Relevant bibliographies by topics / Reading problems / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Reading problems.

Dissertations / Theses on the topic 'Reading problems'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Reading problems.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

Full text
Abstract:
Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
APA, Harvard, Vancouver, ISO, and other styles
2

Cartrette, Cassandra Hilburn. "Reading first and scientifically based reading research programs : answers to North Carolina's reading problems /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/cartrettec/cassandracartrette.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.

Full text
Abstract:
The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated. Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions. It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
4

Etmanskie, Jill Merita. "Reading, spelling, and phonological processing in children with phonological or surface reading problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37949.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cooperman, Annie. "Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

Full text
Abstract:

This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.

Keywords: autism, high-functioning autism, reading comprehension, task analysis

APA, Harvard, Vancouver, ISO, and other styles
6

Stevenson, Kara. "READING ASSESSMENT AND INSTRUCTION IN THE EARLY YEARS: DIAGNOSING AND ADDRESSING EARLY READING PROBLEMS." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149051.

Full text
Abstract:
Urban Education
Ed.M.
The purpose of this thesis is to look at effective reading instruction and assessment in the early years of education to determine appropriate forms of assessment and practice for identifying struggling readers. Many American students are struggling with reading problems. According to the National Assessment of Educational Progress, only 31% of fourth graders in America were reading proficiently in 2005. To determine a potential cause of reading problems, particularly in comprehension, I look at what is considered to be best practice in teaching children to read. I then evaluate how elementary assessment, which relies heavily on fluency, can contribute to an overemphasis of fluency instruction. I argue this overemphasis of fluency instruction and lack of instruction in comprehension could be a cause of students' reading difficulties not being recognized until later grades. To avoid assessing students purely on fluency, I look at other forms of assessment, that include measures of comprehension assessment, which could provide a clearer picture of students' reading proficiency. I then examine intervention programs and practices that may be most appropriate for remediation. I argue interventions are best when they are tailored to the specific needs of the individual student, and so, schools should avoid purchasing packaged programs. Finally, I discuss a need for more research on seeing if there is a causal connection between a shift in practice to include more comprehension instruction in the early elementary years and fewer reading problems in the secondary years.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
7

Stagova, Emine. "Teaching Strategies : Teachers’ views and attitudes towards reading problems." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1246.

Full text
Abstract:

Abstract:

The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities.

This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.

APA, Harvard, Vancouver, ISO, and other styles
8

Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kellenberger, George T. "Reading Bureau of Fire structure, problems, and proposed solutions /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
Abstract:
Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2945. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 64-65).
APA, Harvard, Vancouver, ISO, and other styles
10

Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.

Full text
Abstract:
Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
APA, Harvard, Vancouver, ISO, and other styles
11

Villa, Sandra M. "Correlation between reading skills and mathematics performance an analysis of Stanford Achievement Test scores from grades 6-11 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3713.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3717.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Cornelissen, Piers Louis. "What children see affects how they read." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305961.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Vadasy, Patricia F. "Routes to comprehension for second-graders with reading problems : one-to-one tutoring in repeated reading versus comprehension strategy instruction /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7519.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Alkhaleefah, Tarek A. A. "The effects of L2 reading proficiency, reading purposed and text type (exploratory versus narrative) on Saudi EFL students reading problems and strategies an exploratory study." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536981.

Full text
Abstract:
Research in L2 reading strategies has reported various factors affecting ESL/EFL readers' cognitive and metacognitive processing of texts. These include variables related to the reader, the text and the task assigned. Although L2 readers' variables (e. g., L2 reading proficiency, vocabulary knowledge, prior background knowledge) have received considerable attention from L2 reading investigators, there still remains a lack of qualitative empirical studies that investigate how variations in text types and reading purposes can impact the strategic processing of L2 readers with varying reading proficiency. Hence, this study, through think-aloud reporting and retrospective interviews, explored the reading problems and strategies reported by 16 Saudi EFL readers processing expository and narrative texts for two imposed purposes for reading. The qualitative coding of the verbal protocols yielded a constructed taxonomy of seventy strategic processes. Of the three explanatory variables, text types (expository vs. narrative) proved to be the most influential, yielding significant differences for four out of six major categories and specific strategies, especially five bottom-up strategies. Generally, strategy-use mean frequency was found higher for the narrative text for the reading problems, word-attack strategies and bottom-up strategies, and higher for the expository text for the top-down strategies. With respect to the reading problems, the findings of the study are not consistent with those from previous studies which concluded that readers often encounter more difficulties processing the expository than the narrative text due to the differences in readers' formal schema about the text types. Second, differences in L2 reading proficiency showed some significant differences between good and poor readers in three major problems being monitored and three top-down strategies. Additionally, the qualitative findings revealed that EFL good and poor readers differed in how they employed the strategies. Third, the least influential explanatory variable was the difference in the reading purposes (comprehension testing vs. oral discussion) on readers' reported problems and strategies. The results showed significant differences only in relation to word-attack strategies reported by both L2 reading ability groups in the oral-discussion purpose. Finally, of the seventy cognitive and metacognitive processes identified in the constructed taxonomy, the most used strategy was the cognitively undemanding strategy of rereading, often the most frequent bottom-up strategy identified in previous Ll and L2 studies then paraphrasing in Ll, followed by reading on (subsequent parts of the text), adjusting reading rate/speed of reading, and paraphrasing in L2.
APA, Harvard, Vancouver, ISO, and other styles
18

Rose, Kristen. "The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Fontanini-Axelrod, Angela M. "Linking assessment to intervention utilizing experimental analysis of reading problems to develop individualized interventions /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200636.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).
APA, Harvard, Vancouver, ISO, and other styles
20

Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.

Full text
Abstract:
Foreign language teaching in recent years is very much concerned with the concepts of authenticity and relevance to students' needs and interests. Using newspapers in foreign language classes is one way of working towards the development of an authentic environment and promoting the language learning process. For EFL students in the Institute of International Relations (IIR) newspapers are not simply an important source of learning material, but an important source of information. Vietnamese EFL students who learn to read English newspapers, however, constantly encounter difficulties in comprehension. This study report attempts to identify the common areas of comprehension difficulty for Vietnamese learners, when confronted with newspapers. To achieve this aim, the study first reviews schema theory in order to establish the factors which affect the reading process. It also examines studies on news reporting style in English. Attempts have also been made in the contrastive study of the differences in reporting styles of international news in English and Vietnamese to investigate what might cause difficulties for Vietnamese readers. Accordingly, the study considers implications for teaching newspaper reading to Vietnamese EFL students at intermediate level, who have not practised this before. Finally, the study also suggests further areas of research in using newspapers in a foreign language class.
APA, Harvard, Vancouver, ISO, and other styles
21

Crisp, R. K. "The relationship between the restricted near visual field of partially sighted children and reading problems." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381745.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

McDuffy, Katharine Walcott Christy. "Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2686.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Crowe, David Alan Darch Craig B. "Reading comprehension instruction in the middle grades for students with learning and behavior problems." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Fiveash, Denise. "Music as an educative enrichment medium for the remediation of children with reading problems." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/14956.

Full text
Abstract:
Bibliography: leaves 168-172.
The primary focus of this dissertation was work with a group of children who were experiencing problems in reading and to formulate strategies which incorporates an innovative approach using music. Many learning problems encountered today could be avoided if children's earliest backgrounds were rich in songs, poems set to music, nursery rhymes and musical games. It is necessary for a child to experience rhythm in every possible way to enable him to read with a flowing rhythm and a pleasant intonation. A child must be able to feel and experience the rhythm of the spoken word by repeating rhymes, phrases, chanting children's names, for example. This is done by tapping the word, using body movements (clapping, stamping) and transferring this rhythm to percussion instruments while experiencing the speech rhythm. Many approaches have been used with children who are disabled readers and none use music as a tool. The progress of these children has therefore been slow, tedious and not always successful. Music has not been used before as an approach to assist children with reading disabilities. In this dissertation it has been proved that music helps children overcome their reading problems, as it is the only approach which offers total involvement of the child and therefore the best results are achieved. All children involved in the research enjoyed the activities and derived great pleasure from performing them unaware that the process of remediation was taking place.
APA, Harvard, Vancouver, ISO, and other styles
25

Clements, Taylar Brooke. "The role of cognitive and metacognitive reading comprehension strategies in the reading and interpretation of mathematical word problem texts reading clinicians' perceptions of domain relevance and elementary students' cognitive strategy use." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4872.

Full text
Abstract:
Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.; The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study.
ID: 029809129; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 127-144).
Ed.D.
Doctorate
Education
APA, Harvard, Vancouver, ISO, and other styles
26

Whitcombe-Dobbs, Sarah Anne. "Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour." Thesis, University of Canterbury. Health Sciences, 2012. http://hdl.handle.net/10092/6299.

Full text
Abstract:
The present study firstly aimed to identify children with delayed reading who were missing the component skills of decoding fluency and who also displayed antisocial behaviour in the classroom. It also aimed to replicate with them an intervention designed by Church, Nixon, Zintl and Williams (2005). The study finally aimed to explore the question of whether children who have both a reading delay and a disruptive behaviour disorder require a reinforcement scheme to maintain their engagement in learning activities. Six participants worked with same-age peer tutors on specially-designed practice activities for approximately 20 minutes a day, four times a week, for 8-18 sessions. Improvement in decoding fluency and prose reading fluency was tracked for each child throughout the intervention. Results showed that the six participants gained, on average, sixteen months on their age-equivalent score for reading rate. Decoding fluency scores increased from a pre-test average of 16 correct graphemes per minute to 32 correct graphemes per minute at the post-test measure. Reading accuracy improved by an average of five months and reading comprehension by an average of six months. The gains in reading rate are most likely due to the practice opportunities afforded by the testing procedures as decoding fluency scores did not improve enough to have had a direct impact on the learners’ prose reading ability. Implications for remedial reading interventions with children with behaviour problems are discussed.
APA, Harvard, Vancouver, ISO, and other styles
27

Al, hermesi Alhajeri Amina Abdulla. "Screening reading, writing and numeracy learning problems in Bahraini young children aged 5-7 years old." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12757.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.

Full text
Abstract:
This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.
APA, Harvard, Vancouver, ISO, and other styles
30

Undheim, Anne Mari. "Short and long-term outcome of emotional and behavioural problems in young adolescents with and without reading difficulties." Doctoral thesis, Norwegian University of Science and Technology, Department of Neuroscience, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1993.

Full text
Abstract:

Denne avhandlingen, med 4 del-studier, undersøker skolerelaterte sammenhenger og risikofaktorer i utvikling av depressive symptomer hos ungdom i Midt-Norge. Den undersøker også mulige sammenhenger mellom lesevansker og psyko-sosiale problemer hos ungdom og unge voksne.

I den første studien blir sammenhengen mellom ulike psykososiale skolevariabler og depressive symptomer undersøkt hos 2464 ungdommer (12-15 år) i Midt Norge to ganger med et års mellomrom. Alle skolevariablene (høyt skolestress, lav klassetrivsel, liten lærerstøtte og dårlige karakterer) hadde sammenheng med depressive symptomer, og lærerstøtte viste sterkest sammenheng. Jentene rapporterte høyere depressive symptomer enn guttene på begge måletidspunkt. Depressive skårer på første måletidspunkt predikerte depressive symptomer et år senere for både gutter og jenter. For jentene predikerte i tillegg høyt skolestress, dårlige karakterer og liten lærerstøtte depressive symptom året etter.

Den andre studien undersøker ungdom med lesevansker (n=191) fra det samme utvalget. De rapporterte mer skolestress, dårligere skolekarakterer, lavere sosioøkonomisk status, dårligere tilknytning til foreldre, mindre følelse av aksept blant venner, dårligere generell fungering, og mer bruk av hjelp for psykiske problem enn annen ungdom.

Studie III viste at elever med lesevansker har større emosjonelle og adferdsmessige vansker enn jevnaldrende på begge måletidspunkt. Det å ha lesevansker viste seg å predikere sosiale problemer et år senere. Imidlertid fant vi at spesialundervisning modererte denne effekten slik at forskjellen mellom gruppene ble mindre hos de som mottok spesialundervisning enn hos de som ikke fikk slik undervisning.

Den siste studien undersøker to ulike utvalg unge voksne (23 år) med dysleksi i barndommen. Disse 34 unge voksne ble språktestet, intervjuet og svarte på et spørreskjema om utdanning og yrkesforhold. Testing viste at dysleksi vedvarte inn i voksen alder. De rapporterte om lavere utdanningsnivå så vel som lavere tilfredshet med helse og venner sammenlignet med jevnaldrende. Alle rapporterte større emosjonelle problemer enn normgruppen. Arbeidsledigheten i denne gruppen var betraktelig høyere enn for gjennomsnittet i Norge for tilsvarende aldersgruppe.


This thesis aims to examine school-related correlates and risk factors in the development of depressive symptoms among 2464 school adolescents in middle Norway. Correlates and possible risk factors for depressive symptoms and other aspects of emotional/behavioural problems among adolescents with self-reported reading difficulties (RD) in the same sample of school adolescents and among young adults who received a diagnosis of dyslexia/RD in childhood were studied. Possible confounding factors were assessed, and a gender perspective was taken.

All school variables (i.e. high levels of school stress, low class wellbeing and teacher support and school grades) were related to depressive symptom levels on the Mood and Feelings Questionnaire (MFQ) for all adolescents. Cross-sectionnally, low teacher support showed the strongest association with depressive symptoms. MFQ scores at T1 predicted depressive symptom levels one year later among both genders. Among girls, in addition, three of the school variables, including teacher support, predicted depressive symptom levels in the same period.

Adolescents with RD reported more school stress, lower school grades and parental SES, feeling less accepted by peers, lower functioning level and more use of help for mental health problems during the last 12 months. They also reported higher emotional and behavioural problem levels on all Youth Self Report (YSR) scales at both time-points. Although the level of problems in the RD group tended to decrease, among non-RD adolescents level of problems overall increased, especially externalizing scores. More adolescents with RD than those with non-RD, 41.8% vs. 4.2%, respectively, had started special education during the last 12 months. Having RD predicted levels of future social problems. Receiving special education moderated the effects of RD on later social problems. Former psychiatric patients with dyslexia assessed in childhood reported lower levels of educational attainment as well as lower satisfaction with health, friends and education in young adulthood as compared to a “school group” of dyslexic students and a normative sample. Both dyslexic groups showed more general distress than those in the normative group.

It is concluded that subjects with RD/dyslexia tend to face life-long problems displayed in many-faced aspects. Further studies on the full complex of reading as a life-long problem disclosing different problems at different stages are needed. Teacher support is crucial and the contents and the quality of support offered to RD/dyslexic children should be further examined and longitudinal studies are needed.

APA, Harvard, Vancouver, ISO, and other styles
31

Morais, Maria das Dores de. "Papel da compreensão leitora na resolução de problemas matemáticos." Universidade Católica de Pernambuco, 2010. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=498.

Full text
Abstract:
Alguns instrumentos avaliativos, aplicados aos alunos brasileiros do ensino fundamental (EF), têm mostrado que eles apresentam um fraco desempenho na resolução de situações -problemas de matemática. Segundo os indicadores, os alunos têm concluído a 48 série do Ensino Fundamental (EF) com sérias deficiências em relação aos conteúdos específicos de Matemática. Quando procuramos justificativas para as lacunas existentes na apreensão dos conteúdos da Matemática, existe uma tendência a atribuir grande parte do fracasso dos alunos às metodologias baseadas em técnicas e métodos tradicionais. Visando a mudar o quadro, reformas curriculares apontam para uma abordagem baseada na exposição do aluno a situações-problemas, estimulando o discente a propor soluções com base nas relações existentes entre o conhecimento matemático, o conteúdo correntemente apresentado e situações concretas do dia-a-dia. Contudo, resultados de avaliações de desempenho de alunos no que diz respeito à Matemática têm revelado que o aluno pode demonstrar dificuldades para compreender as situações-problemas a ele apresentados, o que indica que as dificuldades podem não se limitar simplesmente à falta de conhecimento matemático. O presente Trabalho teve como objetivo investigar se a competência leitora dos alunos interfere na compreensão dos enunciados dos problemas de Matemática. Para o desenvolvimento da Pesquisa, utilizamos, além dos princípios metodológicos de resolução de situações-problemas, considerações teóricas sobre a leitura, acrescidas às contribuições da Lingüística Textual. Para alcançarmos os objetivos do Trabalho, realizamos uma investigação em uma turma de quarta série do EF numa escola municipal de Jaboatão dos Guararapes- PE. Quanto à metodologia, foram realizadas duas atividades para avaliar a compreensão leitora dos alunos e outra para verificar as dificuldades desses alunos quanto à resolução dos problemas matemáticos. Também foi empregado o Teste de Cloze, cujo resultado foi utilizado para agrupar os alunos. Os grupos foram então caracterizados com relação entre a compreensão leitora e à resolução dos problemas matemáticos para avaliarmos a relação entre a compreensão leitora e a resolução dos problemas. A partir da análise das habilidades de cada grupo, pôde-se observar que o baixo desempenho apresentado na resolução dos problemas não está ligado apenas a limitações de cunho eminentemente matemático, mas há uma relação com a baixa competência em leitura observada
Some estimatory instruments, applied to Brasilian basic teaching (BS) students, have shown up displayed that they present a weak performance in mathematics situations problems solution. According to indicators, the students have concluded their BS fourth series, with serious deficiencies regarding to mathematics specifical contents. As we search justifications for these existing gaps in these contents apprehension, understanding, there is a propensity to ascribe most of these failures to methodologies based on traditional know-hows techiniques and methods. Aiming at changing this frame situation, some school curricula reformulations improvements point out to an approaching founded, based on the student exposure to situations-problems, stimulating, encouraging the student, the learning people proposing solutions based on existing rapports between mathematical knowledge, the currently presented content and day by day concrete situations. However, his/her performance evaluations results on Mathematics have revealed displayed that the student con show out manifest some difficulties to understand the situations-problems presented to him/her, which denotes that his/her difficulties can go beyond the mathematical knowledge absence dack. This work aimed at researching whether the students reading skill competency interferes in the mathematics problems enuntiates comprehension. For this research performance, we have used employed beyond the situations-problems solution methodological principles, theoretical considerations regarding to reading, enlarged added- by the textual linguistics contributions. In order to achieve attain this work aims, we have fulfilled an investigation in a BS fourth Series shift, belonging to Jaboatão dos Guararapes/PE `S teaching municipal network. Regarding to the methodology, we have accomplished two activities in order to evaluate the students reading comprehension and another one in order to verify these difficulties as for the mathematical problems solution. We have also employed Clozes Test of which result was used in order to put together the students of the groups were then characterized as for the reading comprehension and mathematical problems solution. From each group habilities, skills analysis, we were able observing that the low performance, presented in the problems solution is connected only with straightly mathematical nature limitations, but there is a strict relation with low skill, competency in observed reading
APA, Harvard, Vancouver, ISO, and other styles
32

Kotvickaja, Janina. "Tautinių mažumų mokinių skaitymo sunkumai ir sutrikimai." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120620_100117-10046.

Full text
Abstract:
Bakalauro darbe analizuojami tautinių mažumų mokinių probleminio skaitymo priežastys, kurios turi pagrindo rastis dėl netolygios kalbos raidos. Kokybiniu tyrimu norėta išsiaiškinti tautinių mažumų mokinių skaitymo problemas.
Undergraduate work analyzes the reasons of problematic reading of ethnic minoritys pupils. They can arise from the uneven ground of language development. Qualitative research/study sought to determine ethnic minority students' reading problems.
APA, Harvard, Vancouver, ISO, and other styles
33

Nathan, Kim. "Reading difficulties and psychosocial problems : does social information processing moderate the link? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology in the University of Canterbury /." Thesis, University of Canterbury. Psychology, 2006. http://hdl.handle.net/10092/1339.

Full text
Abstract:
Children with reading difficulties (RD) are also likely to experience psychosocial problems. However, a significant proportion (30-50%) are indistinguishable, in psychosocial terms, from their typically-achieving (TA) peers. The aim of the current study was to identify aspects of social information processing which serve a protective function for children with RD, in terms of their at-risk status for concomitant psychosocial problems. Method: The sample comprised 42 children (21 with RD, and 21 TA), aged 9-11 years, with 11 boys and 10 girls in each group. A multifactor procedure was used to classify children as RD, based on the inclusionary criteria of teacher selection, and reading achievement below the 25th percentile, as well as several exclusionary criteria. The reading subtests of the WIAT-II, and the KBIT-2 (non-verbal IQ) measures were used to identify the presence of RD according to these criteria. The dependent variable, behavioural symptoms, was assessed using the Strengths and Difficulties Questionnaire, which was rated by both parents and teachers. Children (RD and TA) completed measures of theory of mind, understanding emotions in facial expression and tone of voice, attachment style, and affective experience. Results: As expected, RD were correlated with increased levels of psychosocial problems, and poorer theory of mind skills predicted increased psychosocial problems. Consistent with hypotheses, emotion understanding, positive affect, and secure attachment, moderated the link between RD and psychosocial problems. That is, better emotion understanding, more positive affect, and secure attachment status, functioned as protective factors for children in the RD group, but not those in the TA group. Conclusion: The findings are discussed in relation to extant findings, as well as within a risk and protective framework. Finally, strengths and limitations of the current study are described, and implications for psychosocial interventions suggested.
APA, Harvard, Vancouver, ISO, and other styles
34

Halliday, Lorna F. "Are auditory processing deficits linked to literacy problems : a comparison of specific reading disability and mild to moderate sensorineural hearing loss." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427616.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Andersson, Jessica. "Textens inverkan på matematiska uppgifter : En undersökning om elevers textförståelse av matematikuppgifter i årskurs 5." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31116.

Full text
Abstract:
The purpose of this study is to show the importance of task texts for students in grades 5 when solving mathematical problems. It was conducted in a class 5 (where the children are 11 years old). The pupils were assigned two different tests with mathematical problems; one where the problems were described in text and one where the problems were presented with numbers and mathematical signs. Previously done research, done on bilingual children, (Bernardo, 2002) shows that pupils tend to do better on mathematical tests when no text is presented. My research supports that theory even though the correlation is not that strong. The big discovery laid in the fact that boys tend to perform significantly lower results compared to the girls.
Syftet med denna undersökning är att visa vilken betydelse uppgiftstexter har för elever i årskurs 5 när de ska lösa matematiska problem. Eleverna i klassen fick göra två matematiska test; en med uppgifter formulerade i text och en med uppgifter presenterade med endast siffror och matematiska tecken. Tidigare forskning, gjord på elever som läser matematik på sitt andraspråk (Bernardo, 2002), visar att eleverna presterar bättre då endast siffror, och ingen text, finns med i provet. Resultatet i den här undersökningen visar en svag trend åt det hållet medan den starka tendensen var skillnaden i resultat mellan de två könen då flickor tenderade att prestera betydligt bättre än pojkarna oavsett om uppgifterna gavs i form av text eller som rena sifferövningar.
APA, Harvard, Vancouver, ISO, and other styles
36

Granadosin, Adrienne Felice D. "Frequency-based training in the acquisition and retention of reading skills in students with emotional and behavioral disorders." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/655.

Full text
Abstract:
The behavioral and educational literature illustrate the effectiveness of frequency-based training, a procedure derived from Precision Teaching, in improving the reading skills of students with learning and developmental disabilities. The purpose of this study was to explore the effects of frequency-based training versus accuracy training in the acquisition and retention of Dolch words (sight word vocabulary) in students with emotional/ behavioral disorders. The study accounted for practice effects by yoking the number of timings run in the frequency building condition with the accuracy-only condition by staggering the introduction of each condition. Results indicate that frequency-based training was a more effective and time-efficient approach in teaching reading skills to students with emotional/behavioral disorders.
APA, Harvard, Vancouver, ISO, and other styles
37

Nicholl, Colin Richard. "From hope to despair : a fresh reading of the situation reflected in 1 and 2 Thessalonians with special reference to the Eschatological problems." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621722.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Pillay, Lionel Franklin. "Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001434.

Full text
Abstract:
Since in our educational system a great deal of learning is supposedly dependant upon a child's ability to read and assimilate information from textbooks, this study investigated what reading skills are required by a second language reader of English to read textbooks with comprehension and understanding in relation to the reading skills of a competent reader and how Ciskeian Standard 6 pupils perform in relation to a Geography text prescribed at that level. A test, designed to measure eight reading comprehension skills, was given to a sample of 250 children from four schools in Zwelitsha, Ciskei, to establish whether the subjects are able to: a) give the literal meaning of words; b) derive the appropriate meaning of an ambiguous word from the context in which it appears; c) find answers to questions by making direct reference to the text; d) identify the major points and details in a text; e) use the information in the text to predict what the writer is going to talk about next; f) find the referent for anaphoric terms; g) use discourse markers to predict information/meaning to come, and see the relationships between what they have just read and what they are about to read; h) activate and use the background knowledge and schemata that they have to understand the text topic.The results of this study indicate that these children are: a) unfamiliar with the structure of expository texts; b) linguistically bound to a text and that they fail to use linguistic and contextual clues even when they are explicit in the text. The study also shows that the ability to make inferences and predictions is determined to a large extent by the prior knowledge and background experience that a pupil brings with him to the text and by his ability to activate that background knowledge. The findings suggest that in the English classroom, in an English as a second language (L2) medium situation, the L2 teacher has a responsibility to prepare the child for the study, which includes reading, writing, listening and speaking, of all subjects across the curriculum through the second language, which is the medium of instruction
APA, Harvard, Vancouver, ISO, and other styles
39

Katz, Rachell Anne. "A comparative study of early literacy skill development in first graders identified or at-risk for behavior problems /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136428.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
40

El-Sayed, Salwa Mohammed. "Some syntactic problems encoutered by Egyptian EFL students, at university level, with reference to their effect on silent reading comprehension, and proposals for remedial work." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284785.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Lorensatti, Edi Jussara Candido. "Educação e linguagem : os mecanismos coesivos na compreensão de problemas de aritmética." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/585.

Full text
Abstract:
Como indicam os Parâmetros Curriculares Nacionais, um dos objetivos do Ensino Fundamental no Brasil é o de que os alunos sejam capazes de questionar a realidade formulando problemas e tratando de resolvê-los (PCN, 1998, p. 27). Na mesma perspectiva, um dos propósitos do terceiro ciclo, que corresponde ao sexto ano do Ensino Fundamental, em Matemática, é o de que os alunos sejam capazes de resolver situações-problema envolvendo números naturais, inteiros, racionais e a partir delas ampliar e construir novos significados para as operações aritméticas (op. cit., p. 64). Assim, a Matemática pode dar sua contribuição à formação do cidadão ao proporcionar a construção de estratégias, a comprovação e a justificativa de resultados (op. cit., p. 27) no desenvolvimento da capacidade para resolver problemas, sejam eles dessa ou de qualquer outra área do conhecimento. O ensino de Matemática não tem só a função evidente de propiciar o desenvolvimento de competências referentes ao manuseio das mais diversas habilidades matemáticas, mas deve ter também a preocupação de promover o desenvolvimento de capacidades como comunicação, argumentação e validação de processos (PCN, 1998, p. 56). Essas, por sua vez, necessitam das habilidades de interpretação e expressão escrita e/ou falada. Aprender a resolver problemas matemáticos na escola é deparar-se com um mundo de conceitos que envolvem leitura e compreensão, tanto da língua materna como da linguagem matemática. A resolução de problemas exige compreensão leitora. Para essa compreensão, o aluno precisa de um referencial linguístico e, para expressar os dados em sentenças matemáticas, de um referencial de linguagem matemática, ambos adequados a cada situação-problema a que for exposto. Oferecer ao aprendiz oportunidades de compreensão do enunciado de problemas, por certo o auxiliarão não só a resolvê-los como também a ampliar e aperfeiçoar o estabelecimento de inferências e de conexões lógicas. Há vários estudos sobre as dificuldades em leitura e sobre as dificuldades na resolução de problemas, separadamente, mas poucos aproximam essas duas áreas do conhecimento. O objetivo desta pesquisa é o de verificar como os mecanismos coesivos, presentes em enunciados de problemas de aritmética, podem se constituir fatores intervenientes na compreensão leitora desses enunciados. Pensa-se ser possível, a partir daí, vislumbrar aproximações entre os estudos sobre língua materna e linguagem matemática, no que tange à compreensão de enunciados de problemas aritméticos. Parte-se do pressuposto de que a não compreensão do enunciado de problemas aritméticos compromete a conversão dos dados apresentados em linguagem matemática e, por conseguinte, a resolução desses problemas.
Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T17:28:13Z No. of bitstreams: 1 Dissertacao Edi Jussara Candido Lorensatti.pdf: 1009540 bytes, checksum: a7e285134862bc79761c8d5cc583811b (MD5)
Made available in DSpace on 2014-06-04T17:28:13Z (GMT). No. of bitstreams: 1 Dissertacao Edi Jussara Candido Lorensatti.pdf: 1009540 bytes, checksum: a7e285134862bc79761c8d5cc583811b (MD5)
As the Parâmetros Curriculares Nacionais indicate, one of the purposes of Elementary Schools in Brazil is that students should be able to question reality by formulating problems and trying to solve them (PCN, 1998, p. 27). In that same perspective, one of the purposes in Mathematics for the third cycle, which corresponds to the 6th grade in Elementary School, is that students should be able to solve problem-situations involving, natural numbers, whole numbers, and rational numbers and from those situations be able to enhance and build new meanings for arithmetic operations (op. cit., p. 64). Thus, Mathematics can give its contribution to citizens, by providing the construction of strategies, the evidence and justification of results (op. cit., p. 27) towards the development of the capacity of solving problems, whether they belong to this or any other area of knowledge. Teaching Mathematics does not only have the obvious function of providing the development of competences related to handling with the most varied mathematical abilities, but it must also be concerned with the promotion of the development of abilities such as communication, argumentation, and process validation (PCN, 1998, p. 56). These abilities, on their turn, require abilities of written and/or spoken expression and interpretation. Learning to solve mathematical problems at school means facing a world of concepts that involves reading and comprehension both of one‟s native language and of mathematical language. Solving problems requires reading comprehension. For that comprehension, students need to have some linguistic references and to express data in mathematical sentences they need to have some mathematical references, which should be appropriate according to each problem-situation they are exposed to. Offering learners opportunities to understand the problem utterances should certainly help them not only solve the problems but also to widen and improve their ability to establish inferences and logical connections. Many studies have been carried out about reading and about difficulties in solving problems, although very few have put these two areas of knowledge together. The purpose of this study is to verify how cohesive mechanisms, which are present in the utterances of arithmetic problems, can become intervenient factors in the reading comprehension of those utterances. The author believes it is possible from that point of view to catch a glimpse of ways of making studies of native language get closer to studies of mathematical language in what concerns the comprehension of arithmetical problem utterances. The study starts from the assumption that if the arithmetic utterance is not understood, that compromises the conversion of the data presented in mathematical language and, hence, compromises solving those problems.
APA, Harvard, Vancouver, ISO, and other styles
42

Veronese, Isabele. "Plano de texto e sequências textuais em problemas matemáticos e algumas considerações acerca da leitura desses textos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/14326.

Full text
Abstract:
Made available in DSpace on 2016-04-28T19:33:54Z (GMT). No. of bitstreams: 1 Isabele Veronese.pdf: 48942048 bytes, checksum: 6f99b8572880482c160bf6d09af02e2a (MD5) Previous issue date: 2015-02-05
Considering that is common toal location of students' difficulties in solving problems to the inability to read; there are studies that point to the relationship between reading and solve problems, and the formation of problems player requires specific strategies to approach these texts in the classroom, we aim in this research was to analyze the text plan and textual sequences of math problems to verify the predominant text marks in these texts that can contribute tothe development of reading strategies appropriate to these texts.Therefore, based on Adam's studies (2004, 2011), Marquesi (2004 ) and Travaglia (1991, 2007) on text plan, textual sequences and text types, we analyzed tenmath problems proposed for students from 5th grade of elementary school in Five text books of great national movement, namely: 1) A conquista da Matemática, da editora FTD; 2) Matemática Pode contar comigo, da editora FTD; 3) Saber Matemática, da editora FTD; 4) Projeto Buriti Matemática, da editora Moderna; 5) Asas para voar Matemática, da editora Ática. Based on these analyzes, we discuss the regular text marks and high light text plan and textual sequences present in the texts of math problems
Considerando-se que é comum a atribuição das dificuldades dos alunos em resolver problemas à inabilidade de leitura; que estudos apontam para as relações entre ler e resolver problemas, e que a formação do leitor de problemas requer estratégias específicas de abordagem desses textos na sala de aula, temos por objetivo, nesta pesquisa, analisar o plano de texto e as sequências textuais dos problemas de matemática, a fim de verificar as marcas textuais preponderantes nesses textos que podem contribuir para a elaboração de estratégias de leitura adequadas a esses textos. Para tanto, tomando por base os estudos de Adam (2004, 2011), Marquesi (2004) e Travaglia (1991, 2007) acerca de plano de texto, sequências textuais e tipologias textuais, analisamos dez problemas de matemática propostos para alunos de 5o ano do ensino fundamental, em cinco livros didáticos de grande circulação nacional, quais sejam:1) A conquista da Matemática, da editora FTD; 2) Matemática Pode contar comigo, da editora FTD; 3) Saber Matemática, da editora FTD; 4) Projeto Buriti Matemática, da editora Moderna; 5) Asas para voar Matemática, da editora Ática. A partir dessas análises, discutimos as marcas textuais regulares e destacamos o plano de texto e as sequências textuais presentes nos textos dos problemas de matemática
APA, Harvard, Vancouver, ISO, and other styles
43

Gilles, Amanda M. "The Benefits of Learning Math Vocabulary with Context Strategies Alone Versus with Comics as a Visual: Case Study." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1334934661.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Lima, Damião Michael Rodrigues de. "Perfil comportamental, competências de leitura e desempenho acadêmico de escolares surdos." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/1642.

Full text
Abstract:
Made available in DSpace on 2016-03-15T19:40:19Z (GMT). No. of bitstreams: 1 Damiao Michael Rodrigues de Lima.pdf: 968706 bytes, checksum: 15bd1e9ca2ea01645b993b4187e645dc (MD5) Previous issue date: 2015-02-03
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The school is supposed to provide deaf students with differentiated teaching strategies so that they can develop skills for proper academic performance and adapt to the educational, social and familiar environment. The present study is focused on this context and has the objective of verifying associations between reading skills and performance on standardized tests of specific knowledge in deaf students, as well as characterizing their behavioral profile. The sample was composed of 33 participants: 15 students with hearing impairment, age range 13 to 22 years old (Mean=18,2; SD=3,07), 8 female and 7 male, enrolled in public schools at Iguatu, Ceara; and 18 educators (teachers, sign language translators and interpreters). The tools for data collection were: a) Peabody Picture Vocabulary Test (PPVT); b) Word and Pseudoword Reading Competence Test (WPRCT); c) Sentence Reading Test (SRT); d) Youth Self-Report for Ages 11-18 (YSF); e) Adult Self-Report for Ages 18-59 (ASR); Questionnaire of the Brazilian Association of Population Studies; f) Semi-structured interview; g) average of Portuguese and mathematics. The instructions of the instruments were translated into Brazilian Sign Language - Libras. Qualitative analyses of the interviews and quantitative analyses of the tests were carried out through the use of parametric and non-parametric statistics. The main results were: a) deaf students presented indicators of normal general functioning with significant impairment in socialization and adaptive functioning competences; b) the main critical items of self-reported behavioral problems were difficulties to concentrate, feeling unhappy, alcoholic beverages intake, obsessive thoughts and excessive crying; c) discrepancy between academic performance in Portuguese and Mathematics with the performance on standardized tests of language and receptive vocabulary; d) average academic performance in Portuguese and Mathematics, which expressively differed from the poor results in PPVT, WPRCT and SRT; e) the worst performances at WPRCT were verified in items that assess reading standards of incorrectly spelled words with phonological changes and words phonologically and visually strange; f) oralized students had a better average performance than non-oralized ones in WPRCT and PPVT; g) no significant statistic correlations were verified between the oralization condition and schooling deficit; h) lack of communication between teacher and student in the classroom was one of the most cited aspects related to difficulties in the inclusion process; i) positive average correlations among indicators of performance in vocabulary tests and SRT, behavioral problems indicators and number of schooling deficit years; j) negative average correlations between behavioral problems indicators and performance at reading and vocabulary tests. It is possible to conclude that, although the study had a small sample, participants presented a significant delay in the development of language skills considering their poor test results. Clinical or borderline behavioral problems were not observed. Deaf students, however, mention emotional difficulties (critical items) that are likely to cause future impairments in their psychosocial adaptation if not treated properly. It is probable that impairments in language competences have interfered with the communicative and socialization competences of the sample. Such competences were in fact impaired according to the students self-report. Teachers lack of preparation for the inclusion of deaf students was confirmed again and corroborates a difficulty that has been indicated by previous studies about flaws in the inclusion process of students with special educational needs in the country.
A escola deve possibilitar ao aluno surdo estratégias diferenciadas de ensino para que ele possa desenvolver habilidades de desempenho acadêmico adequadas e se adaptar ao meio escolar, social e familiar. Nesse contexto se localiza o presente estudo cujo objetivo geral foi verificar associações entre a competência de leitura e o desempenho em provas padronizadas de conhecimentos específicos de alunos surdos, assim como caracterizar o perfil comportamental dos mesmos. A amostra foi formada por 33 participantes. Destes, 15 são alunos com deficiência auditiva na faixa etária de 13 a 22 anos (Média=18,2, Desvio Padrão=3,07); 8 do gênero feminino e 7 do gênero masculino, matriculados na rede municipal e estadual da cidade de Iguatu, Ceará; e 18 são educadores (professores, Tradutores e Intérpretes de Língua de Sinais). Os instrumentos de coleta de dados foram: a) Teste de Vocabulário por Imagem Peabody - (TVIP), b) Teste de Competência de Leitura de Palavras TCLP, c) Teste de Compreensão de Leitura de Sentenças TCSE; d) Inventário de Autoavaliação para Adolescentes de 11 a 18 anos (YSR); e) Inventário de Autoavaliação para Adultos de 18 a 59 anos (ASR); f) Questionário da Associação Brasileira de Estudos Populacionais; f) Entrevista Semiestruturada; g) Verificação das médias anuais das disciplinas de Português e Matemática. As instruções dos instrumentos foram traduzidas para a Língua Brasileira de Sinais LIBRAS. Foram conduzidas análises qualitativas das entrevistas e quantitativas dos testes mediantes uso de estatística paramétrica e não paramétrica. Os principais resultados foram: a) nos participantes surdos verificaram-se indicadores de funcionamento comportamental geral dentro da normalidade, porém com prejuízos expressivos em competências de socialização e funcionamento adaptativo; b) Os principais itens críticos de problemas de comportamento autorrelatados pelos participantes surdos foram dificuldades para se concentrar, sentir-se infeliz, ingestão de bebidas alcoólicas, pensamentos obsessivos e chorar muito; c) discrepância entre o desempenho acadêmico em Português e Matemática com o desempenho em testes padronizados de linguagem e vocabulário receptivo; d) os piores desempenhos no teste TCLP foram verificados em itens que avaliavam o padrão de leitura de palavras ortograficamente incorretas com trocas fonológicas e palavras estranhas tanto fonológica quanto visualmente; e) os alunos oralizados obtiveram desempenho médio superior aos que não são oralizados nos testes TCLP e TVIP; f) não foram verificadas correlações estatisticamente significantes entre a condição de oralização e os anos de defasagem de escolaridade; g) A falta de comunicação do professor com o aluno surdo em sala de aula foi um dos aspectos mais citados em termos de dificuldades do processo de inclusão; h) correlações positivas médias entre indicadores de desempenho nos testes de vocabulário e o teste TCSE, entre indicadores de problemas de comportamento e número de anos de defasagem de escolaridade; i) correlações negativas médias entre indicadores de problemas de comportamento e desempenho nos testes de habilidades de leitura e vocabulário. Conclui-se que embora tenha sido um estudo conduzido com um número amostral pequeno, os participantes apresentam atrasos expressivos no desenvolvimento de habilidades de linguagem verificado no desempenho rebaixado destes nos testes. Não foram verificados problemas de comportamento na faixa clínica ou limítrofe. Entretanto, os alunos surdos referem a presença de dificuldades emocionais (itens críticos) que provavelmente poderão causar prejuízos futuros na adaptação psicossocial destes se não forem tratadas. É provável que os prejuízos nas competências de linguagem que foram avaliadas estejam interferindo nas competências comunicativas e de socialização da amostra. De fato essas competências estão prejudicadas de acordo com o autorrelato dos alunos. A falta de preparação dos professores mais uma vez foi confirmada com relação à inclusão dos alunos surdos participantes o que corrobora uma dificuldade já apontada em estudos anteriores com relação às falhas do processo de inclusão de alunos com necessidades educacionais especiais no país.
APA, Harvard, Vancouver, ISO, and other styles
45

Ndlwana, Monica. "A critical analysis of problems encountered by senior secondary school pupils in the reading and interpretation of 1:50,000 topographical maps and aerial photographs with special reference to black pupils in Transkei." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003351.

Full text
Abstract:
Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
APA, Harvard, Vancouver, ISO, and other styles
46

Johansson, Sara. ""Jag förstod ingenting" : En kvalitativ studie om sex ungdomars upplevelser av att ha dyslexi i grundskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5323.

Full text
Abstract:
One of the most important goals of school is to teach children how to read and write. But there are also children with great problems in reading and writing/dyslexia at school. In the Swedish School Plan you can, for example, read that one of the school’s most important goals is to give these children with special needs the help that they need. This study will investigate how six young people with reading and writing problems/dyslexia experienced the first nine years at school. There has been very little research regarding students´ experiences of having reading and writing problems/dyslexia early in school, which is strange because school is a place where children spend most of their time. This study will raise the questions about how young people were treated by their teachers, what they think of having a diagnosis, what kind of individualization they received and how they think about continuing their education. To fulfil the study’s purpose I did six qualitative interviews with young people between the ages of 18 and 24 years. The primary theoretical basis in this study was identity formation, inclusion, exclusion and integration. The results show, for example, that five out of the six young people sometimes experienced that their teachers didn’t understand their writing and reading problems and that resulted in inappropriate treatment from the teachers. The young people could feel anxiety which often led to low self-confidence. The diagnosis was difficult for three of them, but none of the interviewed felt that the diagnosis had affected them. The results also show that a good individualization was difficult for the teachers to accomplish in practice, and it also showed that previous experiences in school perhaps influenced whether they chose to continue their studies or not. One of the conclusions is that it is very important to discover a child’s reading and writing problem at an early age and to give the child a lot of help. Otherwise the child can develop a low self-esteem, and it is negative for a child’s identity formation.
APA, Harvard, Vancouver, ISO, and other styles
47

Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.

Full text
Abstract:
The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
APA, Harvard, Vancouver, ISO, and other styles
48

Sim, Trevor. "Reading as a problem solving activity." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021512/.

Full text
Abstract:
Reading comprehension in pupils in Years Four and Five was investigated in a series of experiments predominantly using error detection in short, narrative passages. The claim that readers of this age may exclusively accept decodability as sufficient to judge text as non-problematic was investigated. Little evidence was found in support of this claim. However evidence was obtained that consonant strings were more often detected than nonsense words and more nonsense words were detected than real words of inappropriate meaning when they were substituted into the same passages at the same points. Fewer real words of inappropriate meaning were detected when they were the same part of speech as the word they replaced than when they were a different part of speech. No evidence was obtained that significant numbers of children exclusively detected only nonsense words. However decreasing the readability of the passages significantly reduced the detection rate for real words of inappropriate meaning while the detection rate for consonant strings and nonsense words remained both higher and more stable. It was suggested that children who are asked to read passages of too low a readability for them may be more likely to exclusively employ a lexical standard of comprehension. No evidence was obtained that asking children to read or listen to a passage a second time before completing an error detection task improved their performance. Moreover no difference in semantic comprehension monitoring was found to be dependent on whether the material was presented orally or visually. Better comprehenders were better than less good comprehenders on both error detection and doze tasks. However there was no difference in the relationship between performance on prompted e.g. doze, as compared to unprompted e.g. error detection, comprehension tasks between better and less good comprehenders. Both groups performed better on the prompted comprehension tasks. Better performance was maintained on doze tasks even when the subjects were not only alerted to having to read the passage for meaning but knew they were to be asked questions on it. The extensive use of unprompted comprehension tasks with feedback was proposed as a method of closing the gap between students' performance on unprompted as contrasted with prompted measures of comprehension. Better comprehenders were better at sequencing sentences to make a story but did not perform better than less good comprehenders at recognising sentences from stories they had just read. Both better and less good comprehenders were less good at rejecting as having just been read sentences semantically congruent with the stories as contrasted with sentences semantically incongruent with the stories. This was consistent with most readers engaging in constructive processing of short stories. The results of this series of experiments were compatible with and discussed in terms of comprehension involving the construction of a mental model of what is heard or read while listening to or reading short stories. Suggestions for further experiments were made.
APA, Harvard, Vancouver, ISO, and other styles
49

Xavier, Edlamar Benevides. "That-delection : a reading comprehension problem." reponame:Repositório Institucional da UFSC, 1988. https://repositorio.ufsc.br/xmlui/handle/123456789/157543.

Full text
Abstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T15:56:40Z (GMT). No. of bitstreams: 1 83642.pdf: 3162893 bytes, checksum: e6049cc79dae5d992adb49dbefdf51e0 (MD5) Previous issue date: 1988
Este estudo investiga como a falta de conhecimento lingüístico em Inglês como Língua Estrangeira pode afetar a boa compreensão de estudantes universitários brasileiros quando lêem textos em inglês. O tema escolhido para estudo é a omissão da conjunção THAT em orações substantivas e a elipse do pronome relativo em orações adjetivas restritivas. Como estes são itens puramente gramaticais, suas ausências são mais afeitas a causar dificuldades que suas presenças. O estudo é desenvolvido considerando o processo de leitura bi-direcional proposto por teóricos do Processo interativo. O modelo interativo abrange tanto o processo "bottom-up" quanto o processo "top-down" e tem sido crescentemente responsável pela leitura bem sucedida.
APA, Harvard, Vancouver, ISO, and other styles
50

Persson, Fia. "“Alla ska vara med” : En studie om hur lärare anpassar sin undervisning till elever med läs- och skrivproblematik i förhållande till de olika undervisningsmetoder och forskningen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78125.

Full text
Abstract:
Syftet med denna studie är att undersöka vilka metoder lärare tycker fungerar i undervisningen av elever med läs- och skrivproblematik och hur de motiverar dem i förhållande till forskningen. Detta undersökts genom intervjuer med lärare och specialpedagoger på mellanstadiet. Resultatet av studien visar på att det är lärarens kunskaper om olika metoder och strategier som avgör om undervisningen blir lyckad eller inte. Detta beror på att alla strategier och metoder inte passar alla elever direkt utan behöver anpassas och bytas ut allteftersom eleven utvecklas. Hela tiden ska fokus ligga på vad som fungerar bäst för eleven. Undervisningen ska anpassas efter elevens behov och inte tvärtom. Samtidigt är det många i studien som påpekar att de anpassningar som är bäst är de som kan appliceras på hela klassen och inte enbart är för en elev. Det här är någonting som lärarna och specialpedagogerna jag har intervjuat håller med om men samtidigt använder de endast en metod, Rydaholmsmetoden.
The purpose of this study is to investigate what methods teachers think work best in teaching pupils with reading and writing problems and place that in relation to the research. This was done through interviews with middle school teachers and special educators. The result of the study shows that it is the teacher's knowledge of different methods and strategies that determine whether the teaching is successful or not. This is because all strategies and methods do not fit all pupils directly, but need to be adapted and replaced as the pupils develops. All the time, the focus should be on what works best for the pupils. Teaching should be adapted to the needs of the pupils and not the other way around. At the same time, many in the study point out that the best adaptations are those that can be applied to the whole class and not just for one pupil. This is something that the teachers and special educators I interviewed agree with, however, they only use one method, the Rydaholms method.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Reading problems' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography