie studie het aangetoon dat ouers verskeie ontmoedigende emosies ervaar rakende hul kind se leesstruikelblokke en dat ouers in die rol van versorger, motiveerder en advokaat optree om sodoende die nodige intervensie en opvoedkundige dienste wat hul kind benodig, te bekom. Die bevindinge het ten doel om opvoeders en ander ondersteuningspersoneel in te lig en aan te moedig om ouers te ondersteun en medewerking tussen opvoeders en ouers van kinders met leesstruikelblokke te bevorder. Sodanige medewerking kan ouers in staat stel om hul kinders meer effektief te ondersteun.
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Butterley, Ingrid. "Reading cultures : a study of the reading experiences of bilingual students and their parents/carers." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10007341/.
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This small-scale qualitative study is set in three primary schools in one Inner London borough. In this study I have investigated the motivations and interests of a group of primary aged bilingual students with regard to reading. I have also sought the perceptions of parents and carers about the purposes and significance of reading, as well as the support they offer for reading at home. I have also elicited the class teachers' perceptions of students' reading motivation and parental/ carer support. Rich descriptions are evoked through the use of semi-structured interviews, focus groups, field notes and a research journal. I investigate the inner layer of the micro processes of the reading experiences of the bilingual students and the reading life histories of their parents/carers, through the lens of a sociocultural perspective on reading. I look to social theory at the macro level for insight into the institutional layer of discourses within the school as well as the outer layer of discourses in the wider society. The findings suggest that this group of students were largely motivated and successful readers, who effectively integrate different cultural purposes within their reading. Equally, their parents drew on their own understandings of their literary and educational journeys to offer support in a variety of ways. However, their teachers who provided a stimulating literacy-rich environment in their classrooms often failed to acknowledge the funds of knowledge that these bilingual students and their families were able to bring to the classroom. These findings will inform the educational dialogue around the inclusion of linguistic minority parents/carers and their children within the school reading curriculum.
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Schugar, Heather Ruetschlin. "Fourth graders' expository text comprehension Indicators from NAEP on the role of income, out-of-school reading experiences, and in-school reading experiences /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8498.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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REYES, MUNGUIA MILDRED GUISELLA. "CHILDREN’S SCHOOL EXPERIENCES DURING THE 2018 NICARAGUAN UPRISING." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1776.
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The purpose of this qualitative case study was to understand children’s school experiences during the 2018 Nicaraguan uprising. The main participants were 10 children from first through sixth grade (one per grade) who participated in phases one, two, and three, along with their parents and teachers. The research questions inquired into how the sociopolitical crisis impacted students’ experiences, their parents’ and teachers’ viewpoints and perceptions of the events in terms of their children’s school experiences, and the strategies the adults used to manage the children’s stress caused by the events. The study is based on a theoretical framework of justice and democracy developed by John Dewey (1963), Lev Vygotsky (1978), Paulo Freire (1974), and Urie Bronfenbrenner (1979). The study also examined the importance of cognitive development of children, as posited by Jean Piaget (1963), and its relationship with their school experiences during the 2018 uprising. The data were collected in a period of ten weeks from mid-June to mid-August 2019. Students drew images, took photographs (photovoice), and answered questions during three interviews to share their stories about the event. The data were analyzed using Johnny Saldaña’s (2011) coding process.The study found that the children had built up a positive relationship with their teachers and parents and had developed a negative relationship with the police. The findings also revealed that 18 months later, the children still did remember the socio-political crisis and that talking about it triggered sadness, fear, and nervousness. In contrast, their parents and teachers believed that the children’s learning experiences were not affected by the 2018 uprising. They blamed a faulty education system for the children’s reduced learning. Because of the findings, the study recommends including a dialog approach among students that encourage students’ self-reflection and critical thinking, reading and writing strategies that encourage students to write about stressful situations and contracting with counselors to provide a series of workshops to educate teachers and parents about students’ emotions.
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Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.
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Stonehouse, J. M. "Relating to reading : a psychosocial exploration of the experiences of young people who find reading difficult." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23525/.
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Although research studies are plentiful regarding the cognitive aspects of children’s and young people’s reading difficulties, surprisingly few consider the emotional or relational impact of those difficulties. Those which do rarely invite young people to share their experiences of struggling to master this fundamental life skill. This exploratory, qualitative study used a psychosocial methodology to explore the reading experiences of young people who find reading difficult. A psychosocial ontology and epistemology gave equal consideration to the meaning constructed through participants’ social interactions and the unconscious psychological processes at work for participant and researcher, and facilitated an understanding of the emotional experience of each participant. Semi-structured interviews were conducted with two 12-year-old boys (UK school year 8) with persistent reading difficulties, using Free Association Narrative Interview (FANI) techniques. Each boy was interviewed twice, creating his own narrative in response to initial questions or prompts. The boys were also observed twice in a typical English lesson, using principles of infant observation. A reflective research diary was used to record the researcher’s personal responses to all aspects of the research. Interview data were analysed using thematic analysis. Reflective process notes from each observation provided an additional perspective on each boy’s experiences. Psychosocial research supervision enabled a reflexive stance to be maintained, holding in mind the ‘whole’ person, acknowledging the researcher as psychologically defended, and considering the relevance and appropriateness of themes as they emerged. Semantic and latent themes specific to each participant were identified. Although the aim was not to generalise between the boys’ experiences, similarities were found within the following areas: ‘(un)helpful helping’, ‘believed and understood?’, ‘lazy, dumb and stupid’, and ‘smarter sisters’. The findings provide a rich account of participants’ experiences as ‘struggling readers’. Strengths and limitations of the study are discussed, together with implications for teaching and Educational Psychology practice.
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Chong, Su Li. "Understanding reading choice : an investigation of multilingual Malaysian undergraduates' print-based and computer-mediated reading experiences." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/275242.
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Concerns about aliterate undergraduates who seem marginally interested in academic reading and uninterested in wider reading are often blamed on their low levels of reading motivation. The proliferation of computer and internet-based resources seems also to have negatively reshaped the undergraduate reading experience. While large survey studies may point to this worrying trend, in-depth studies may be useful in explaining this phenomenon. My empirical in-depth study aimed to investigate the complexities behind multilingual undergraduates' academic and non-academic reading experiences across their past and current contexts. In order to achieve this aim, I examined the literate lives of a purposively selected group of eight multilingual Malaysian undergraduates in a British university. The eight participants are female and male, first to final year undergraduates pursuing degrees in the disciplines of Engineering, Mathematics, Law and Economics respectively. I drew mainly on a transactional theory of reading for how it acknowledges the complexities of every individual reading event. This study was methodologically designed from a constructionist epistemological stance with a phenomenologically-informed theoretical perspective. Thrice across a time-span of between four to ten months, each participant was interviewed about their past and current reading experiences. All participants were also asked to keep a reading diary for a total of eight weeks. From the data, the embodied reading experience emerged. My in-depth examination suggested that beyond simply responding to linear levels of reading motivation, the undergraduates were continuously framing and re-framing their reading choices within and across various domains. It was the continuous negotiation of choicemaking that showed how the reading experience could be critically shaped in relation to the reader's social, cultural and historical contexts.
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Stanley, Leonard D. "The reading and writing experiences of children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61178.pdf.
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Capua, Brighton Joan. "Mommy Blogs and Rhetoric: Reading Experiences That Shape Maternal Identities." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3596.
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The transition to motherhood is difficult and jarring for many women. Not only does this transition demand life-altering changes to a woman's life, but especially in more recent times, this transition offers nothing but uncertainty. As the role and understanding of women continues to change, what motherhood means becomes increasingly difficult to define; additionally, the traditional narratives of stay-at-home mothers who are always happy to do housework and nurture their children no longer apply for many 21st-century women, leaving new mothers feeling uncertain about who they are and who they want to become. Since the turn of the century, mothers have turned to the blogosphere to document and share the events of their everyday lives, making the blogosphere a space for mothers to share the highs and lows of modern family life with their family, friends, and other mothers. The scholarship published on mommy blogs suggests that for the writers of these blogs, the act of blogging provides writers with the opportunity to literally revise the events that occur in their lives on their blogs, which allows them to actively shape and create their maternal identities. In turn, their blogs are read, complicated, and validated by a community of other readers, which implicitly suggests that readers are being affected in some way by their reading experiences. Although the relationship between the blog and the blog writer has been given adequate attention in the scholarship on mommy blogs, the relationship between the blog and the blog reader has not been fully explored. Consequently, my research attempts to explain how a reader's perception of her maternal identity is influenced by her reading experiences. By applying Kenneth Burke's theory of literary form to the public texts of mommy blogs, I suggest that readers are affected in equally profound ways as the bloggers themselves. Looking at reader responses through Burke's theory of form demonstrates that the act of reading a mommy blog allows readers to experience life as someone else lives it, which often reveals a gap between the reader's real experiences and her vicarious experience reading. This space prompts a shift in attitude in readers; however, these shifts vary from reader to reader. Some readers may feel inspired, while others feel envious or inadequate by the same blog, which suggests that either way, a reader's perception of her maternal identity has changed. And although these shifts depend in part on the experience offered by the blog, their response reflects their own experiences of motherhood and expectations for how motherhood should be represented, making mommy blogs ultimately a place where readers actively shape their maternal identities as well.
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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.
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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005).
There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.
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Hamilton, Diane M. "Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.
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The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change, the ways in which boys are socialized into literacy practices, and the problem of male disengagement from literacy. As such, this study adds a new voice to the extant literature on postmodern picturebooks and that of gender and literacy. This study is an initial exploration at the intersection between these two areas of inquiry focused on the experiences of one boy who self-identifies as disinclined toward reading, a boy whose history of reading difficulties throughout elementary school contributed to compelling insights.
A phenomenological approach was designed for this initial exploration to ensure a rich and comprehensive description of this boy’s experiences to share in order to open and expand our understanding of the reading experience of individual boys and the role postmodern picturebooks might be able to play in disrupting the problem of male disengagement. This phenomenological exploration focused on three focal phenomena—the boy’s experience of reading, his experience of reading traditional picture books, and his experience of reading postmodern picturebooks. Through examination of data collected during a book sort, think-aloud readings, and interviews with the participant and members of his family, along with historical data from school records and tutoring records, descriptive interpretations of each of the three focal phenomena were constructed then discussed in relation to each other and to theoretical connections noted above.
The experience of reading of the focal participant in this study is illuminating, pointing to not only gender influences but also pervasive influences from a concerted focus on learning to read proficiently. Differences between the experience of reading traditional picture books and the experience of reading postmodern picturebooks are evident for this boy. Subtle shifts in reading behavior were noted by the end of data collection suggesting that experiencing postmodern picturebooks with a focus on think-aloud commentary may have provoked a shift in his perspective about what it means to read.
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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.
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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.
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Klvacek, Michelle Lynn. "Dyad Reading Experiences of Second-Grade English Learners with Fiction and Nonfiction Texts." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5528.
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Dyad reading, a modified version of the Neurological Impress Method, does not seem to be widely used, although it appears to have the potential to support students at multiple levels of reading proficiency. Dyad reading was implemented in this study with two second-grade English Learners (ELs) paired with English-proficient partners using both fiction and nonfiction texts. This qualitative study employed an action research method, using the following data sources: video observations, student interviews, weekly dyad observations, anecdotal notes, and weekly written reflections.This study reveals that implementing dyad reading is complex. Participants needed modeling and practice with dyad reading procedures, but they learned them over time. The nature of the relationship between partners dramatically affected their dyad reading experience. Each partner had unique strengths and weaknesses that either helped or hindered the collaborative process. The participants, who had limited exposure to nonfiction texts prior to the study, indicated a clear understanding of and appreciation for both fiction and nonfiction. Of these two major genres, nonfiction provided more opportunities for partners to interact and have discussions during dyad reading. ELs appeared to grow in confidence as readers and experienced a sense of satisfaction and success. Adaptations made during the study that improved dyad reading for participants included having daily class discussions, using book logs to increase student accountability, refreshing the classroom library often, and encouraging more discussion between partners about texts.Dyad reading can be used successfully with second-grade ELs who are assisted readers. Participants recognized the value of having competent lead readers who could help them with their reading and with whom they could share the reading experience. Action research methodology provided opportunities to make changes as needed throughout the study. Some adaptations for future practice emerged. Foremost among these recommended adaptations is the inclusion of two additional dyad reading procedures: preview and plan, and stop and share.
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Halfyard, Gregory Allan. "Reading experiences and strategies of reluctant grade 6 and 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34487.pdf.
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Hiscock, Donald. "Any Belgian : reading the city : creating a narrative from urban experiences." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367343/.
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The critical reflection at the start of this thesis outlines the ideas that have informed the production of my novel Any Belgian. The novel explores how cities offer creative possibilities for a writer, particularly in suggesting locations and for influencing the development of character and plot. The critical reflection also surveys the work of writers and critics who have commented on the nature of cities as palimpsests, and as places that serve as an emotional refuge. It also reflects on the creative processes involved in constructing my novel, detailing the decisions made about its form. The use of images in the novel is also discussed and a justification is made for their use as a device to deliberately involve the reader in the construction of meaning. References to cinema and other visual arts are prominent in the novel, and there is a reflection on how they are used as an effective way to express the thoughts of the narrator in his attempts to make sense of a set of multi-layered past experiences. It was also important to undertake fieldwork for research in the writing of the novel. This process is described and related to the writings of critics such as Walter Benjamin and other writers who have recorded their walks in urban locations. The narrative for Any Belgian works on several levels and the complexity of its layers are addressed in the conclusion to the thesis. What has been produced is a novel that attempts to raise questions about the possibility of accurately recording urban experiences, especially when a narrator is confronted with the challenge of describing the permanently shifting relationship between recollections and the city locations which give rise to those recollections.
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Hale, Kimberly D. "Developmental Trajectories, Experiences, and Reading: You Know More Than You Think." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7032.
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Davison, Hazel. "An exploratory study of primary pupils' experiences of 'Reading to Dogs'." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4296/.
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Reading to Dogs is an animal-assisted intervention (AAI) programme used to support primary school children’s reading. AAI is an emerging area with an extremely limited evidence base. The purpose of this research was to explore current practice within primary schools in the local authority regarding Reading to Dogs, and to generate a theoretical explanation of Reading to Dogs. A sequential, two phase, mixed methods design was employed from a pragmatic stance. The first phase consisted of structured telephone interviews with nineteen primary schools from the local authority to audit current practice. Anonymised reading scores for 89 children to have participated in the programme were also obtained from schools. The second phase employed a classic grounded theory methodology. Data from the first phase, together with ten individual interviews, was analysed using the constant comparative method to generate a substantive theory of Reading to Dogs. The audit established that a small minority of primary schools within the local authority currently run Reading to Dogs with children displaying emotional needs. Children’s baseline and post-measure reading ages increased by an average of five months following their participation in Reading to Dogs, with an average ratio gain of two months’ reading age for each month of participation. Playful reading, the substantive theory generated in this research, explains how Reading to Dogs supports children to develop a more playful attitude toward reading. Key concepts of building a close relationship with the reading dog and establishing a mental capital of positive emotions are central to playful reading. The reading dogs’ ability to demonstrate listening and children’s increasing application of their reading skills also feature prominently in the theory.
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Lan, Pei Ern. "The instructional experiences of students with reading disabilities in Taiwan's education." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107123.
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In order to investigate the actual instructional experiences for students with reading disabilities in Taiwan, a qualitative study was conducted using the method consisted of observation of the special education environment and interviews with two students with reading disabilities, one parent of the student, and three Resource Room teachers. On a macroscopic scale, the researcher looked at the special education system’s implementation in a public middle school in Taiwan, while on a microscopic scale, the researcher focused on the remediation of the reading disabilities that the students were receiving in special education. The ultimate goal of this research was to benefit the special educational system in Taiwan in educating students with reading disabilities. Therefore, this was written in both English and Mandarin for the benefit of readers in Taiwan and in the U.S.
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Ruterana, Pierre Canisius. "The Making of a Reading Society : Developing a Culture of Reading in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81016.
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Following a growing concern among education stakeholders about the lack of a reading culture and low literacy levels among Rwandans in general and university students in particular, the aim of this thesis is to increase the awareness of Rwandans about the development of a reading culture and early literacy. To achieve this aim, four studies with participants representing different experiences related to reading culture were performed. These qualitative studies draw on different perspectives on the development of a reading culture and emergent literacy by using open-ended questionnaires and interviews. The thesis takes sociocultural and emergent literacy theories as points of departure. The first study investigates students’ reflections on their previous reading experiences, and discuss ways to develop literacy and a reading culture in Rwanda. The next one sheds light on parents’ involvement in literacy practices at home and the third study concerns what literacy knowledge teachers expect from their pupils when they start nursery and lower primary school. An example of a literacy event (storytelling) is given in the fourth study where children’s narratives of fairy tales are followed by their discussions on gender issues, which in turn can develop the children’s interest in reading. This can also help them relate texts to their life and teach them to think critically. In sum, the studies show that there is a limited reading culture in Rwanda. That is attributed to the colonial and post-colonial education system, reliance on verbal communication, limited access to reading materials, and ultimately the low status of the mother tongue Kinyarwanda within the sociolinguistic configuration of Rwanda. Also, the participating students and teachers point out the necessity of involving parents more in the creation of an environment that nurtures children’s emergent literacy development so that it becomes a shared responsibility translated into a teacherparent partnership for children’s success at school. Hence, the findings inform the use of this thesis which is to promote literacy and a reading culture in Rwanda by engaging the whole nation in a national effort to build a sustainable culture of reading. To paraphrase the old African saying ‘it takes a village to raise a child’, I want to conclude by saying that it takes a nation to develop a culture of reading.
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Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.
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This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.
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Weinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development." Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.
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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Ferguson, Katherine. "HIGH SCHOOL BAND SIGHT READING IN THE UNITED STATES:PROCEDURES, PREPARATION, ATTITUDES, AND EXPERIENCES." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492776380156841.
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Julian, Samantha Kate. "Book Club Experiences, Engagement, and Reading Compensatory Strategy Use for People with Aphasia." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152516802483.
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Zugelder, Gina M. "Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5592.
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The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.ID: 031001457; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Susan Wegmann.; Title from PDF title page (viewed July 5, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 200-208).
Ed.D.
Doctorate
Education and Human Performance
Education
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Hammad, Mahbuba. "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/607.
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This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative and qualitative findings complemented each other, which allowed for data triangulation. Recommendations for practice, policy, and future research were made given the results of this mixed-methods research study.
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Clarke, Penny L., and n/a. "The poetry of response : adolescent experiences of two class novels." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060628.155204.
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This study, conducted in a junior high school in Canberra, used
naturalistic research methodology and idiographic data analysis. As the
results obtained in the study were time and context specific, the object
was to reveal the personal factors which affected the nature of the
reading experience for individual research participants. The theoretical
basis of the research was derived from Louise Rosenblatt's transactional
theory and focused on the reading experiences of adolescents with whole
class novels.
Three research techniques were employed in the exploration of aesthetic
reader responses to two whole class novels. The techniques: reading
journals, small group discussions and creative written responses to the
text were implemented sequentially and revealed different levels and
stages of individual and group responses from the 'primary spontaneous'
to a considered reflective response. Data was explored through the case
study mode of analysis which included information relevant to the
individual research participants and the study context.
The research explored the integration of the individual's evocation of the
text with the individual's awareness of self, text, literature and the wider
social context. The research data concluded that the employment of
classroom practices which focus on a full, individual transaction with a
text promotes the development of critical awareness of and familiarity
with the text. This sound understanding of the individual's evocation of
the text forms a self-aware and firm basis for the development of active,
engaged and critical readers of texts.
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Balsawer, Veena. ""Once upon a story": Entering into the world of stories to exp-lore the imaginary and (re)living-through experiences of children." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28700.
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Reading is a transaction, a two-way process, involving a reader and a text at a particular time under particular circumstances (Rosenblatt, 1982). An interest in working with children, and an intrigue in the ways children transact with the stories they hear and/or read has turned me into a "Storycatcher" (Baldwin, 2005). As a storycatcher-researcher, I ventured into the world of stories at the Ottawa Public Library in order to exp-lore the narrative transactions of children between the ages of 3 and 6 years old. My Storycatching is a narrative within a narrative because my focus is on the four (4) child-storytellers' verbal and pictorial narratives, as they embody the literary transactions between themselves, their imaginations, and their live(d) experiences in response to the stories they hear during storytimes at the library.
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Park, Ho Ryong. "Four English Language Learners' Experiences and Strategy Use in Learning Environments of Multiliteracies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4194.
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English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts.
This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts.
I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools.
There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.
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Hassan, Ehab. "Event-Based Recognition Of Lived : Experiences In User Reviews." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCD021/document.
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La quantité de contenu généré par l'utilisateur sur le Web croît à un rythme rapide.Une grande partie de ce contenu est constituée des opinions et avis sur des produits et services. Vu leur impact, ces avis sont un facteur important dans les décisions concernant l'achat de ces produits ou services. Les utilisateurs ont tendance à faire confiance aux autres utilisateurs, surtout s'ils peuvent se comparer à ceux qui ont écrit les avis, ou, en d'autres termes, ils sont confiants de partager certaines caractéristiques. Par exemple, les familles préféreront voyager dans les endroits qui ont été recommandés par d'autres familles. Nous supposons que les avis qui contiennent des expériences vécues sont plus précieuses, puisque les expériences donnent aux avis un aspect plus subjective, permettant aux lecteurs de se projeter dans le contexte de l'écrivain.En prenant en compte cette hypothèse, dans cette thèse, nous visons à identifier, extraire et représenter les expériences vécues rapportées dans les avis des utilisateurs en hybridant les techniques d'extraction des connaissances et de traitement du langage naturel,afin d'accélérer le processus décisionnel. Pour cela, nous avons défini opérationnellement une expérience vécue d'un utilisateur comme un événement mentionné dans un avis, où l'auteur est présent parmi les participants. Cette définition considère que les événements mentionnés dans le texte sont les éléments les plus importants dans les expériences vécues: toutes les expériences vécues sont basées sur des événements, qui sont clairement définis dans le temps et l'espace. Par conséquent, nous proposons une approche permettant d'extraire les événements à partir des avis des utilisateurs, qui constituent la base d'un système permettant d'identifier et extraire les expériences vécues.Pour l'approche d'extraction d'événements, nous avons transformé les avis des utilisateur sen leurs représentations sémantiques en utilisant des techniques de machine reading.Nous avons effectué une analyse sémantique profonde des avis et détecté les cadres linguistiques les plus appropriés capturant des relations complexes exprimées dans les avis. Le système d'extraction des expériences vécues repose sur trois étapes. La première étape opère un filtrage des avis, basé sur les événements, permettant d'identifier les avis qui peuvent contenir des expériences vécues. La deuxième étape consiste à extraire les événements pertinents avec leurs participants. La dernière étape consiste à représenter les expériences vécues extraites de chaque avis comme un sous-graphe d'événements contenant les événements pertinents et leurs participants.Afin de tester notre hypothèse, nous avons effectué quelques expériences pour vérifier si les expériences vécues peuvent être considérées comme des motivations pour les notes attribuées par les utilisateurs dans le système de notation. Par conséquent, nous avons utilisé les expériences vécues comme des caractéristiques dans un système de classification, en comparant avec les notes associées avec des avis dans un ensemble de données extraites et annotées manuellement de Tripadvisor. Les résultats montrent que les expériences vécues sont corrélées avec les notes. Cette thèse fournit des contributions intéressantes dans le domaine de l'analyse d'opinion. Tout d'abord, l'application avec succès de machine reading afin d'identifier les expériences vécues. Ensuite, La confirmation que les expériences vécues sont liées aux notations. Enfin, l'ensemble de données produit pour tester notre hypothèse constitue également une contribution importante de la thèseThe quantity of user-generated content on the Web is constantly growing at a fast pace.A great share of this content is made of opinions and reviews on products and services.This electronic word-of-mouth is also an important factor in decisions about purchasing these products or services. Users tend to trust other users, especially if they can compare themselves to those who wrote the reviews, or, in other words, they are confident to share some characteristics. For instance, families will prefer to travel in places that have been recommended by other families. We assume that reviews that contain lived experiences are more valuable, since experiences give to the reviews a more subjective cut, allowing readers to project themselves into the context of the writer. With this hypothesis in mind, in this thesis we aim to identify, extract, and represent reported lived experiences in customer reviews by hybridizing Knowledge Extraction and Natural Language Processing techniques in order to accelerate the decision process. Forthis, we define a lived user experience as an event mentioned in a review, where the authoris among the participants. This definition considers that mentioned events in the text are the most important elements in lived experiences : all lived experiences are based on events,which on turn are clearly defined in time and space. There fore, we propose an approach to extract events from user reviews, which constitute the basis of an event-based system to identify and extract lived experiences. For the event extraction approach, we transform user reviews into their semantic representations using machine reading techniques. We perform a deep semantic parsing of reviews, detecting the linguistic frames that capture complex relations expressed in there views. The event-based lived experience system is carried out in three steps. The first step operates an event-based review filtering, which identifies reviews that may contain lived experiences. The second step consists of extracting relevant events together with their participants. The last step focuses on representing extracted lived experiences in each review as an event sub-graph.In order to test our hypothesis, we carried out some experiments to verify whether lived experiences can be considered as triggers for the ratings expressed by users. Therefore, we used lived experiences as features in a classification system, comparing with the ratings of the reviews in a dataset extracted and manually annotated from Tripadvisor. The results show that lived experiences are actually correlated with the ratings.In conclusion, this thesis provides some interesting contributions in the field of opinionmining. First of all, the successful application of machine reading to identify lived experiences. Second, the confirmation that lived experiences are correlated to ratings. Finally,the dataset produced to test our hypothesis constitutes also an important contribution of the thesis
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Rask, Inga-Britt. ""Det räcker inte med läsförståelseböcker och tyst läsning" : En studie om lärares erfarenheter och uppfattningar gällande läsförståelsesvårigheter." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75248.
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Syftet med detta examensarbete har varit att utifrån ett lärarperspektiv, belysa möjligheter och problem i läsförståelseundervisningen och att bidra till en fördjupad kunskap om elever i behov av särskilt stöd i sin läsutveckling. Det empiriska materialet består av en enkät som har vesvarats av 64 lärare som undervisar i svenska i år 1-6. Studien är kvalitativ och inspirerad av enomenografin. Resultaten visar att lärarna i studien har erfarenhet av flera olika typer av lässvårigheter. Läsförståelsesvårigheter upptäcks på flera olika sätt: läsförståelse, avkodning, muntlig fömåga, svårigheter med andra uppgifter, arbetsminne, ordförråd, strategier för att inte läsa samt känslomässiga reaktioner. Flera av informanterna har mött elever i år 3-4 som kan avkoda bra men ändå inte förstår innehåller i en text. En del av lärarna menar att deras utbildning inte påverkat deras undervisning i läsförståelse. Andra menar att utbildningen har gjort det och att extra utbildning i läsförståelse innebär en skillnad. Det finns många olika orsaker till bristande läsförståelse och det finns en grupp elever som har specifika läsförståelsesvårigheter. Dessa elever kan vara svåra att upptäcka. För att de ska få adekvat hjälp krävs att lärare förstår vad som gör att svårigheterna uppstår och att de pedagogiska insatserna anpassas efter elevernas behov.
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Clarke, Michelle Violet. ""On the mat": an exploration of the impact of new entrant children's classroom and home experiences on their understandings of what counts as reading." Thesis, University of Canterbury. Educational Studies and Human Development, 2007. http://hdl.handle.net/10092/1060.
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This study explores the ways that the classroom and home experiences of two New Entrant children contributed to their understandings of what counts as reading. Multiple method data collection included continuous recordings of classroom reading activities over a 16-week period and interviews undertaken over a 13-month period. Microanalysis of classroom events provided accounts of the children's engagement with reading tasks during reading instruction, which were then explored in relation to the ways the two children discussed reading during interviews. Findings revealed that children take on multiple roles during classroom activities which impact on their participation in reading tasks. The significance of the social aspects of learning to read is also highlighted. It was revealed that what children actually learned and the types of reading responses they made during class activities were only rarely visible or audible to their teacher. The children's management of their learning environment meant that many reading opportunities were used in different ways from those intended by the teacher, and that learning was often only indirectly related to teaching. The implication for teachers is the need to consider how little of children's learning experiences are audible or visible to them, so that they can develop strategies to provide appropriate reading instruction and adequate reading experiences. The study also revealed the critical role that "homework" (reading at home) plays in ensuring sufficient reading practice for emergent and early readers.
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Rottmann, Jennifer. "Reading Beyond the Last Page: Understandings of Teachers' Experiences in Book Clubs and Pedagogical Links." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31705.
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The study explores teachers’ experiences in book clubs and how these experiences inform their pedagogical practices. Framed by a social constructivist epistemological stance, grounded in the work of narrative inquiry, and conceptualized by transactional reader-response theory, this study explores why teachers join and sustain book club membership, the ways books clubs are used to create meaning, how participating in a book club influences pedagogical practices, and ways in which clubs are used to negotiate aspects of their teaching identities and subjectivities. Through a multifaceted qualitative research design, I worked with thirteen teachers who belong to (or have recently belonged to) a book club as a separate entity from their teaching lives. I conducted interviews with thirteen teachers; attended three meetings of three separate book clubs to contextualize the study; and administered written reading profiles to explore participants’ reading practices. This research argues that teachers join and remain in book clubs for social interaction, intellectual stimulation and motivation to read ‘quality’ literature. Knowledges are created and validated by a community of readers capable of such recognition in a forum that does not otherwise exist. Club meetings are used in different and complex ways to negotiate teaching subjectivities and push back against fixed notions of the teacher identity. Further, this study showcases a myriad of ways that teachers’ experiences in book clubs enter the classroom both explicitly and implicitly.
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Jawing, Esther. "Understanding academic reading experiences and shifts in reading strategies within a sociocultural context : a case study of Malaysian undergraduates in a British University." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81379/.
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Research into L2 reading is well developed. Most of this research, however, views reading within a cognitive and linguistic theoretical framework. It may be argued, however, that an understanding of the reading process can no longer be achieved if restricted to linguistic and cognitive activities. This thesis attempts to draw on sociocultural perspectives to describe ESL academic reading development. A longitudinal approach is adopted to explore the perceptions and experiences of academic reading of a group of Malaysian undergraduates studying in a British university over a period of two academic years. Using multiple case study design and phenomenography as guiding principles, data collection methods include individual interviews and reading diaries. This research has been conducted in a university in the United Kingdom with five male and six female Malaysian undergraduates. All the participants were fluent English as a Second Language (ESL) speakers. Data were analysed based on phenomenographic and thematic analysis principles, using qualitative data processing software, Nvivo10. The findings suggest that these participants’ perceptions of academic reading are influenced by their perceptions of the role of English in the UK, by the complexity of the texts they read and by their lack of academic language proficiency. Their reading strategies consist of support, cognitive and metacognitive strategies. The dynamic nature of their reading strategies is characterised by their reading strategy reinvention and reading strategy adjustments, influenced by a range of text and reader factors. Text factors include the linguistic features in discipline-specific texts and the text medium. Reader factors include motivation and background knowledge. This research has made a contribution to the understanding of the sociocultural elements that influence ESL academic reading development in the UK.
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Fitzpatrick, Tamecca S. "A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool Children." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4917/.
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The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than non-educator mothers. This research explores the mothers' perceptions of their children, views of reading, methods of promoting a positive reading environment, dealing with personal demands and emotions, and their expectations related to promoting reading. The participants in the study are 2 elementary school teachers with preschool children and 2 non-educator mothers with preschool children. Results indicated that being an educator is not an isolated characteristic of providing a rich home environment. The educational attainment of the mother was discovered to have greater influence on home literacy environment than the mother's profession. Higher educated mothers provided richer home environments than their less educated counterparts.
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Mensah, Frank Joseph. "The experiences of primary school educators with the national reading strategy in Mbabane Circuit, iNgwavuma." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1578.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education (Research Methodology) in the Department of Educational Psychology at the University of Zululand, 2017Given the need to employ effective reading strategies in the primary school, this article sets out to address the question of primary school educators’ experiences with the National Reading Strategy (NRS). The study focuses on six (6) primary schools in the Mbabane Circuit at Ingwavuma in UMkhanyakude District of South Africa. Forty (40) primary school educators from the selected schools within the circuit took part in a quantitative survey. Pearson’s chisquare was employed to explore the relative effects of teachers’ biographical data and their experiences with the NRS. The findings suggest that teachers’ gender, job title, teaching phase, experience in years and qualifications had an influence on their experiences with the NRS. On the other hand, teachers’ age was shown to have no relationship with their experiences with the NRS. The study confirms the appropriateness of understanding how teachers’ biographical data relate to and impact on reading intervention strategies.
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Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.
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Thomson, Clare A. M. "Reading between the aisles : a contextualised study of young fashion consumers' experiences of retail space." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23223.
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Previous research exploring the impact of the retail environment has presented consumers as passive participants who can be managed in the space. Much of this research has focused on measuring consumers’ responses and behaviour using experimental and survey-based approaches, detached from the complexity and diversity of consumers’ lived experiences. However more recent research in advertising, services and leisure, and inter-disciplinary studies on consumption has highlighted the consumers’ role as active meaning makers across a variety of activities and contexts. This thesis focuses on young consumers’ retail brand experiences and in particular their experiences of retail space. Drawing on diverse research from marketing and consumer behaviour, environmental psychology, geography and anthropology, this study offers a more contexutalised understanding of consumers’ interactions with retail space. Research focused on the youth fashion market and three mixed fashion retail chains located in Glasgow. Adopting an interpretative approach, multiple methods of data collection were used, including in-depth interviews, mini group discussions and a series of accompanied shops. The study indicates that, far from passive participants, young fashion consumers are active co-constructors of space who derive their own meaning from these space encounters. The research extends the concept of literacy into a retail context to illustrate that consumers are capable of ‘reading between the aisles’. Informants not only had a sophisticated knowledge and understanding of retail design issues, but were also able to interpret and construct their own meaning from the physical, sensory and social space. Building on Relph’s (1976) model of insiders and outsiders the study further proposes that young fashion consumers adopt a number of roles in their interpretation of the retail space. The thesis concludes by exploring the implications of these findings for retailers and suggests possible avenues for future research.
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Fowler, Michelle Danielle. "L2 Learners’ Experiences with Reading and Writing and their Perceptions of the Connections Between the Skills." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461884877.
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Gray, Kelli Lynn, and Kelli Lynn Gray. "Through Their Eyes: Narratives of Students' Lived School Experiences of Segregation and Desegregation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621144.
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This dissertation documents the oral historical narratives of the lived school experiences of eleven participants in school at the passing of Brown v. The Board of Education. It is organized as a three-article dissertation where each article examines one topic that surfaced during my research. Article One critically interrogates the idea that integration over segregation is always in the best interest of students. It describes the positive experiences of Black students in segregated schools. Article Two describes the type of care Black teachers in segregated schools showed their students, which had a positive impact on their lives both academically and socially. It is this type of care that is often times missing in classrooms with White teachers in integrated schools. Article Three is a reflection about my journey as a Black, bilingual teacher in a teacher preparation program at a predominately White university. It highlights the importance of Black teacher voices in teacher preparation programs.
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Spear, Victoria. "A professional journey a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adults /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/spear.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Nataliya Ivankova, Martha Barber, Margaret Rice, J. Foster Watkins. Description based on contents viewed Oct. 7, 2008; title from PDF t.p. Includes bibliographical references (p. 178-183).
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Hou, Yu-Ying. "A Critical Content Analysis of International Travel Experiences in Children's Literature." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293617.
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This study examines representations of intercultural learning in global children’s literature through critical content analysis. Cosmopolitanism provides a vision to connect individuals to the global communities through a critical lens. According to Rizvi (2009), intercultural learning should bridge the local and the global, move between cultures and communities, and develop transnational compassion and collaboration. Intercultural learning involves explorations of culture, active participation in the world, and critical thinking on issues that are normally taken for granted. Intercultural learning is not just learning about other cultures but focuses on individuals’ awareness of their roles in the world and collaboration with people from global communities to make the world a better place. With this idea in mind, global children’s literature is a useful resource to introduce readers to the global community and to their responsibility in the world. This study is based on the importance of engaging with high quality global children’s literature to widen and deepen readers’ worldviews. Because readers are influenced by what they read and share, how books depict cross cultural experiences and international communities is crucial. Therefore, how books portray intercultural learning experiences in a global context is important to examine. This study provides a new lens on global children’s literature because limited research has been done to understand how the idea of intercultural learning through international travel is portrayed in books at a time when many readers have the opportunity to travel across the continents. The theoretical framework of this study consists of intercultural theories, global competency and critical literacy. This study looks at culture as ways of living that involve people’s thoughts, values and engagements in daily life. In addition, two intercultural learning theories are used to examine the protagonists’ learning including a continuum of intercultural learning by David Hoopes (1979) and a developmental model of intercultural sensitivity by Milton Bennett (1986, 1993, 2004, 2009). Theories relate to global education such as global competence by Hanvey (2000) and Case (1993), intercultural communicative competence by Michael Byram (1997), and cosmopolitanism by Rizvi (2005, 2006,2007, 2008, 2009 ) and Calhoun (2002). These theories inform my notion of intercultural learning in different ways. In addition, critical literacy is crucial to this study because it focuses on the characteristics that allow individuals to discover their role, relationship and responsibility with others in the world. Nine children and young adult’s realistic fiction novels were selected for this study. The books all involved protagonists’ explorations of new cultures, places, and people as they traveled to another country for short term visits. All of them have close relationships with at least one local friend. Critical content analysis is used to examine the text from a critical point of view to understand whether the international journey enables the protagonists to critically examine their privileges and responsibility in the world. In this study, critical literacy supports my concept of intercultural learning and it is also used to develop useful thinking tools (adapted from Jones, 2006) to examine the texts from a deeper perspective. First, the findings indicate that intercultural learning is portrayed with exoticism in this text set. In several of the books, international travel is associated with romance and exotic cultural icons. Secondly, insider authors and the authors who have close relationships with the groups they write about are more careful about cultural authenticity than outsider authors. Many of the insider authors care about the cultures they wrote about; therefore, they embed social messages in the stories. Additionally, several writers employ a writing formula to depict international travelers’ intercultural learning process. The formula does not reflect readers’ diverse cultural backgrounds in the current world. Lastly, throughout the journey, only a few protagonists develop critical consciousness regarding their roles in the global community. Conclusions from the analysis suggest the need for more sophisticated global children’s literature that highlights international travel and cross cultural relationships. The implication section provides recommendations to educators, teacher educators, and publishers and suggestions for further research.
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Malloch, F. Jean (Flora Jean). "Patterns in good and poor grade four readers' rhythm discrimination, attention to language frequencies and pitch discrimination related to listening abilities and literary experiences /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487258254020646.
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Aoulou, Eudes H. "Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/81.
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We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher preparation programs, particularly in the area of second language (L2) reading instruction although research on preservice teachers’ antecedents has offered insights into our understanding of how they learn to become teachers (Johnson, 1992, 1994; Wilson, Floden, & Ferrini-Mundy, 2001). This inquiry was designed to contribute to such knowledge.
The participants were nine ESOL pre-service teachers enrolled in an ESOL program of a large urban university in the southeastern region of the United States. Using modified versions of Language Teaching/Learning Beliefs Questionnaire (Brown & Rogers, 2002), of Multidimensional TESL Theoretical Orientation Profile (Johnson, 1992) and of the Theoretical Orientation of Reading Profile (Deford, 1985), reflective essays submitted during admission, observations, interviews, videotapings, and focus group, the study explored answers to questions regarding the influence of ESOL preservice teachers’ antecedents on their learning in coursework and field experiences over three semesters. The inquiry stemmed from the framework of constructivism (Crotty, 1998), of introspection and retrospection (Scarino, 2005), and of How People Learn (Donovan & Bransford, 2005). Data were analyzed using grounded theory and constant comparative techniques (Glaser & Strauss, 1967; Lincoln & Guba, 1985).
Findings indicated that faculty used various strategies to address teacher candidates’ background for conceptual change and development of professional dispositions. Programmatic decisions to select teacher candidates with specific background in learning an L2 were beneficial but teacher preparation programs may need additional instruments to tap candidates’ entering beliefs more effectively. Although some aspects of the participants’ prior experiences were not beneficial, these experiences generally contributed to their understanding of ESOL education, visions of L2 instruction, and the development of professional dispositions as related to culturally responsive and socially just teaching in important ways. Also, participants’ views of reading, visions of reading instruction, reading instruction in field experiences, and their understanding of literacy theory and pedagogy were primarily influenced by their first language reading experiences. Finally, participants were less confident in articulating a vision of L2 reading instruction because of limited L2 reading prior experiences.
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McKendry, Jean Marie. "Reading the landscape of public libraries as place : experiences of homeless men in public libraries in Vancouver, BC." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44505.
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Some homeless men are very frequent public library users, but are rarely asked by librarians for their opinions about libraries. Semi-structured individual interviews of 23 homeless men investigated how they used libraries and explored their understanding of the library as a place in downtown Vancouver, BC. Despite not being eligible for regular library membership privileges, often due to simply not having an address, 14 participants were still very frequent Central Library users. Homelessness is a high risk lifestyle and 4 participants who purposely avoided street danger in the Downtown Eastside found a safer niche within the Central Library, while 15 participants purposely chose to physically distance themselves from the stigma of homelessness and mostly kept to themselves while they were at the Central Library, which was often daily from opening until closing. Public space in libraries is especially valuable to homeless people who have no private space of their own. Amenities such as washrooms, comfortable seating and access to the Internet, which are not as freely available elsewhere as they are at libraries, made the Central Library the preferred library among all participants. Just like many of the other library users at the Central Library, participants enjoyed very ordinary library experiences, such as reading for pleasure, learning, playing online games, searching the Internet and sending and receiving emails, and some of the most frequent users created a new social identity for themselves as library users, which is far more socially acceptable than the stigmatized social identity of homelessness. Being a frequent library user gave some participants a routine and stability and the anonymity of being an ordinary library user at the Central Library gave participants an opportunity to be treated respectfully by other library users. Seventeen participants believed that using public libraries had greatly improved their lives and used libraries as transition spaces to improve their circumstances. Some participants who were frequent library users said they would like to have their own library membership for the Central Library, perhaps as much to give them a sense of belonging in their own community as for borrowing library materials.
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Brichta, Mascha Karin. "'Love it or loath it' : a cross-national comparison of tabloid reading experiences in the UK and Germany." Thesis, University of Westminster, 2010. https://westminsterresearch.westminster.ac.uk/item/904x9/-love-it-or-loath-it-a-cross-national-comparison-of-tabloid-reading-experiences-in-the-uk-and-germany.
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This thesis comprises a cross-national comparison of readership responses to the British tabloid The Sun and the German red-top Bild. The study is of qualitative nature: it draws on extensive material derived from a total of 18 focus groups conducted in both countries, in which 104 diverse adults participated. The first study to compare tabloid reading experience cross-nationally, the research sets out to explore how readers of The Sun and readers of Bild make sense of the papers, and how they evaluate them. The results are analysed with regards to emerging similarities and differences, which are pointed out and discussed in relation to the specific social and cultural contexts in the UK and Germany. While many academic approaches to genre consider popular newspapers hazardous to the workings of democratic society; this study takes a different approach. Drawing on a range of academic ideas that can largely be associated to the intellectual tradition of ‘cultural studies’, the research foregrounds the social and cultural functions of the popular press from the readers’ point of view; focussing in particular on notions of belonging and community as expressed in the construction of citizenship, social participation and collective identity formations. Among the key results of the study, cross-nationally shared modes of engagement with tabloids are highlighted, which contribute to an often tension-filled character of the reading experience. Moreover, the papers’ highly stimulating potential is stressed. I develop my idea of the ‘negotiative space’ generated by tabloids; arguing that this greatly contributes to readers’ development of their ‘vision of the good and bad’. Moreover, the thesis emphasises the significance of the popular press to various kinds of readers’ social and cultural identity formations; particularly with regards to notions of nationhood and national identity.
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Adams, Melinda G. "An Autoethnographic Account: A Description of Nine Young Children's Literacy Learning Experiences in a Summer Camp." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003159.
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