Dissertations / Theses on the topic 'Reading style'
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Ho, Lai-ming Tammy. "Reading aloud and Charles Dickens's style." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35512386.
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Ho, Lai-ming Tammy, and 何麗明. "Reading aloud and Charles Dickens's style." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35512386.
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Moretti, Shelley. "Parents as reading coaches, parenting style, scaffolding and children's reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61981.pdf.
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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.
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Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.
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Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.
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In this thesis, I discusses my recent research on the potential relationship between cognitive style and navigational map reading ability. Behavioral geography researchers investigate navigation and a person's knowledge of their environment. These activities have led to and continue to lead to theories about the underlying cognitive processes associated with map use and navigation. Previous research has shown a positive relationship between geographic education and a person's ability to understand the environment around them. Navigation, cognitive maps, mental rotation, map-based knowledge vs. route-based knowledge, and way-finding have all been identified as potential processes that people employ to travel around their environment. By understanding how people behave, process information, solve problems, and make decisions this research hopes to bring to light traits that may be useful in furthering geographic education and, as a result, environmental understanding.
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Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.
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Girón, García Carolina. "Learning Styles and Reading Modes in the Development of Language Learning Autonomy through "Cybertasks"." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/125440.
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La tesis doctoral que nos planteamos realizar se enmarca dentro de la investigación que el grupo GIAPEL (Grupo de Investigación y Aplicaciones Pedagógicas en Lenguas) ha venido realizando desde su creación en 1991. El trabajo del GIAPEL está orientado al diseño de tareas de aprendizaje de las lenguas alemanas, francesas e inglesas; centradas en el desarrollo de estrategias de comprensión lectora y de aprendizaje autónomo de la gramática de las lenguas.
Esta tesis parte de resultados previos obtenidos a lo largo de los diferentes proyectos llevados a cabo por el grupo. Deriva directamente de la investigación realizada en el proyecto I+D CIBERTAAAL (Cibergéneros y Tecnologías Aplicadas a la Autonomía de Aprendizaje de Lenguas. Estudio de las estrategias y de los modelos pragmático-cognitivos en la producción y en la recepción de los textos digitales) (HUM2005-05548/FILO/TIC2000-1182), en el que los principales pilares sobre los que se asentará nuestra investigación son: la autonomía de aprendizaje de lenguas, los estilos cognitivos y de aprendizaje, las Tecnologías de la Información y de la Comunicación, y los estudios de género en la era digital (cibergéneros).
Nuestro principal objetivo es estudiar en profundidad la relación existente entre los estilos de aprendizaje de los estudiantes universitarios y los diferentes modos de navegación y lectura que realizan cuando se enfrentan a tareas que exigen el manejo y tratamiento de la información alojada en páginas web.
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Akyuz, Volkan. "The Effects Of Textbook Style And Reading Strategy On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605079/index.pdf.
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ABSTRACT
THE EFFECTS OF TEXTBOOK STYLE AND READING STRATEGY ON STUDENTS&rsquoACHIEVEMENTS AND ATTITUDES TOWARDS HEAT AND TEMPERATURE Akyü
z, Volkan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz July 2004, 96 pages The aim of this study is to investigate the effect of textbook style and reading strategy on 9th grade students&rsquo
achievement and attitude towards heat and temperature at Eregli district of Zonguldak. Textbook style was means that whether textbook written in conceptual style or traditional style. The reading strategy was taken as K-W-L vs. reading without K-W-L. The study uses factorial design to investigate partial and combined effects of these methodologies. In the study convenience sampling was used. The participants were 123 9th grade students at Zonguldak Eregli Super High School in four different classes. Then selected classes were randomly assigned into four groups. The groups were conceptual physics text with K-W-L reading strategy, conceptual physics text with reading without K-W-L, traditional physics text with K-W-L reading strategy and traditional physics text with reading without K-W-L. Achievement and attitude tests were administered before and after the treatment. The data was analyzed by Multiple Analysis of Covariance (MANCOVA) to find out individual and combined effects of conceptual physics texts and K-W-L reading strategy. The results has shown that conceptual physics texts were effective in increasing students&rsquo
attitude, K-W-L was effective in increasing achievement, and their combination was effective in increasing both achievement and attitude of the students.
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Eastman, Vicki L. "Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.
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Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups.
The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment
was conducted using running record reading assessments focusing on the total number of errors recorded.
This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.Department of Elementary Education
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Sharp, Alastair. "Rhetorical structure in reading comprehension : a Hong Kong case study." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325209.
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Hedfors, Eva. "The reading of Ludwig Fleck sources and context." Licentiate thesis, KTH, Philosophy and History of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-611.
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The present thesis is based on a scientifically informed reading of Fleck. In addition to the monograph, the material includes his additional philosophical writings and also his internationally published scientific articles. The sources provided by Fleck have been traced back to the time of their origin. Based on the above material, it is argued that rather than relativizing science, and thereby deeply influencing Kuhn, Fleck, attempting to participate in the current debates, is an ardent proponent of science, offering an internal account of its pursuit that accords with his often-contested epistemic concepts. The exposure of his description of the Wassermann reaction discloses a highly selected reading of the, at the time, available sources, but also its relation to the current debate on Einzelwissenschaften, or the standing of new emerging disciplines versus age-old ones, all occasioned by the remarkable progress of science that also affected philosophy. The divide between philosophers and scientists on the philosophical implications of modern physics is exposed as well as Fleck’s heuristic use of the latter topic in his epistemology. A more realistic account of his scientific accomplishment is provided that includes the unfeasibility of the manufacturing of an anti-typhus vaccine based on urine. It is finally argued that the modern interpretation, or the received humanist view of Fleck, is based on the, at the time of the rediscovery of the monograph, already endorsed program of STS writers opposing a scientifically informed reading of his texts.
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Waters, Nigel Bruce. "An examination of the literary quality of two reading schemes." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001411.
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Learning to read is one of the most crucial life tasks that the young child must acquire whilst in primary school. In modern society, much of what one does is dependant on having the ability to read. While a great deal of research has focused on how children learn to read, relatively little attention has been paid to the literary quality of the material the children are exposed to whilst learning to read. In the past few years I have become increasingly concerned with the number of teachers who use material designed for teaching children to read without being aware of the literary quality of the material. While numerous teachers are aware of the issues surrounding the learning to read debate and use up to date materials to teach reading, far too many accept the material supplied by the school without questioning its literary merit and its impact upon the young reader. This piece of research is an attempt to evaluate the literary quality of two reading schemes currently in use in Cape Education Department schools. The chief conclusion of the research is that the schemes examined fall far short of the standards required for them to be considered good literature. Although the research is limited to two reading schemes, it is hoped that a teacher using other schemes could use the framework supplied in this study to examine the literary quality of the material she is using. Furthermore, the final chapter offers suggestions as to how to replace material of poor literary quality with books of a higher literary standard. On the basis of the above findings it is suggested that there is a need for individual teachers, schools, teacher training institutions and the Cape Education Department to examine the literary quality of reading schemes and books that are used in the process of teaching children to read. It is hoped that this piece of research will create a greater awareness amongst teachers of the literary quality of reading materials and prompt further research into such materials that will be of benefit to the central character in this study; the young child learning to read
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Green, Laura Brueggeman. "Fourth graders' literal and inferential reading comprehension : effects of readability and answer format /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8212.
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Brown, Angus Connell. "Between lines : close reading, quotation, and critical style from practical criticism to queer theory." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:bfe790f7-90f5-4dee-b5f5-4bf51af6c232.
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Between Lines: Close Reading, Quotation, and Critical Style from Practical Criticism to Queer Theory offers a set of theorizations and heuristics with which to investigate the history of close reading in the Anglo-American university. Working from 1920s Cambridge to the American New Criticism, and from the arrival of deconstruction at Yale to the rise of queer theory, it argues that close reading is best understood as a changing but cohering institutional style of writing that runs through twentieth-century literary criticism. In readings of I. A. Richards, William Empson, Cleanth Brooks, Paul de Man, and Eve Kosofsky Sedgwick it documents unexpected contiguities between close reading, literary modernism, twentieth-century poetics, and autobiography by positing that quotation has a formal and compositional function in critical style. Ultimately, this thesis contributes to a growing body of scholarship on the history of reading by offering the first sustained history and theory of close reading to account for the practice as it predates and outlasts the New Criticism.
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Blanton, Elizabeth Lynn. "THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4483.
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The purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores. Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.Ed.D.
Department of Graduate Studies and Research
Education
Graduate Studies and Research
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Brams, Janis A. "Writing and the unconscious." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/409.
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Lewis, Teresa. "The impact of learning-style based instruction on student engagement and reading comprehension in a third grade classroom." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6825.
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The researcher examined various strategies in an attempt to increase student engagement and academic achievement in the classroom. A study was conducted on 23 students in a third grade reading classroom in a midwestern, suburban elementary school with a population of 863 students. The researcher assessed each student's learning style: visual, auditory, kinesthetic, and tactual. Half of the students were placed in a group matching their dominant learning style, while half were randomly chosen to be placed in a group other than their dominant learning style. The researcher implemented differentiated learning plans for each learning style group and documented their engagement as well as academic progress. It was determined that the learning style based instruction was very successful for some students but not for others. Student engagement showed a wide range of results for the matched students as well as the unmatched students. Most students' academic gains as measured by weekly reading tests were small; however, the students who were strong in the visual learning style made the highest gains. The researcher concluded that the results did not justify the extra resources needed to implement learning-style based instruction in the classroom setting.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
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Youdale, Roy. "Translating literary style : close and distant reading in the translation of Gracias por el Fuego by Mario Benedetti." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738225.
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Pilot, Zachary Allen. "THEORY OF MIND, EMPATHY, AND IDENTITY PROCESSING STYLE: EXAMINING INTERRELATIONSHIPS AND ADVANTAGES OF ACTING EXPERIENCE." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1445.
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Theory of Mind (ToM) is often defined as “the ability to reason about mental states, such as beliefs, desires, and intentions, and to understand how mental states feature in everyday explanations and predictions of people’s behavior” (Apperly, 2012, p. 825). Recent research has introduced questions about performance on ToM tasks in emerging adulthood, a developmental period (ages 18-27) where exploration and identity formation occurs. The current study examined group differences between college students with acting experience, a population hypothesized to excel in ToM and empathy, and students without acting experience on cognitive and affective measures of ToM and empathy. The current study (N=162) used multiple tasks to measure ToM the Reading the Mind in the Eyes task (RME), Movie for the Assessment of Social Cognition (MASC), Faux Pas task (detection and belief subscales). All four subscales (perspective taking, fantasizing, empathic concern, personal distress) of the Interpersonal Reactivity Index (IRI) was used to measure empathy. It was hypothesized that students with acting experience would perform significantly better than those without acting experience on all measures of ToM and empathy. It was also hypothesized that the way emerging adults process identity relevant information, as assessed by the Identity Style Inventory (ISI), would be related to ToM and empathy. Students with acting experience performed significantly better on the RME task and the belief subscale of the Faux Pas task. Better performance on the RME task and the belief subscale of the Faux pas task suggest advantages in emotion processing and belief reasoning for students with acting experience. No group differences were observed on the IRI. Informational processing style was positively related to all measures of ToM and all empathy measures except the personal distress subscale of the IRI. Normative and diffuse-avoidant identity processing style was negatively related to all measures of ToM and the personal distress subscale of the IRI. Normative identity processing style was negatively related to the fantasizing subscale of the IRI. The current study supports a relationship between identity processing style in emerging adulthood and measures of ToM and empathy. A factor analysis was conducted to examine relationships between ToM and empathy, finding no distinctions between affective and cognitive dimensions but a clear difference between ToM and empathy. Students with acting experience performed significantly better on the ToM factor but no other factors, supporting the previous analyses. Implications for further research, therapeutic interventions, and occupational training integrating acting experience are discussed.
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Kettlewell, Gail Ellen Biery. "A description of reading in the composing process: skilled and unskilled college writers." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54308.
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A theoretical construct for examining the use of reading in composing, developed from the literature review and pilot study, was tested using audio-videotaped protocols of students composing two drafts of an essay, followed by retrospective interviews.
Fifteen skilled and fifteen unskilled college writers, so designated by tests and a writing sample given by the English department, participated in the study at a rural, two-year technical college in a Sunbelt state during the 1984-85 school year.
The construct for examining reading in composing included the focus of reading: word, multi-word, sentence, multi-sentence, paragraph, multi-paragraph, and draft levels; the purpose of reading: to verify, clarify, provide direction, edit, or refresh memory; the effect (or outcome) of reading: no/change or change, using Faigley and Witte's revision classification scheme to describe changes; and the amount of reading, which was a count of all occurrences of reading. The construct was useful in identifying the aspects of reading in composing. Thus, a major benefit of the study is empirical data on reading-in-composing for both skilled and unskilled writers.
A profile of each group's use of reading was developed. Then a comparison of reading by the two groups was made using chi-square and percents.
The findings revealed that (1) 29 of the 30 students were readers of their texts; (2) the skilled writers wrote and read twice as much as the unskilled writers did, but the proportion in both drafts was the same; (3) reading occurred within and between drafts for both groups; (4) both groups read most often at the multi-word level; (5) both groups read for all five purposes and when ranked by frequency, the order was the same for both groups; (6) the effect of reading differed significantly in the no-change/change categories with the skilled writers making more changes.
Findings which were statistically significant included: the size of the corpus; the focus of reading; the difference in no-change/change decisions; and the categories of change at surface, meaning-preserving and meaning-changing levels. The study confirmed that writing is a recursive process with reading as a major component and that both skilled and unskilled writers are readers of their texts.
The study revealed that protocol analysis and the Faigley and Witte classification scheme for revision can work well together. Second, the amount, focus, purpose, and effect of reading can be examined through thinking-aloud composing protocols. Third, reading is a more appropriate term than re-reading to describe the reading which occurs during the composing process.Ed. D.
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Dai, Lianbin. "Books, reading, and knowledge in Ming China." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5800e2b8-024b-415f-ae6a-3793efd3b955.
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The art of reading and its application to knowledge acquisition and innovation by elites have been largely neglected by historians of print culture and reading in late imperial China (1368-1911). Unlike most studies, which are concerned more with the implied reader and individual reading experience, the present study assumes that the actual reader and the social, cultural and epistemic dimensions of reading practices are the central issues of a history of reading in China. That is, while the art of reading was internalized by the individual, his learning and application of it had social, cultural and epistemic features. At a time when secular reading practices in Renaissance England were informed by Erasmian principles, Ming literati, regardless of their different philosophical stances, were being trained in an art of reading proposed by Zhu Xi (1130-1200), whose Neo-Confucian philosophy had been esteemed as orthodox since the fourteenth century. Transformations and challenges in interpreting and applying his art did not hinder its general reception among elite readers. Its common employment determined the practitioner’s epistemic frame and manner of knowledge innovation. My dissertation consists of five chapters bracketed with an introduction and conclusion. Chapter One discusses Zhu’s theory of reading and the implied pattern of acquiring and innovating knowledge, based on a careful reading of his writings and conversations. Chapter Two describes the transmission of Zhu’s theory from the thirteenth to the seventeenth centuries. During its transmission, Zhu’s art was reedited, rephrased, and even readapted by both government agencies and individual authors with different intentions and agendas. Chapter Three focuses on the reception of Zhu’s theory of reading by 1500 and argues that the moral end of reading eventually triumphed over the intellectual one in early Ming Confucian philosophy. Chapter Four explores the affinity of Ming philosophers of mind with Zhu’s theory in their reading concepts and practices from 1500 to the mid-seventeenth century. Despite their attempts to separate themselves intellectually from the Song tradition, Ming philosophers of mind followed Zhu’s rules for reading in their intellectual practices. Chapter Five outlines the reading habits and knowledge landscape based on a statistical survey of extant Ming imprints. Despite some deviations, the Ming reading habits and knowledge framework largely accorded with Zhu’s theory and its Ming adaptations. The continuity of reading habits from Zhu’s time to the seventeenth century, I conclude, inspires us to rethink the Ming apostasy from the Song tradition. The particularity of scholarly knowledge acquisition and innovation in Ming-Qing China by the eighteenth century was not invented by Ming-Qing scholars but anticipated by Zhu through his theory of reading. With respect to late imperial China, the history of reading, together with the history of knowledge, is yet to be fruitfully explored. With this dissertation, I hope to be able to make a contribution to the understanding of the East Asian orthodox habit of reading as represented by Zhu’s admirers. By placing my investigation in the context of the history of knowledge, I also hope to contribute to the understanding of the relationship of reading to the way that knowledge evolved in traditional China. Intellectual historians tended to consider the Ming Confucian tradition as having broken off from the Cheng-Zhu tradition, but at least in reading habits and practices Ming elite readers perpetuated Zhu’s theory of reading and the knowledge framework it implied.
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Power, Michael O'Neill, and mopower@ozemail com au. "Transportation and Homeric Epic." The Australian National University. Faculty of Arts, 2006. http://thesis.anu.edu.au./public/adt-ANU20070502.011543.
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This thesis investigates the impact of transportation the phenomenon of being miles away while receiving a narrative on audience response. The poetics of narrative reception within the Homeric epics are described and the correspondences with the psychological concept of transportation are used to suggest the appropriateness and utility of this theory to understanding audience
responses in and to the Iliad and Odyssey. The ways in which transportation complements and extends some concepts of narrative reception familiar to Homeric studies (the Epic Illusion, Vividness, and Enchantment) are considered, as are the ways in which the psychological theories might be adjusted to accommodate Homeric epic. A major claim is drawn from these theories that
transportation fundamentally affects the audiences interpretation of and responses to the narrative; this claim is tested both theoretically and empirically in terms of ambiguous characterization of Odysseus and the Kyklōps Polyphēmos in
the ninth book of the Odyssey. Last, some consideration is given to the ways in which the theory (and its underlying empirical research) might be extended.
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Saraiva, Vandemberg SimÃo. ""Hamlet" na biblioteca de Machado de Assis: leitura e desleitura." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7063.
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nÃo hÃEste trabalho propÃe-se a investigar a presenÃa do Hamlet (1600-01), de William Shakespeare (1564-1616), em alguns textos de Machado de Assis (1839-1908). Procuramos compreender como o escritor brasileiro (des)leu a peÃa do dramaturgo inglÃs e a usou em sua criaÃÃo individual. Intentamos expor a pertinÃncia da leitura de Hamlet feita por Machado para a construÃÃo de alguns de seus textos, a saber, a DedicatÃria e o prefÃcio âAo leitorâ, de MemÃrias pÃstumas de BrÃs Cubas (1881), os contos âTo be or not to beâ (1876) e âA cartomanteâ (1896) e a crÃnica âA cena do cemitÃrioâ (1894). TraÃamos o percurso da obra shakespeariana â principalmente Hamlet â atravÃs da sua recepÃÃo elisabetana, neoclassicista e romÃntica. Sob o influxo do Romantismo, Shakespeare ficou conhecido no nosso paÃs. Machado de Assis foi leitor das obras do dramaturgo inglÃs e expectador de apresentaÃÃes teatrais de peÃas shakespearianas. Conforme sua literatura e crÃtica literÃria revelam, o escritor carioca foi entusiasta das criaÃÃes de Shakespeare. Acreditamos que poemas, contos, romances e peÃas nasceram como uma resposta a poemas, contos, romances e peÃas anteriores, e essa resposta dependeu de atos de leitura e interpretaÃÃo por escritores posteriores. Defendemos a tese de que a escritura de Machado de Assis à resposta à leitura de Shakespeare, destacadamente a peÃa Hamlet. Procuramos demonstrar que Machado de Assis apropria-se da obra shakespeariana, com a convicÃÃo de que o romancista brasileiro deslà a obra de seu precursor, Shakespeare, em sua prÃpria escrita. Utilizamos o conceito de desleitura segundo Harold Bloom (1991), ou seja, como apropriaÃÃo de uma obra anterior por meio de uma correÃÃo criativa, ou uma interpretaÃÃo distorcida. Analisaremos os textos machadianos acima listados, em que Shakespeare mostra-se evidente, e os compararemos ao Hamlet do autor inglÃs, partindo da ideia de que esses textos nÃo existiriam se Machado de Assis nÃo tivesse lido a obra shakespeariana.
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Tyacke, Marian. "Cognitive diversity in language teaching and testing a three-phase investigation of the relationships between learning style, learner behaviour and reading task performance." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337466.
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Lundmark, Aili. "Föränderligt och beständigt : En studie av Elsa Beskows berättarspråk." Licentiate thesis, Uppsala universitet, Institutionen för nordiska språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-252908.
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This thesis is a study of the narrative language of Elsa Beskow, Sweden's most famous children's writer of the early twentieth century. The overall aim of the thesis is to contribute to the understanding of why Beskow's stories are still among the most popular children's books in Sweden, more than a hundred years after her literary debut. My investigation is a quantitative study of word-class distribution, various syntactic features, and readability in four picture-books and four other stories. To begin with, Beskow's language is compared to that of other texts written for young readers, including children's fiction, a contemporary reading-book, and popular comic strips. The results indicate that Beskow has something in common with all of these materials, especially with children's fiction. However, she also has her own style, which is different from the children's fiction I compare with. For example, her sentences are comparatively long and often begin with a conjunction. Moreover, Beskow uses many address phrases and interjectional phrases, and the initial clause-constituent is often some other clause element than the subject. Additionally, Beskow's narrative language is compared to conversational language and to formal prose. The results show that Beskow moves along the whole scale, from conversation to formal writing, depending on what aspect of her language use is considered. In some cases, her style even falls outside of the scale. For example, placing the subject in initial position is less common in Beskow's writing than in both conversation and formal writing. Finally, the variation between Beskow's texts is examined. The analysis shows, among other things, that the oral influences on Beskow's style increased during the five decades she wrote stories.
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Reigner, Léopold. "Le Flaubert de Nabokov : interprétation, continuité et originalité." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR105.
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« L’influence est une chose sombre et peu claire » disait Vladimir Nabokov en 1930, réfutant avoir été profondément influencé par ses prédécesseurs. Pourtant, comme il le soulignait lui-même, cet auteur russe francophone avait lu les œuvres complètes de Flaubert en français avant l’âge de 14 ans et considérait Madame Bovary comme le roman le plus « brillant de la littérature européenne ». Cette étude se propose d’examiner ce lien à travers une nouvelle définition de l’influence, s’appuyant sur les théories d’Harold Bloom et de Derek Attridge, mais centrée sur l’individualité des auteurs, considérée comme le moteur du processus d’influence, processus caractérisé à la fois par l’exploration des idées du précurseur et la déviation de celles-ci. L’analyse de la conception nabokovienne de l’œuvre de Flaubert permettra de mettre au jour le retentissement qu’a pu avoir cette lecture sur l’œuvre de Nabokov. En effet, si le style de Nabokov est unique et original, son admiration pour le rythme et la sonorité de l’écriture flaubertienne dévoilée dans le cours de Nabokov sur Madame Bovary invite à s’interroger sur la façon dont son interprétation individuelle du style flaubertien se retrouve dans certains aspects de la propre écriture de Nabokov. Également, cet examen parallèle fournira un éclairage nouveau sur les œuvres des deux auteurs, et sur leur vision de la littérature, apparemment lié dans refus de l’incidence sociale et une adhésion à un purisme esthétique complexe, liant la beauté et la vérité. Enfin, cette analyse donnera lieu à une recherche de deux définitions du « style », chez deux auteurs fascinés par l’exactitude et la quête de la précision verbale« Influence is a dark and unclear thing » Vladimir Nabokov said in 1930, as he denied having been deeply influenced by any past writer. However, and as he declared himself, this French-speaking Russian writer had read the complete works of Flaubert in French before the age of 14 and considered Madame Bovary to be “the most brilliant novel in world literature”. This study plans to examine this link through a new definition of influence, based on the theories of Harold Bloom and Derek Attridge, but focused on the writers’ individuality, which is seen as the core of the influence process, a process characterized both the exploration idea found in the precursor’s work and the deviation of those ideas. The analysis of the Nabokovian conception of Flaubert’s work will be used to bring to light the impact such a reading may have had on Nabokov’s work. Indeed, although Nabokov’s style is unique and original, his admiration for the rhythm and sounds of Flaubert’s writing, described at length in Nabokov’s class on Madame Bovary, suggests an inquiry on the way that his individual interpretation of Flaubert’s style may have reverberations in Nabokov’s own writing. Also, this parallel examination will provide a new study of both authors’ works, and on their vision of literature, apparently linked by a common contradiction between social impact and aesthetic purism. Finally, this analysis will give rise to a search for two definitions of “style”, in two writers fascinated by exactitude and the quest of verbal accuracy
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Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.
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The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective.Department of Elementary Education
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Williams, Judy Lynn. "Reading comprehension, learning styles, and seventh grade students." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Cowles, Randee Teresa. "The role of imaginative literature in First Year Composition." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2516.
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This study steps into a long running discussion of the place of imaginative literature in First Year Composition (FYC) courses. Chapter one surveys the scholarship, including the work of Erika Lindeman and Gary Tate, two compositionists whose debate has been at the center of this discussion, and three scholars' responses to the issues their debate raises. Instructors might be able to include imaginative literature in FYC courses if they use the literature to support the courses' rhetorical goals rather than to "teach the literature" itself.
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Jackson, Harriet Elizabeth. "Reading instruction and long term changes in reading test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10242007-144816.
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HENRY-VEGA, GRANDFIELD. "EXPLORATORY STUDY ON THE PROCESSING STYLES AND THE PROCESSING STRATEGIES OF 2 SECOND LANGUAGE GRADUATE STUDENTS WHEN READING TEXTS FOR ACADEMIC PURPOSES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1088430348.
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Dougherty, Pamela S. "Reading Informational Tradebooks Aloud to Inner City Intermediate Fourth and Sixth Grade Students : A Comparison of Two Styles." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279041/.
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Saraiva, Vandemberg Simão. "Hamlet na Biblioteca de Machado de Assis: Leitura e Desleitura." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3432.
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SARAIVA, Vandemberg Simão. Hamlet na Biblioteca de Machado de Assis: leitura e desleitura. 2011. 187f. Dissertação (Mestrado em Letras) – Universidade Federal do Ceará, Departamento de Literatura, Programa de Pós-Graduação em Letras, Fortaleza-CE, 2011.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-16T14:50:13Z No. of bitstreams: 1 2011_DIS_VSSARAIVA.pdf: 3087017 bytes, checksum: d0ed821b8eaae7ecca1ad3aed7abc6fc (MD5)
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Este trabalho propõe-se a investigar a presença do Hamlet (1600-01), de William Shakespeare (1564-1616), em alguns textos de Machado de Assis (1839-1908). Procuramos compreender como o escritor brasileiro (des)leu a peça do dramaturgo inglês e a usou em sua criação individual. Intentamos expor a pertinência da leitura de Hamlet feita por Machado para a construção de alguns de seus textos, a saber, a Dedicatória e o prefácio “Ao leitor”, de Memórias póstumas de Brás Cubas (1881), os contos “To be or not to be” (1876) e “A cartomante” (1896) e a crônica “A cena do cemitério” (1894). Traçamos o percurso da obra shakespeariana – principalmente Hamlet – através da sua recepção elisabetana, neoclassicista e romântica. Sob o influxo do Romantismo, Shakespeare ficou conhecido no nosso país. Machado de Assis foi leitor das obras do dramaturgo inglês e expectador de apresentações teatrais de peças shakespearianas. Conforme sua literatura e crítica literária revelam, o escritor carioca foi entusiasta das criações de Shakespeare. Acreditamos que poemas, contos, romances e peças nasceram como uma resposta a poemas, contos, romances e peças anteriores, e essa resposta dependeu de atos de leitura e interpretação por escritores posteriores. Defendemos a tese de que a escritura de Machado de Assis é resposta à leitura de Shakespeare, destacadamente a peça Hamlet. Procuramos demonstrar que Machado de Assis apropria-se da obra shakespeariana, com a convicção de que o romancista brasileiro deslê a obra de seu precursor, Shakespeare, em sua própria escrita. Utilizamos o conceito de desleitura segundo Harold Bloom (1991), ou seja, como apropriação de uma obra anterior por meio de uma correção criativa, ou uma interpretação distorcida. Analisaremos os textos machadianos acima listados, em que Shakespeare mostra-se evidente, e os compararemos ao Hamlet do autor inglês, partindo da ideia de que esses textos não existiriam se Machado de Assis não tivesse lido a obra shakespeariana.
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Lazo, Lara Jatkoske [UNESP]. "Literatura clássica e práticas artísticas: narrativas e estudos de uma professora acerca da formação do leitor adolescente." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157365.
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A presente dissertação traz observações e elaborações teóricas da experiência de uma professora com a Literatura Clássica. Apresenta reflexões sobre a interseção entre leitura, escrita e práticas artísticas na formação e constituição do espaço subjetivo fronteiriço entre essas práticas, na formação do aluno adolescente leitor. De abordagem qualitativa, apresenta- se como uma pesquisa narrativa e autobiográfica (ARFUCH, 2002). A professora parte de observações ao longo de alguns anos de experiências realizadas em uma escola pública agrícola de período integral de um município de São Paulo. Das colocações discursivas, “Amo ler” e “Odeio ler", identificam-se três tipos de leitores: o que ama, o que odeia ler e o indiferente; dois níveis de leitura: o narrativo ("Tempo Relativo") e o atemporal ("Tempo Absoluto"), que se interligam pela "Ponte de Einstein-Rosen", processo pelo qual se dá a diluição e reconstituição do eu no ato de ler. Outras elaborações teóricas, que possibilitam outras relações do aluno com o ato de ler, também foram desenvolvidas. O'Sullivan et al., (2015) e Calvino (2007) embasam o porquê da proposta da Literatura Clássica. E a partir das ideias de Barthes (1987) e Proust (2003), observou-se que, e como, os espaços físico e psicológico influenciam o “espaço psicológico” da leitura. No âmbito artístico, com Chekhov (2015), na representação teatral, e Vigotski ([1999?]), na valorização do social, as práticas artísticas tornaram o contexto de ler um ambiente criativo de liberdade, de releitura e recriação da literatura e de si, em que a construção dialógica polifônica (BAKHTIN, 2015) assumiu destaque e potência. A pesquisa identificou elementos cognitivos, psicológicos, sociais e concretos importantes no processo de formação de alunos leitores adolescentes, e constatou a importância e a efetivação da leitura coletiva de clássicos na escola pública em que foi experimentada, a sua não efetivação nas práticas individuais e a importância das atividades artísticas no processo de ler. Valorizou-se a experiência do discurso num espaço enunciativo criativo.
The present dissertation brings one teacher’s theoretical observations and elaborations from experiencing Classic Literature. It is a compilation of reflections on the co-interactions among practices of reading, writing and artistic tasks, as well on their influence on adolescent-student-reader’s formation and constitution. Findings, obtained from qualitative approach, are presented as a narrative and autobiographical research (ARFUCH, 2002). Observations were conducted, experiences gathered over several years at a public agricultural school in Sao Paulo city (Brazil). Based on statement positions: "I love to read" and "I hate read", three types of readers were identified: “loves reading”, “hates reading” and “indifferent”. Adjacently defined two levels of reading: the narrative -"Relative Time" and the timeless and continuous time -"Absolute Time", which are interconnected by an "Einstein- Rosen Bridge”. This is a process by which the "I" is diluted and reconstituted in the act of reading. Other theoretical elaborations that enabled other student relations with the act of reading were also developed. O'Sullivan et al. (2015) e Calvino (2007) substantiate the proposal of Classical Literature reasoning. Barthes (1987) and Proust (2003) ideas supported observations of physical and psychological spaces influence on the reading "psychological space". Chekhov (2015)’s theatrical performance along with Vygotsky ([1999?])’s social valorization transformed the context of reading in a creative environment of freedom, of re- reading and re-creation of the “literature” and “self”. In this context the polyphonic dialogic construction (BAKHTIN, 2015) got emphasis and power. This research project identified important cognitive, psychological, social and concrete elements in the process of training adolescent students. It was verified the importance and the effectiveness of the collective reading of classics in the public school where the observation was conducted. Classics individual reading failed to deliver effectiveness reinforcing the importance of artistic activities in the reading process. Discourse experience was valued in a creative enunciate space, making representation also a reinvention.
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Lawson-Striker, Julie A. J. "Investigating reading comprehension strategies and learning styles with eight year old children." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21642.
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This study describes the design, implementation and evaluation of a class reading intervention programme comprising of a non-fiction and a fiction component. In order to attempt to heighten the quality of teaching and learning in the area of reading comprehension, an innovative approach was used to design the programme. This approach combined the principles of comprehension strategy instruction (Richek et al., 2002; Robb, 2000), whole language learning theory techniques (Goodman, 1976; Smith, 1978 and Cambourne, 1988) and Honey and Mumford's (1986,1992) learning style theory. The investigation was conducted from September 2002 to early April 2003 in a primary school in the West of Scotland. A case study approach that involved the use of both qualitative and quantitative data was employed. Although all children in the class and those in a neighbouring class were exposed to the programme only a selected group of 6 boys and 6 girls represented the case. The principal aim of this enquiry was to provide an illuminative account of the case study children's responses to the programme in relation to strategy choice and learning style(s). The individual and corporate nature of the learning process was of much interest. A variety of research instruments was employed to collect the data (one-to-one conversations with children, participative observations, group interviews and a questionnaire), with a time series evaluation technique also being used to enhance the credibility of the findings. The qualitative data was analysed using a form of content analysis that gave consideration to both deductive (predetermined categories) and inductive (emergent categories) research techniques. The quantitative data was analysed numerically. In accordance with the findings of the comprehension element of this study (i. e. the strategies employed), the individual nature of the learning process was reflected. However, in accordance with the findings of the learning style(s) element of this study, a more collective preference for activities consistent with the activist style of learning was shown. The implications of these findings in relation to teaching and learning are acknowledged and addressed. As the findings associated with the case study approach are considered to be 'qualitative estimates' or as Bassey (1999) states 'fuzzy generalisations', the purpose of this small scale study was not to initiate an 'educational overhaul' at either a national or local authority level. The findings of this study are instead concerned with both enhancing the current 'cumulative body' of research on reading comprehension strategies and learning styles and inspiring further research in these two fields.
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Miland, Shad. "Authoritarian versus nurturant teaching styles their effect on students' attitude toward reading /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998milands.pdf.
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Leckner, Sara. "Is the medium the message? : The impact of digital media on the newspaper concept." Doctoral thesis, Stockholm : Medieteknik och grafisk produktion, Kungliga Tekniska högskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4530.
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Monforto, Leslie-Ann D. "A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Glasco, Sarah L. La Quérière Yves de. "Textual games, intertextual readings ludic dimensions in story and style in the works of Jean-Philippe Toussaint /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,818.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Romance Languages in the Department of Romance Languages (French)." Discipline: Romance Languages; Department/School: Romance Languages.
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Avni, Behira. "Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles." Thesis, Anglia Ruskin University, 2011. http://arro.anglia.ac.uk/701726/.
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The study aimed to examine whether lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic- VARK) assist or hinder the learning of primary school pupils with different personal learning styles according to the pupils' responses. These lessons were given to three classesin primary school G in Israel (two in Year 5 and one in Year 6), a total of 75 pupils, for an entire school year. Before the experimental lessons were implemented the pupils inthe research population completed the VARK questionnaire (in the form of a Hebrew questionnaire) to assess their learning styles. Mixed qualitative and quantitative methods were used to collect data concerning the pupils' responses to these lessons with three research tools: questionnaires, observations and interviews. In the theoretical discourse on learning styles there is a controversy debating whether it is necessary to adapt teaching styles to the learning styles of pupils (Wehrwein, 2007; Carrier, 2009; Fountain & Alfred, 2009; Howles & Jeong, 2009; Naimie, et. al., 2010) or to teach with teaching styles that are different from pupils' learning styles in order to broaden the pupils' abilities (McCarthy, 1990; Tanner & Allen, 2004; Boella, 2010). The present research demonstrates that as long as the lesson integrates several different learning styles (VARK), each of them for a short duration during the lesson, pupils (even pupils who have special needs and new immigrant pupils) gain a lot in the lesson. The Visual element of the lesson was found to be especially meanningful in holding the pupils' attention and improving their understanding and motivation to learn, irrespective of their personal learning styles. Research results showed that the combination of learning styles provided a variety that the pupils enjoyed and helped them to feel a sense of capability to learn. It was also clear that the elements of the lesson that did not correspond with their personal learning style did not hinder them, but often actually assisted them, increasing motivation and improving achievements. This was especially so for the weakerpupils. In one particular case of a child with special needs there was evidence of dramatic improvements in academic achievements. The Kinaesthetic element, the teacher's Auditory explanations and the Reading element caused marginal problems for pupilswho lacked these elements in their learning style. There were no significant differences between pupils with a single-element learning style and those with multiple-element learning styles. The Visual element was found to be most significant for most pupils and facilitated attention, recall and a sense of self ability. Irrespective of their learning style all the pupils felt that they were assisted by all the elements of the lesson and although the teacher's oral explanations were seen as a slight hindrance, the pupils reported that these explanations supported their sense of capability and this was especially so for pupils diagnosed with a Kinaesthetic learning style. It was also found that most of the pupils did not enjoy the Kinaesthetic work although they completed it successfully.
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Avni, Behira. "Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles." Thesis, Anglia Ruskin University, 2011. https://arro.anglia.ac.uk/id/eprint/701726/1/Avni_2011.pdf.
Full textAbstract:
The study aimed to examine whether lessons that combine different teaching styles
(Visual, Auditory, Reading/writing and Kinaesthetic- VARK) assist or hinder the learning of
primary school pupils with different personal learning styles according to the pupils'
responses.These lessons were given to three classesin primary school G in Israel (two in
Year 5 and one in Year 6), a total of 75 pupils, for an entire school year. Before the
experimental lessons were implemented the pupils inthe research population completed
the VARK questionnaire (in the form of a Hebrew questionnaire) to assess their learning
styles. Mixed qualitative and quantitative methods were used to collect data concerning
the pupils' responses to these lessons with three research tools: questionnaires,
observations and interviews.
In the theoretical discourse on learning styles there is a controversy debating whether it is
necessary to adapt teaching styles to the learning styles of pupils (Wehrwein, 2007;
Carrier, 2009; Fountain & Alfred, 2009; Howles & Jeong, 2009; Naimie, et. al., 2010) or to
teach with teaching styles that are different from pupils' learning styles in order to broaden
the pupils' abilities (McCarthy, 1990; Tanner & Allen, 2004; Boella, 2010). The present
research demonstrates that as long as the lesson integrates several different learning
styles (VARK), each of them for a short duration during the lesson, pupils (even pupils
who have special needs and new immigrant pupils) gain a lot in the lesson. The Visual
element of the lesson was found to be especially meanningful in holding the pupils'
attention and improving their understanding and motivation to learn, irrespective of their
personal learning styles.
Research results showed that the combination of learning styles provided a variety that
the pupils enjoyed and helped them to feel a sense of capability to learn. It was also clear
that the elements of the lesson that did not correspond with their personal learning style
did not hinder them, but often actually assisted them, increasing motivation and improving
achievements. This was especially so for the weakerpupils. In one particular case of a
child with special needs there was evidence of dramatic improvements in academic achievements. The Kinaesthetic element, the teacher's Auditory explanations and the
Reading element caused marginal problems for pupilswho lacked these elements in their
learning style. There were no significant differences between pupils with a single-element
learning style and those with multiple-element learning styles. The Visual element was
found to be most significant for most pupils and facilitated attention, recall and a sense of
self ability. Irrespective of their learning style all the pupils felt that they were assisted by
all the elements of the lesson and although the teacher's oral explanations were seen as a
slight hindrance, the pupils reported that these explanations supported their sense of
capability and this was especially so for pupils diagnosed with a Kinaesthetic learning
style. It was also found that most of the pupils did not enjoy the Kinaesthetic work
although they completed it successfully.
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Moschovaki, Eleni. "Teachers' story reading styles and their impact on young children's language, attention, participation and cognitive engagement." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336831.
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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.
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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.
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Mast, Cynda Overton. "The Effects of Cognitive Styles on Summarization of Expository Text." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332362/.
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The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively.
Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year.
The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing.
Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.
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Meeker, Cheryl Collins. "The effects of a Reading Styles program on historically underachieving Hispanic-American and African-American elementary school students." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2477.
Full textAbstract:
The low achievement rates of certain groups of students have become an increasingly perplexing problem for American educators. Since reading development and achievement in mathematics are particularly crucial and are scrutinized by educators and the public, educators are eager to find curricular programs and teaching approaches that help all students to succeed. This study evaluated the efficacy of a particular literacy program designed to increase the academic achievement rates of low achieving students. One purpose of this study was to examine the implementation and effectiveness of a Reading Styles literacy program at a single school site. A second purpose of this study was to compare the achievement scores of traditionally underachieving African-Americans and Hispanic-Americans from the Reading Styles program school, and a sample of matched students from the same school district. This study utilized a case study research design with ex post facto elements. The implementation of the Reading Styles program was successful given the achievement growth of the experimental students over their district control group counterparts in reading and math applications, in most instances. Teachers in this study were given extensive training and feedback while they worked as a staff to change their teaching styles. As a result, they created classroom environments where students were more motivated to read, were given more informal work areas in which to complete work, and had ample opportunities to do their work within their preferred style, such as tactile or kinesthetic. Also, the achievement growth of the experimental school students might have been more extensive had all the teachers fully implemented the program across all subject areas.
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Yu, Min-Hua, and 余敏華. "The Influence of Elementary School Teacher’s Reading Guidance Style on Student’s Reading Motivations and Reading Behaviors." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15030818154014965952.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
98
The purposes of this study are to survey the status about elementary school teachers’ reading guidance styles, students’ reading motivations, and students’ reading behaviors; and to analyze the relationship among the above variables; furthermore, this study explores the influence of elementary school teachers’ reading guidance styles on students’ reading motivations and reading behaviors. A sample of 608 elementary students throughout Taiwan was selected through stratified sampling method. The data was analyzed by descriptive statistics, t-test, Pearson correlation, canonical correlation, K-means clustering method and one-way ANOVA. The results of this study were as follows: (1)Students usually read at home and in school, and the main sources of their extracurricular books are school and home. (2)Roughly, elementary school students have good reading motivations. Generally speaking, they approve the importance of reading but won’t read for academic grades. Most of them love reading, however, they have no strong will to buy extracurricular books for themselves. The main categories of extracurricular books that students most like to read are “comic books” and “literature and story books”. The reading behavior “to share” needs to strengthen. (3)Girls are more fond of reading and have more “to share” than boys. On the other hand, boys have higher “reading breadth”. They read more and read broader category than girls. (4) Four types of elementary school teachers’ reading guidance styles were found, including “Transformational and Transactional Style”, “Transformational and Passive Management Style”, “Active Management and Reward Style” and “Indifferent Style”. (5)Students who perceived their teacher as being the “Transformational and Transactional Style” were the most enthusiastic student with reading; however, the students who perceived their teachers as being the “Indifferent Style” were the most negative about reading. (6)There were some types of canonical correlation among teachers’ reading guidance, students’ reading motivations, and students’ reading behaviors.
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Weng, Yun-wei, and 翁筠緯. "A Study of Internet Users' Life Style, Reading Motivation and Reading Behavior in Literature novels." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/08933211097182755760.
Full textAbstract:
碩士世新大學
圖文傳播暨數位出版學研究所(含碩專班)
97
Nowadays, when we discuss reading phenomenon but also mention network times cause reading declines. Thus, reading media transferred through times change makes publishing concern for it. This research focuses network users as samples, and literature novels as target trying to understand variations of reading behaviors among different network users. Hope to understand transformed relationship which related research between reading and human from reading behaviors and life styles of network users’ preference; and further, to find out ideal models from interaction of books and network reading. Investigation of this research is based on questionnaires; the methods are population statistics variables, reading behaviors, reading motivations, and life styles variables to design questionnaires. Furthermore, it with descriptive statistics analysis, factor analysis, T test, one-way ANOVA, chi-square statistics, and Pearson product-moment correlation coefficient to analyze. As the results, different population statistics variables affects literature novels reading behaviors and reading motivations. Different life style network users affect reading behaviors and reading motivations; different reading motivations affect network users whose literature novels reading behaviors. According to the result of research, it provides relative suggestions to the field researches and industry strategies.
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Li, Ching-hui, and 李靜慧. "The Effects of Reading Attitude and Attribution Style on Vocational High School Students' Reading Comprehension Strategies." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/67yqdy.
Full textAbstract:
碩士國立臺灣科技大學
技術及職業教育研究所
94
The primary purpose of this study was to investigate the relationships among reading attitude, attribution style and reading comprehension strategies for vocational high school students. It was also intended to analyze the predictability of reading attitude and attribution style on reading comprehension strategies. This study was conducted through questionnaire survey, and chose 400 students as participants from 13 classes in three vocational high schools in Taipei city and county through quota proportional sampling. The total number of valid return was 312, and the valid usable return rate was 78%. The results explored that the current situation of vocational high school students’ reading attitude is above average. There was a significant correlation between reading attitude and reading comprehension strategies. Moreover, the canonical correlation analysis revealed relationships between reading attitude and reading comprehension strategies. In terms of failure attributions, it was found that the vocational high school students were apt to attribute their failure to effort. The attributions for failure were significantly correlated with reading comprehension strategies. Furthermore, the canonical correlation existed between the attributions for failure of the vocational high school students and reading comprehension strategies. Moreover, reading comprehension strategies could be predicted from the vocational high school students’ reading attitude and attributions for failure. In the end, based on the findings and conclusions of this study, some suggestions are given to teachers’ instruction and further studies.
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CHIU-LIYA and 邱麗雅. "Study on the Effect of Reading Forms and Learning Style to Six-Grade Students’ Reading Comprehension." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/39297015189746660591.
Full textAbstract:
碩士國立新竹教育大學
人資處語文教學碩士班
97
Study on the Effect of Reading Forms and Learning Style to Six-Grade Students’ Reading Comprehension Abstract The purpose of this study is to investigate the effect of three forms of reading, namely, silent reading, oral reading and teacher’s reading aloud on 294 sixth-grade elementary school students’ reading comprehension and the cross effects on their learning style. The learning style refers to three types which are Visual, Auditory and Tactile/Kinesthetic. Three equal number groups of students took pretest and posttest on the standardized reading comprehension test. The pretest was conducted by using silent reading, and two weeks later the posttest was conducted with three different forms of reading. The reading comprehension test includes the subtests of literal comprehension, content comprehension, inferential comprehension, summarization and self-questioning. The data was analyzed by one-way ANCOVA and the main results of this study were as follows: 1. There is no significant correlation between learning style and students’ reading comprehension. 2. There are significant correction between forms of reading and students’ reading comprehension. The study indicated the teacher’s reading aloud group gains the highest score, and the lowest is silent reading group. 3. There are different levels of correlations between forms of reading and students’ reading comprehension among three groups of learning styles. The study shows that “teacher’s reading aloud” helps auditory learning style students in overall reading comprehension ability as well as the visual and Tactile/Kinesthetic in the subtest of summarization. 4. There are different levels of correlations between forms of reading and students reading comprehension of high-score and low-score groups in Chinese language proficiency. The study shows that “teacher’s reading aloud” helps high- score group in overall comprehension ability, and no effect to low-score group. 5. The study shows that the form of silent reading is most preferred by students and the teacher’s reading aloud the least. Key words： learning style, forms of reading, reading comprehension
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Lee, Shang-Yu, and 李尚諭. "Investigating the Relationship among College Students' Technology Learning Style, Motivation for Online Reading and Online Reading Strategies." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/47702107433514966271.
Full textAbstract:
碩士國立屏東大學
教育心理與輔導學系碩士班
104
The purpose of the study was to explore the relationship among technology learning style, Motivation for Online Reading and Online Reading Strategies. Participants were 489 College Students from southern Taiwan. The students reported their technology learning style, motivation for online reading and online reading strategies. The obtained data were analyzed by descriptive statistics, Hotelling T2 Test and Canonical Analysis. The results were as followings: 1. There were no significant gender differences in technology learning style, motivation for online reading and online reading strategies. 2. Significant canonical correlation was found between technology learning style and online reading strategies. The students whose technology learning styles were more “dependent on perception and immediate feedback” tended to had higher internal as well as external motivation. 3. There was significant canonical correlation between technology learning style and motivation for online reading. The students whose cognitive processes were more parallel and shallow tended to use less “metacognitive strategies and finding main ideas”, “paraphrase and inference”, “searching for information”, and “forming images”. 4. Significant canonical correlation between motivation for online reading and online reading strategies. The students who were higher in internal motivation used more “metacognitive strategies and finding main ideas”, “paraphrase and inference”, “searching for information”, and “forming images”, while the students who were higher in external motivation used more “metacognitive strategies and finding main ideas”.