Thèses : « Reading unit »

1

Griffis, Irene G. « Integrating reading into a Civil War unit ». CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/381.

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2

Gostenik, Sarah Cass. « Reading comprehension strategies for students with autism a guide and social skills unit plan / ». [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/sgostenik2008.pdf.

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DI, TUCCI DONATELLA. « Reading units in Italian children : evidence from morphological, orthographic and semantic features on word reading process ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/169025.

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This thesis investigates the morphological, orthographic and semantic features affecting the word reading process in Italian primary-school children and at the same time the different reading units which young readers are able to rely on. In Chapter 1, an overview on reading models and on studies showing a complex scenario of results has been proposed. In Chapter 2, a pseudoword reading task has been carried out in order to provide evidence of a lexical reading in Italian children that can be based on whole-word representations. In Chapter 3, we aimed at presenting a morphological-oriented coding scheme of reading errors performed by Italian children in a morphologically complex words reading. This analysis showed reliability on morphemic structure when children read morphologically complex words, and their ability to use morphemes as intermediate grain size reading units. Chapters 4 and 5 presented a new measure, the Orthography-Semantics Consistency (OSC), quantifying the consistency of the orthographic and semantic information carried in a word, and moving from the hypothesis that orthographic-semantic associations, even if they are not morpheme-mediated, play a crucial role in word reading process over and above morpheme units. In order to validate OSC measure from a developmental point of view, a morphological masked priming task and a simple lexical decision task have been first performed by a group of English children, as OSC measure was validated on English language data only (Chapter 4), and then by a group of Italian children (Chapter 5).

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Randolph, Amanda. « The Portrayal of the Family Unit In Children’s Choice Award Books ». Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363622755.

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Waner, Lisa Marie. « An integrated, thematic, literature-based unit for middle school ». CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/876.

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Everson, Michael Erwin. « The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study / ». Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.

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Kim, Woojae. « Understanding the connectionist modeling of quasiregular mappings in reading aloud ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1171994549.

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8

Shea, Anne. « Visual Response : A Curriculum Unit Integrating Book Arts and Literature in the Elementary Classroom ». Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/93.

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This study focused on the integration of book arts in a fifth grade classroom. As an art teacher turned regular education teacher I was interested in the effects of integrating art into the area of reading. The curriculum unit consists of two lessons in which the students were invited to use books arts as a means of expression and comprehension. The lessons correlated with the novel Number the Stars, by Lois Lowry. The results include my observations and reflections as a practicing elementary teacher.

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Griffith, Bonnie L. « A hands-on approach to literature : Designing a grade 1-3 whole language literature unit ». CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/432.

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Fiorindo, Marcia Ann Musket. « How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students ». CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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11

Oliveira, Claudete de. « Orientação didática para o ensino de leitura em inglês : análise de uma unidade didática ». Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=368.

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Com o intuito de contribuir como parâmetro de avaliação de material didático para demais profissionais que trabalham com a língua inglesa, este trabalho, inserido na linha de pesquisa Ensino-Aprendizagem de Língua Estrangeira e no projeto Ensino-Crítico Reflexivo de Língua Estrangeira, tem como objetivo discutir a orientação didática para o ensino de leitura em inglês, proposto na unidade The Natural World do livro didático Great 2. A discussão ancora-se, principalmente, nos Parâmetros Curriculares de Língua Estrangeira (Brasil, 1998), pois as autoras do livro afirmam desenvolver um trabalho de acordo com esse documento. As perguntas de pesquisa que norteiam esse trabalho, baseados nos pressupostos teóricos dos PCN-LE (Brasil, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006), entre outros são: Como se caracterizam os textos para o desenvolvimento de leitura na unidade? De que forma a compreensão escrita é trabalhada na unidade? Qual a relação da proposta de leitura da unidade com a proposta dos PCN-LE (Brasil, 1998)? Para respondê-las, foram criadas categorias para análise relacionadas a cada uma delas. As conclusões demonstram que a unidade analisada apresenta relações com a proposta dos PCN-LE (Brasil, 1998) no tocante à leitura, no entanto, revelam inconsistência quanto às suas orientações didáticas, como a exploração do conhecimento de mundo, textual e sistêmico, pré-leitura, leitura e pós-leitura, além dos problemas na escolha dos textos.
In order to contribute as a parameter of evaluation for didactic materials for others professionals that work with English language, this paper, following the foreign language teaching-learning and the foreign language self critical project line of research, has the objective of discussing the didactic orientation to teaching reading in English, as proposed in the unit The natural World from the didactic book Great 2. The discussion is based mainly on Parâmetros Curriculares Nacionais de Lingua Estrangeira (BRASIL, 1998) as the authors of the book claim to develop their work according to it. The questions of research that guide this paper, based on the theoretical suppositions of PCN-LE (BRASIL, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006) among others are: How are the reading development texts in the unit characterized? How is writing comprehension treated in the unit? What is the relationship between purpose of the unit reading and the purposed by PCN-LE (BRASIL, 1998)? To answer these analytical categories related to each question were created. The conclusions show that the unit analyzed relates well to the proposal of the PCN-LE (BRASIL, 1998) with respect to reading, however, they reveal inconsistency in relation to the didactic orientations such as, exploring knowledge of world, textual and systemic , pre-reading, reading and post-reading, other then problems in the choice of texts.

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12

Lee, Young-Jae. « A study in the composition of the unit Exodus 31.18-34.35 as the centre of the centre of the Pentateuch : a synchronic and diachronic reading of the text ». Thesis, University of Aberdeen, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415481.

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13

Abel, Susan S. « Reading to children : Core literature units for kindergarten and first grade ». CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.

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14

Jenkins, Kirk Andrew. « MOISTURE AND UNIT WEIGHT READINGS FROM A COMPLEX IMPEDANCE MEASURING INSTRUMENT ». UKnowledge, 2013. http://uknowledge.uky.edu/ce_etds/12.

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Complex Impedance Measuring Instruments (CIMI’s) are non-nuclear devices that calculate the dry unit weight and moisture content of soil by means of electromagnetic wave propagation theory. Unlike nuclear based test devices, these devices do not require certification or elaborate maintenance to own and operate. CIMI operation requires a soil specific calibration process where soil moisture and unit weight are correlated to electrical parameters. A new, smaller acrylic mold was developed as an alternative calibration tool to the manufacturer’s recommended mold. Calibrated soil models were generated using manufacturer recommended procedures as well as new procedures involving an acrylic mold. Models were then tested for accuracy. The new procedure outperformed the manufacturer’s procedure. Another small, acrylic mold was used to investigate the relationship between CIMI readings and soil parameters. Using several samples from four soils, the relationship between moisture, unit weight, and some electrical parameters was characterized. This characterization was then used to create a new, accurate calibration procedure.

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15

Birkin, Jane. « Units of description : writing and reading the 'archived' photograph ». Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/377132/.

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This practice-based PhD takes the institution of the archive as its primary locus, and the position of the photograph within it. This approach opens up an interdisciplinary and post-representational investigation into the photographic image and its relationship to the companion descriptive text, as well as instigating a consideration of the structure and the management of both objects and descriptions in an archive situation. More specifically, the model of the visual content-based archive description is taken out of the confines of the institution and into visual practice. Different kinds of sets and collections of photographs are examined here, as well as traditional archives, but all through techniques of archival description, listing and organisation. The restricted institutional language structure becomes a conceptual writing technique when employed within this archive-related art practice. Positioned outside of the field of hermeneutical image analysis, this writing system is a form of information management, and, following archival conventions, does not attempt to assign meaning to the objects with which it engages. The practice predominantly takes the form of moving image or performance, always with text present (written or spoken). The image itself, paralleling a common archival situation, is often hidden or obscured, and the description allows a novel exploration of the image to take place and to be discussed. The largely decontextualised type of visual content-based description used emphasises the discrete and atemporal nature of the photograph and the synchrony of the moment of capture. It is acknowledged though, that the message and meaning of the single image is located outside of this moment of capture, and so may be subject to some speculation. The spatiotemporal context of the image, denied by the visual contentbased description, is brought back through ‘reading’ the archived image in its natural habitat, the archive list or catalogue. This relational situation reveals the fixed associations between images themselves and between images and their wider organisational structures. The description is ultimately identified as a ‘narrative pause’ (Fowler: 1991, p.25), and is celebrated as such. Inside the indexical and diachronic arrangement of the archive, images and descriptions are viewed through something other than a narrative gaze, as lists, and the juxtapositions therein, expose the acutely shallow time and non-chronological advancement of the archive.

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16

Sisk, Yvonne R. « Integrating reading and literature into content area curriculum through thematic units ». CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/582.

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17

Daytz, Penny J. « Thematic units : An integrated curriculum ». CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1056.

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18

Gotreau, Terry L. « Integrating curriculum through thematic units for first grade ». CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/771.

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HAYES, DANIELLE J. « ONCE UPON A TIME : THE REFERENCE OF STORY GRAMMAR UNITS DURING PARENT-CHILD STORY BOOK READING ». University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179436013.

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20

Conrad, Markus [Verfasser]. « Reading complex words : The role of syllabic units : A cross-language approach / Markus Conrad ». Berlin : Freie Universität Berlin, 2009. http://d-nb.info/1023750449/34.

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Gomez-Schardein, Diana. « Integrating literature across the first grade curriculum through thematic units ». CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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22

Kim, Dong Yoon. « Nikάw as an over-arching motif in Revelation ». Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/1969.

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This study has attempted to show the overarching significance of the conquering motif in relation to discourse dynamics of the entire book of Revelation and the significance of salvific history for its syntagmatic understanding. Based on language-in-use as a whole between the model author and the model audience, syntagmatic analysis (i.e., SVU analysis) and associative analysis (i.e., sign-intertextual reading) are eclectically and concertedly utilized by means of sampling analysis. Utilizing this integrative method, the findings are as follows: (1) the interwoven network of the prologue (Rev 1:1-8) programmatically provides the paradigmatic reading strategy for understanding the key paraenetic motif in the rest of the book against the background of salvific history; (2) by summarizing the churches’ earthly prophetic roles – withdrawal and witness through martyrdom – in terms of conquering, the model author alerts his audience to the military significance of their daily actions or choices in their ordinary earthly lives through visionary communication; (3) just as the prologue preliminarily guides, the ever-forward-moving historical framework serves as an incentive device for the paraenetic-imperative in Rev 2-3 and 4-22.

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Skalstad, Johan. « Frihet, lekfullhet och berättarskap : Historiebruk och meningsskapande i det historiska dataspeletAssassin’s Creed : Unity ». Thesis, Högskolan Dalarna, Historia, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35097.

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This essay explores the usage of history in the historical video game Assassin’s Creed: Unity. Taking a theoretical approach from Nordgren, Karlsson and Lands-bergs theories on historical consciousness, historical meaning and the usage of history, the game is analysed from the perspective of the content creator. The es-say looks at the perspective of the gamer, through Chapmans theory of reading and doing as a basis for interaction within the game world. The results show that Assassin's Creed: Unity’s narration contains messages that can be linked to ge-netic functions that intend to link the past, through development, to the present and vice versa. The usage of history in Assassin's Creed: Unity can be seen as mostly scientific and it usually comes from what Bordwell calls an explicit level. This in the sense that the historical content of the gaming world and the elements based on real historical events are clearly presented by the game developer with the aim of offering players, with a need to learn about the French revolution, fac-tual knowledge. In other words, the game assumes the role of a kind of teacher and the player can choose to absorb this content or ignore it to focus only on the game’s ludicrous aspects and drama of the game's action. Reading and doing cre-ates a sense of empathy in the gaming world. It invites the player to take part in a kind of museum visit where one can, based on the rules of the game and an inher-ent randomness in the gaming world, create one’s own historical narrative and through this, make sense of the historical content of game world. However, this el-ement is partially destroyed by a constantly recurring element of violence.

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Hayes, Danielle J. « Once upon a time the reference of story grammar units during parent-child story book reading / ». Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179436013.

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Thesis (M.A.)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed July 19, 2007). Includes abstract. Keywords: literacy; story grammar units Includes bibliographical references.

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Skalstad, Johan. « Frihet, lekfullhet och berättarskap : Historiebruk och meningsskapande i det historiska dataspelet Assassin’s Creed : Unity ». Thesis, Högskolan Dalarna, Historia, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35067.

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This essay explores the usage of history in the historical video game Assassin’s Creed: Unity. Taking a theoretical approach from Nordgren, Karlsson and Landsbergs theories on historical consciousness, historical meaning and the usage of history, the game is analysed from the perspective of the content creator. The essay looks at the perspective of the gamer, through Chapmans theory of reading and doing as a basis for interaction within the game world. The results show that Assassin's Creed: Unity’s narration contains messages that can be linked to genetic functions that intend to link the past, through development, to the present and vice versa. The usage of history in Assassin's Creed: Unity can be seen as mostly scientific and it usually comes from what Bordwell calls an explicit level. This in the sense that the historical content of the gaming world and the elements based on real historical events are clearly presented by the game developer with the aim of offering players, with a need to learn about the French revolution, factual knowledge. In other words, the game assumes the role of a kind of teacher and the player can choose to absorb this content or ignore it to focus only on the game’s ludicrous aspects and drama of the game's action. Reading and doing creates a sense of empathy in the gaming world. It invites the player to take part in a kind of museum visit where one can, based on the rules of the game and an inherent randomness in the gaming world, create one’s own historical narrative and through this, make sense of the historical content of game world. However, this element is partially destroyed by a constantly recurring element of violence.

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Nicolle, Jérémie. « Reading Faces. Using Hard Multi-Task Metric Learning for Kernel Regression ». Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066043/document.

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Recueillir et labelliser un ensemble important et pertinent de données pour apprendre des systèmes de prédiction d'informations à partir de visages est à la fois difficile et long. Par conséquent, les données disponibles sont souvent de taille limitée comparée à la difficultés des tâches. Cela rend le problème du sur-apprentissage particulièrement important dans de nombreuses applications d'apprentissage statistique liées au visage. Dans cette thèse, nous proposons une nouvelle méthode de régression de labels multi-dimensionnels, nommée Hard Multi-Task Metric Learning for Kernel Regression (H-MT-MLKR). Notre méthode a été développée en focalisant sur la réduction du phénomène de sur-apprentissage. La méthode Metric Learning for Kernel Regression qui a été proposée par Kilian Q. Weinberger en 2007 vise à apprendre un sous-espace pour minimiser l'erreur quadratique d'un estimateur de Nadaraya-Watson sur la base d'apprentissage. Dans notre méthode, on étend la méthode MLKR pour une régression de labels multi-dimensionnels en ajoutant une nouvelle régularisation multi-tâches qui réduit les degrés de liberté du modèle appris ainsi que le sur-apprentissage. Nous évaluons notre méthode pour deux applications différentes, à savoir la localisation de points caractéristiques et la prédiction de l'intensité des Action Units. Nous présentons aussi un travail sur la prédiction des émotions en espace continu basé aussi sur l'estimateur de Nadaraya-Watson. Deux des systèmes proposés nous ont permis de remporter deux premières places à des concours internationaux, à savoir le Audio-Visual Emotion Challenge (AVEC'12) et le Facial Expression Recognition and Analysis challenge (FERA'15)
Collecting and labeling various and relevant data for training automatic facial information prediction systems is both hard and time-consuming. As a consequence, available data is often of limited size compared to the difficulty of the prediction tasks. This makes overfitting a particularly important issue in several face-related machine learning applications. In this PhD, we introduce a novel method for multi-dimensional label regression, namely Hard Multi-Task Metric Learning for Kernel Regression (H-MT-MLKR). Our proposed method has been designed taking a particular focus on overfitting reduction. The Metric Learning for Kernel Regression method (MLKR) that has been proposed by Kilian Q. Weinberger in 2007 aims at learning a subspace for minimizing the quadratic training error of a Nadaraya-Watson estimator. In our method, we extend MLKR for multi-dimensional label regression by adding a novel multi-task regularization that reduces the degrees of freedom of the learned model along with potential overfitting. We evaluate our regression method on two different applications, namely landmark localization and Action Unit intensity prediction. We also present our work on automatic emotion prediction in a continuous space which is based on the Nadaraya-Watson estimator as well. Two of our frameworks let us win international data science challenges, namely the Audio-Visual Emotion Challenge (AVEC’12) and the fully continuous Facial Expression Recognition and Analysis challenge (FERA’15)

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Gagnon, Helen A. « Teaching the fifth grade social studies curriculum through thematic units ». CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/792.

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Gustrén, Cia. « Getting out of Strange Spaces : A Reconstructive Reading of Paul Auster’s Oracle Night ». Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29353.

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As the title of this essay suggests, Paul Auster’s 2003 novel Oracle Night is studied with regard to what is here considered to be a search for a way out of estrangement. This search, as narrated from the point of view of the protagonist, is followed by a certain recognition of the limits of human existence – which may be essentially meaningless but is nevertheless portrayed as an intentional state of being, not least through the act of writing as a means of subjectification. Thus, the novel is read with a special focus on the thematic representation of writing and human subjectivity. These overarching themes may be approached with reference to two different philosophies or theoretical positions – postmodernism and existentialism. The purpose of the essay is to study the extent to which Oracle Night may be understood in terms of an existentialist (reconstructive) critique of, or challenge to, a postmodernist (deconstructive) perspective. In order to follow this line of inquiry, the analytic method rests on narrative thematics. This kind of narratological study answers the question what Auster’s novel is about and in what ways the theoretical perspectives in question are expressed in the novel. Thematic motifs are examined within the frame of a six-step model of narrative units. These units are based on Carsten Springer’s (2001) elaboration on the theme of identity crisis in Auster’s fiction and made it possible to put different motifs into a context and convey the point of view of the text in a systematic way.

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Délen, Claire. « The Huntley and Palmers biscuit company (Reading, 1841-1977) : a history ». Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL136.

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Cette thèse retrace l’histoire de la biscuiterie Huntley and Palmers, implantée à Reading de 1841 à 1977. Elle étudie le développement de l’entreprise à travers ses successives innovations et modernisations, d’une firme familiale traditionnelle à une entreprise moderne qui finit absorbée par de plus grands groupes. Ce travail examine l’impact de ce géant de l’industrie biscuitière sur la société britannique et plus largement le monde à travers une étude de sa production alimentaire ainsi que de sa production visuelle, en mobilisant des éléments de culture matérielle des archives officielles de la firme ainsi que d’autres fonds originaux. La thèse étudie également en profondeur la question du paternalisme tel qu’il est pratiqué par Huntley and Palmers, afin de re-situer ces pratiques et l’idéologie qui les motive dans un contexte national. Elle évalue ces pratiques à l’aune des différentes variétés de paternalisme existantes et retrace l’évolution d’une forme de paternalisme typique du dix-neuvième siècle vers un « nouveau paternalisme » institutionnalisé puis un « post-paternalisme » propre aux entreprises modernes. Enfin, le travail porte un intérêt tout particulier à mêler la perspective des employeurs à celle des employés, afin de dépasser la vision de l’entreprise donnée par les archives officielles
This thesis recounts the history of the Huntley and Palmers biscuit company, based in Reading from 1841 to 1977. It examines the development of the company through the successive innovations and modernisations, from the traditional family firm to the modern firm that would eventually be absorbed by larger groups. This work studies the impact of the biscuit giant on British society and on the world at large by a survey of its production, in terms of food as well as visual production, by using elements of material culture present in the company’s official archives as well as original collections. It also investigates the question of paternalism and paternalist practices at Huntley and Palmers’, so as to locate these measures and the ideology behind them in a national context. These practices are assessed in the light of the different varieties of paternalism and enable us to map the evolution from a typical nineteenth-century brand of paternalism towards institutionalised “new paternalism” followed by a form of “post-paternalism” characteristic of modern companies. Finally, the thesis lays emphasis on combining the employers’ perspective with that of the employees in order to go beyond the vision of the company that transpires from the official archives

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Silva, Roberto Antonio da. « WEquiv : ambiente na web para apoiar o ensino de leitura baseado na análise do comportamento aplicada ». reponame:Repositório Institucional da UFABC, 2015.

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Orientador: Prof. Dr. Edson Pinheiro Pimentel
Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2015.
Na análise do comportamento, dois paradigmas têm sido úteis para a elaboração de programas de ensino de leitura e escrita: o de equivalência de estímulos que busca identificar relações entre estímulos no ensino da leitura e o de unidades menores do que a palavra, que utiliza o conceito de Skinner de controle por unidades mínimas. Neste contexto, alguns sistemas computacionais têm sido desenvolvidos para apoiar o uso desses paradigmas realizando a coleta, armazenamento e apresentação dos dados de forma automatizada. No entanto, estes sistemas têm sido utilizados de forma fixa, presa a um desktop e também por seu funcionamento em máquinas específicas. Nos dias atuais estamos vivenciando um momento histórico marcado pela transição do paradigma computacional dos computadores pessoais (era PC) para o da computação ubíqua (era UC). Neste sentido, este trabalho tem por objetivo apresentar o ambiente computacional WEquiv, desenvolvido para acesso através da Internet com a finalidade de apoiar a pesquisa no ensino da leitura por meio dos processos da pesquisa em equivalência e controle por unidades mínimas. Espera-se que a ferramenta possa ajudar na disseminação e uso tanto no âmbito das pesquisas como nas escolas.
In behavior analysis, two paradigms have been useful for the preparation of teaching reading and writing programs: the stimulus equivalence which seeks to identify relationships between stimuli in the teaching of reading and the smaller units than the word, which uses Skinner concept of control by minimal units. In this context, some computer systems have been developed to support the use of these paradigms performing the collection, storage and presentation of data in an automated fashion. However, these systems have been used in fixed form, attached to a desktop and also it¿s functioning in specific machines. Nowadays we are experiencing an historic moment marked by the transition from the computational paradigm of personal computers (PC age) to the ubiquitous computing (UC age). Thus, this work aims to present the WEquiv computing environment designed for access through the Internet in order to support research on teaching reading through the search engines on equivalence and control by minimal units. It is expected that the tool can help in the dissemination and use both in the research and in schools.

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Sim, Hyung Guen. « Wisdom and salvation history in the wisdom Psalms / by Hyung Guen Sim ». Thesis, North-West University, 2008. http://hdl.handle.net/10394/1844.

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This dissertation is an exploration of the relationship of wisdom to salvation history in the book of Psalms. The notional starting point of this thesis is a conviction that there might be a juncture at which the two themes converge because in certain psalms such as Psalm 78, the Israelite concept of salvation appears to have a close relationship with the wisdom theme. In the history of Psalm interpretation so far, the concept of wisdom psalm has not been properly dealt with due to scholastic difficulty in ascertaining the clear criteria of a genre. The process of scrutinizing the history of interpretation showed that the Psalms in their final form were far more purposeful than were previously understood. The major guiding principles of the method employed are: (1) 'the canonical approach' of Brevard Childs; (2) 'the canonical criticism' of James Sanders; (3) 'the canonical process approach' of Bruce Waltke; (4) 'the Christo-canonical approach' of Jerry E. Shepherd; and (5) 'the communito-canonical approach' of deClaissé-Walford. This thesis made use of these methodological principles by attempting to read the Psalter from the beginning to the end, and by focusing mainly on the final stage of the Psalter proposed by B. Waltke as the third stage, or the final and complete Old Testament canon associated with the Second Temple, and by purposefully limiting the scope of our study to around the post-exilic period. Having dealt with the issue of classifying the wisdom psalm, the presence of the wisdom motif in many psalms which do not fall into the wisdom category serves to add a didactic dimension to the entire Psalter. In so doing, we reach a conclusion that what we are dealing with is not merely the wisdom psalms within the Psalms, but 'the wisdom Psalter' as a literary unit. Then, it can be said that the Psalter is not merely an anthology of individual psalms used for cult, but was meant to be read also as a source of min , an instruction. This means that every psalm in the Psalter has pedagogical potential, which may have been the ostensible intent of the editor(s) at the final stage of the formation of the Psalter. On this premise, this study attempts to set up a strategy to read the Psalms from the beginning to the end from book I up to book V as a wisdom Psalter, with a particular focus on how the wisdom motif relates to the salvation history motif. The question did not merely concern their interpretation as disjointed pieces, but also what their presence in the book of Psalter meant in terms of the relationship between wisdom and salvation history. This means that the study is influenced less by a historical and form critical approach, but more from a literary and canonical perspective.
Thesis (Ph.D. (Old Testament))--North-West University, Potchefstroom Campus, 2008.

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Vinter, Patricia. « Est-il possible et souhaitable d’enseigner la technique de la lecture indépendamment de sa finalité ? : elaboration d'une méthode de lecture qui différencie le décodage de la compréhension en phase d’apprentissage explicite et sa mise à l'épreuve en éducation prioritaire ». Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20002.

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L’échec scolaire ne cesse d’augmenter de même que l’écart entre les élèves les plus faibles et les plus performants (PISA 2003, 2006, 2009, 2012). Lire est une activité complexe qui nécessite la maîtrise conjointe de deux compétences, identifier des mots et comprendre ce qui est écrit. L’identification des mots est la première cause de difficulté : ce code qui lie l’oral à l’écrit repose sur des conventions non perçues par les élèves non encore capables d’accéder aux symboles. Nous avons élaboré un dispositif nouveau pour expliquer aux élèves le rapport entre la syllabe orale et la syllabe écrite : une représentation du système d’écriture et un matériel de manipulation des phonogrammes. Pour cela nous avons inclus une étape supplémentaire au sein d’une méthode de lecture et l’écriture, l’identification de pseudo-mots, c’est-à-dire de signifiés sans signifiants. Afin de ne pas négliger la compréhension en début d’apprentissage, des récits sont entendus. Ils sont extraits d’un album en 30 chapitres où l’héroïne, une petite sorcière, donne du sens aux pseudo-mots avec ses formules magiques. En phase d’entraînement, le mot prend sa place dans des activités diverses de lecture – identification et compréhension – et d’écriture. L’expérimentation a produit les effets attendus chez des élèves tout venants de Cours préparatoire en Zone d’éducation prioritaire en identification et production de mots, sans effet négatif dans les autres domaines de l’écrit
School failure continues to increase in France, as well as the gap between the lowest and highest performing pupils (PISA 2003, 2006, 2009, 2012). Reading is a complex activity that requires mastering conjointly two skills, word identification and meaning understanding. Word identification is the main cause of reading difficulty: the code that binds oral and written information must be understood as being based on conventions, and the pupils who cannot access to symbols encounter difficulties in this understanding. In the present work, we have developed a new learning device that makes clear to children the relationships between oral and written syllables. This device comprises a representation of the writing system and material that enables to manipulate phonogrammes. To this end, we have included an additional step within a reading and writing method, the identification of pseudo-words, that is to say, of “signifieds” (plausible words) without “signifiers” (no corresponding referee or meaning). In order not to neglect the understanding dimension at the beginning of the learning phase, oral stories were presented to the children. They were extracted from an album of 30 chapters in which the heroine, a young witch, attributes meaning to these pseudo-words through her magic spells. In the training phase, the pseudo-words (associated with its signifier) are presented inside various reading - identification and understanding - and writing activities. Our specific training had the expected positive effects in unselected grade 1 elementary pupils from areas of prioritary education. These effects concerned mainly the identification and production of words, without adverse effects in other aspects of writing

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Thabet, Mezghani Wafa. « The voice of silence as echoed by female filmmakers : reading between the shots ». Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3108.

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La présente recherche vise à explorer des formes multiples de silence représentées dans un film et à étudier la façon dont le silence a été perçu et conçu par des cinéastes femmes selon la perspective de l’analyse critique de discours (ACD). Dans ce contexte, nous avons choisi quatre longs métrages produits durant le XXIe siècle par quatre femmes cinéastes originaires de deux milieux culturels différents — à savoir les États-Unis et la Tunisie, à travers lesquels nous avons abordé notre problématique. Nous avons adopté l’approche développée par Fairclough (1989) qui consiste en trois étapes analytiques : description, interprétation et explication, combinant pragmatisme et analyse sémiotique. Cette recherche introduit également le concept de ‘voicing’ en référence aux signes sémiotiques et aux techniques cinématographiques qui sous-tendent la signification du silence et sa dimension pragmatique. Les résultats de l'étude démontrent que l'utilisation de ‘voicing’ s’avère un moyen efficace pour créer une méthode systématique d'analyse du silence au cinéma. Ils montrent également qu’en dépit des différences, des thèmes abordés et du contexte socio-culturel des cinéastes, il existe un dénominateur commun entre les quatre films, à savoir leur positionnement féministe ou pro-féministe.En outre, il ressort de notre analyse que les films en question constituent des barrières de résistance à l'hégémonie patriarcale du cinéma grand public qui sont fortement influencées par les perceptions individuelles des cinéastes, leurs expériences personnelles et le contexte culturel auquel elles appartiennent
The current research aims to explore several of the manifold states of silence represented in film and to investigate how silence and silencing have been perceived and conceived by female filmmakers from a Critical Discourse Analysis (CDA) perspective.This is achieved by examining the case studies of four feature films produced in the twenty-first century by four female filmmakers from two different cultural backgrounds–namely the USA and Tunisia. Research questions are qualitatively applied to a corpus of four films, following Fairclough’s (1989) three analytic stages: description, interpretation and explanation, using pragmatics combined with semiotic analysis. The thesis also introduces the concept of ‘voicing’ with reference to the semiotic signs and film techniques that underpin the meaning of silence and its pragmatic dimension.The findings of the study show that using ‘voicing’ has proved to be effective in creating a systematic method of analyzing silence in films. They also show that even though the cinematographic practices, the themes dealt with and the socio-cultural background of the filmmakers may be different, there is a common denominator between the four films: their feminist or pro-feminist agenda.Further, it argues that the films under discussion may be considered as barriers of resistance to the hegemonic patriarchal mainstream cinema and that these barriers are strongly influenced by the filmmakers’ own individual perceptions, personal experiences and cultural background

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Inhauser, Luana Zeolla. « Controle por unidades verbais mínimas e extensão da unidade ensinada : o efeito do treino de fonemas na emergência da leitura recombinativa ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-19032013-113247/.

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A leitura é uma habilidade complexa que envolve uma rede de relações entre estímulos e entre estímulos e respostas. Para que um repertório de leitura seja considerado proficiente, o leitor deve apresentar a leitura de novas palavras, não diretamente ensinadas e formadas pela recombinação de unidades aprendidas previamente em outras relações (leitura recombinativa). Um requisito fundamental para o desenvolvimento da leitura recombinativa é, portanto, o estabelecimento de um responder diferencial sob controle das unidades menores, como por exemplo, sílabas, letras ou fonemas, componentes das palavras. O objetivo do presente trabalho foi investigar o efeito do treino direto de fonemas, combinado com um treino de palavras, sobre a emergência da leitura recombinativa de palavras inteiras. Verificou-se também se o momento de inserção do treino de fonemas no procedimento de ensino, se prévio (Condição I) ou sobreposto (Condição II) ao treino de palavras, foi uma variável relevante para a emergência da leitura recombinativa. Os participantes do estudo foram 12 estudantes universitários, com idades entre 18 e 37 anos, e que foram distribuídos igualmente entre três Condições Experimentais: a) Condição I Treino Prévio de Fonemas; b) Condição II Treino Sobreposto de Fonemas; c) Condição IIITreino de palavras. A Condição III foi realizada com o objetivo permitir uma comparação entre o desempenho dos participantes que foram submetidos ao treino de fonemas (Condições I e II) com o dos participantes que foram expostos somente ao treino de palavra (Condição III). Os estímulos utilizados no estudo consistiram de palavras faladas (A) e palavras escritas com um pseudoalfabeto (C), bem como de fonemas e letras do pseudoalfabeto, correspondentes a estes fonemas. Os procedimentos empregados tanto para o treino de fonemas como para o treino de palavras inteiras foram os procedimentos de MTS (relação AC) e de Nomeação Oral (relação CD). Os testes para verificar a emergência da leitura recombinativa foram os mesmos nas três Condições Experimentais e consistiram em testes parciais de leitura oral (Testes CD) e de leitura receptiva (Testes AC), e em um Teste Final de Leitura Oral. Os resultados demonstraram que o treino direto de fonemas (Condições I e II) foi eficaz em estabelecer leitura recombinativa com elevados índices de acertos e pouca variabilidade intra e inter-participantes. O momento de inserção do treino de fonemas no procedimento de ensino foi uma variável relevante e possibilitou a observação de resultados distintos entre os participantes submetidos às Condições I e II. Os resultados sugerem que os participantes submetidos a Condição II (Sobreposto) foram os que apresentaram maior velocidade na recombinação e índices mais elevados de leitura recombinativa, enquanto os participantes submetidos a Condição I (Prévio) foram os que apresentaram menor variabilidade entre si
Reading is a complex skill that involves a network of relationships between stimuli and between stimuli and responses. A repertoire of proficient reading is considered when the reader is able to read new words, not directly taught and composed by the recombination of units previously learned in other relationships (recombinative reading). An essential requirement for the development of recombinative reading is thus establishing a differential responding under the control of smaller units, such as syllables, phonemes or letters, components of the words. The objective of this study was to investigate the effect of direct training of phonemes, combined with a training of words, upon the emergence of recombinative reading of whole words. It was also verified the effect of the moment of insertion of phoneme training in the teaching procedure, prior (Condition I) and overlapping (Condition II) to word training. The participants were 12 college students, aged between 18 and 37 years, which were equally distributed among three Experimental Conditions: a) Condition I Prior Phoneme Training, b) Condition II Overlapping Phoneme Training; c) Condition III Word Training. Condition III was conducted in order to allow a comparison between the performance of participants who were submitted to phoneme training (Condition I and II) and the performance of participants who were exposed only to word training (Condition III). The stimuli used in the study consisted of spoken pseudowords (A) and printed pseudowords (C), as well phonemes and letters form the pseudo-alphabet corresponding to these phonemes. The procedures applied for both phoneme and word training were MTS (AC relation) and Oral Naming (CD relation). Tests to verify the emergence of recombinative reading were the same in all three Experimental Conditions and consisted of partial tests of oral reading (Tests C\'D) and receptive reading (Tests A\'C\'), as well as of a Final Test of Oral Reading. The results showed that the direct training of phonemes (Conditions I and II) was effective in establishing recombinative reading with high scores and low variability within and among participants. Regarding the moment of the insertion of phoneme training on the procedure, the conclusion is that this is an important variable and enables the observation of different results among participants submitted to Conditions I and II. The results suggest that participants undergoing Condition II (Overlapping) were those with greater recombinative speed and higher rates of recombinative reading, while participants submitted to Condition I (Prior) presented the lowest variability among themselves

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Decoux, Prune. « French Readings in Law Reviews : Les lectures américaines de la doctrine juridique française (1870-1945) ». Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0085/document.

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Alliés et amis de longue date, la France et les États-Unis n'ont cessé d'entretenir des relations depuis la Déclaration d'Indépendance de 1776. Néanmoins, ces échanges ont toujours été réputés extérieurs au domaine juridique, considéré comme inévitablement borné au champ national. Toutefois, l'examen approfondi des revues juridiques universitaires, entre la période 1870 et 1940, démontre la présence indéniable des juristes français dans la pensée juridique américaine, au travers des notes de bas de page, de comptes rendus d'ouvrages ou de la parution d'articles originaux. Grâce à la constitution d'une base de données et à des outils relevant de la bibliométrie, de l'analyse de réseau ou encore de l'iconographie, il a été mis en avant des usages fort différenciés de la référence française. Ces derniers remettent en question la question monolithique de l"influence" pour laisser transparaître une "circulation des idées" soumise à des processus de sélection et à l'emploi de voies de communication balisées
France and the United States, long-standing allies and friends, have maintained constant relations since the 1776 Declaration of Independence. Nevertheless, these exchanges have always been considered external to the legal field, considered inevitably limited to the national field. However, an in-depth examination of law reviews between 1870 and 1940 shows the undeniable presence of French lawyers in American legal thought, through footnotes, book reviews or the publication of original articles. Thanks to the creation of a database and tools related to bibliometrics, network analysis and iconography, it has been possible to highlight the very different uses of the French reference. The latter question the monolithic question of "influence" to reveal a "flow of ideas" subject to selection processes and the use of marked communication channels

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Souza, Ariene Coelho. « Efeito da aquisição de leitura combinatória no responder diferencial às unidades mínimas em leitura recombinativa ». Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-07012014-084025/.

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O objetivo deste experimento foi investigar se um treino com palavras monossilábicas que produziria leitura combinatória em um procedimento inicial geraria a aquisição de unidades mínimas e leitura recombinativa em um treino e teste posterior com palavras dissílabas. Participaram do experimento 10 crianças típicas com idades entre quatro e cinco anos. O procedimento consistiu em 12 fases subdivididas em pré-testes, treinos, testes, anagramas e pós-testes às quais os participantes foram expostos duas vezes em seqüência: Etapas I e II. Em cada etapa foi apresentado um conjunto distinto de estímulos de treino e teste. Na Etapa I os estímulos foram divididos entre duas condições experimentais, cada uma com cinco participantes: Condição M (Treino com Palavras Monossilábicas) e Condição D (Treino com Palavras Dissílabas). As palavras de testes foram as mesmas palavras dissílabas para ambas as condições. A diferença foi que para os participantes da Condição M era medida a Leitura Combinatória e para os da Condição D era medida a Leitura Recombinativa. Na Etapa II todos os participantes foram expostos ao mesmo conjunto de treino e teste de palavras dissílabas. Em ambas as etapas foram treinadas relações auditivo-visuais entre palavras oralmente apresentadas (conjunto A), impressas (conjunto C) e suas respectivas figuras (conjunto B). Posteriormente, foi testada a leitura oral e com compreensão das palavras de treino e das palavras de teste formadas pela combinação (Condição M na Etapa I) ou recombinação das unidades menores que compunham as palavras de treino (Condição D na Etapa I e todos os participantes na Etapa II). Os resultados mostraram que apenas os participantes que passaram pela Condição M na Etapa I apresentaram leitura recombinativa na Etapa II. Assim, o responder diferencial às unidades silábicas produzido pelo treino com palavras monossilábicas e emergência de leitura combinatória na Etapa I facilitou a aquisição das unidades menores e leitura recombinativa oral na Etapa II. Os dados sugerem que o processo comportamental envolvido na leitura combinatória e recombinativa é o mesmo: discriminação de estímulos. Em função disto, observou-se que uma história prévia de responder diferencialmente às unidades silábicas (leitura combinatória) pode favorecer o responder diferencial aos elementos componentes das palavras, quaisquer que sejam (propriedade silábica da língua portuguesa) aumentando a velocidade de aquisição do desempenho recombinativo
The objective of this study was to investigate if the combinatorial reading emergence, from an initial direct training with syllables, via monosyllables words, would produce the discrimination of smaller units in an ulterior training (with others disyllables words) promoting the identification of syllables units and posterior emergence of recombinative reading under control of this components. Participated 10 typical children aged 4 to 5 years. The procedure consisted in 12 phases subdivided in pre-tests; training, tests, constructedresponse tasks and post-tests in which the participants were exposed twice in sequence: Stage I and II. Each stage presented a distinct set of training and tests stimuli. In the Stage I the stimuli were divided in two experimental conditions each with five participants: Condition M (training of Monosyllable words) and Condition D (training of Dissyllable words). The test words were the same for both conditions. The difference was that participants of Condition M had the combinatorial reading measured while the participants of Condition D participants had the recombinative reading measured. In the Stage II all the participants were exposed to the same training and test sets of the disyllables words. Auditory-visual relations between dictated words (Set A), print words (Set C) and their respective pictures (Set B) were trained. Subsequently, oral and comprehension reading of the training and the test words was tested. The latter were formed by combination (Condition M in Stage I) and recombination (Condition D in Stage I and all participants at the Stage II) of the minimal units of the training words. The results showed that only that participants exposed to Condition M, presented recombinative reading in the Stage II. Thus, the differential response to syllabic units produced by monosyllabic words training and the emergence of combinatorial reading in the Stage I facilitated the acquisition of minimal units and recombinative oral reading at the Stage II. Data suggest that behavioral process involved in Combinatorial and Recombinative Reading is the same: stimuli discrimination. Consequently, it was observed that a previous history in differentially respond to syllabic units (combinatorial reading) could favor the differential respond to elements that composed the words whatever the elements are (syllabic propriety of portuguese language) increasing the speed of acquisition of recombinative performance

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Louro, Inês da Conceição dos Anjos. « 'Enxergando' as colocações : para ajudar a vencer o medo de um texto autêntico ». Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-22112001-000335/.

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Este trabalho lida com unidades lexicais compostas por mais de uma palavra usadas com função referencial,ou seja, cada uma dessas unidades lexicais constitui um nome. Em uma sala de aula de ensino de língua inglesa para brasileiros, observou-se como o fato de o aluno 'enxergar' essas unidades lexicais pode ajudá-lo a ler um texto.
This study is about multi-word lexical units which have referential meaning, i.e., each unit is used as a name. In an English teaching classroom for Brazilian students it was noticed that making students aware of such lexical units may help them read a text.

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Moréteau, Constance. « L'artiste et la lecture : le livre dans les installations et dispositifs d'exposition de 1960 à nos jours ». Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100147.

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Cette thèse pose la question de la place du livre dans l’expérience de la lecture dans le musée quand dans la seconde moitié des années 1960 tout l’art, tel qu’il est redéfini par les artistes conceptuels, est à lire. Dans les années 1960 et 1970, puis de nouveau au tournant des années 1990-2000, les espaces de lecture se multiplientAlors que l’emploi du livre par les artistes conceptuels s’inscrit dans une quête de démocratisation de l’art, qui serait désormais diffusé hors du musée, le livre dans le musée semble poser le problème d’une relation apparemment contradictoire entre la nature reproductible d’un médium et son ancrage in situ. Force est de se demander si cela ne produirait pas une réification du livre et une interdiction de la lecture pour reprendre les mots de Marcel Broodthaers. A moins qu’il ne s’agisse d’interroger les usages du livre et la place de la lecture dans la constitution de communautés éphémères. La première partie est consacrée principalement à la spatialisation de la lecture à l’ère de l’information aux Etats-Unis entre le milieu des années 1960 et le début des années 1980. Les espaces de lecture sont alors aussi des espaces à lire. Dans une seconde partie, nous verrons que l’institutionnalisation de l’installation est contemporaine de celle de la lecture dans le musée. Enfin nous étudierons l’émergence de modèles originaux d’exposition du livre d’artiste et du livre, créés par des artistes et commissaires qui ont participé à la rédéfinition de l’exposition comme médium et/ou en réinterprétant Le Club des Travailleurs de Rodchenko (1925)
This dissertion investigates the position of book in reading experiences which take place in the museum context when in the mid-nineteen sixties, all art, as redifined by conceptual artists, is to be read. In the 1960s and in the 1970s, then again in 1990s and 2000s, reading space have been increasing. Those could be apparatuses produced for exhibition as well as art environments and installations. In contrast with artists books which deal with democratizing art by circulating outside the control of museums, books in museums leds to questions about an apparent opposition between a reproducible medium and its in situ anchorage. It begs the essential question of whether it might end up in the reification of the book as well as in the prohibition of reading, the Marcel Broodthaers’s Interdiction de lire as stated for Pense-Bête (1964). Unless it provides the opportunity to focuse on the uses of books . The installations we are analyzing contribute to the building up of temporary communities. That is to say that we have also to consider the reader position in social sphere. There are three crucial trends, for it is in exploring them that we can begin to explore as the book as a reference for the environment which is itself to be read at the time of Information Turn which influenced theory on architecture. In the mid-1990s, artists produced what we call in situ books that are produced for reading in the museum. This dissertation dealss also with the wide range of interpretations of the same historic source, The Working Club by Alexandre Rodchenko (1925), by curators and artists from the New York art Scene as well as other American and European Artists

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Min-Han, Wu, et 吳旻翰. « Application of Data Concentration Unit for Automatic Meter Reading ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/14958201501777477794.

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碩士
國立高雄應用科技大學
電機工程系
98
Because of shortage of natural resources, Taiwan must rely on the imported fossil fuels such as coal and petroleum for power generation. The demand of fossil fuel for all over the world causes increasing energy cost, concentration of carbon dioxide and global warming. Thus, to execute energy-saving policies and to reduce the amount of carbon producing can help many countries to decrease the amount of energy usage and global warming. Advanced metering infrastructure are not only important trend in the future of power company, but also absolutely can increase power quality and stability. This thesis proposes an Data Concentrate Unit (DCU) to integrate with smart meters. The system executes various commands from master station to proceed actions such as load management and real-time management to measure different power consumption with power line carrier (PLC) communication. The DCU also provides an EEPROM to access smart meters. By analyzing the power profiles, the control center can distribute demand response request to analyze the power usage and the load reduction.

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Wu, Hsien-Chung, et 吳憲忠. « A Study of Chinese Reading Unit : From the Perspective of Unitization Model ». Thesis, 2000. http://ndltd.ncl.edu.tw/handle/58877065314642368867.

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碩士
中原大學
心理學系
88
The purpose of this study is to investigate the reading unit and reading processes in Chinese text reading from the perspective of unitzation model. In experiment 1, we manipulated two independent variables: word familiarity (high / low familiarity) and word categories (compound / idioms / binding words). Subjects were asked to circle all the reversed target words while reading our articles. Experiment 1 showed: the error detective rate (EDR) of low familiarity words are higher than high familiarity words. And the EDR of the stimulus which are represented in lexicon as individual characters (compound words) are higher than those as whole-word form (binding words and idioms). In experiment 2, we manipulated two independent variables: word familiarity (high / low familiarity) and the context that the target words are presented (in high familiarity phrases (Chinese proverbs) , in low familiarity phrases (Chinese proverbs) ,and single-handed in articles). The task is the same as in experiment 1. Experiment 2 showed: the EDR of low familiarity words are higher than high familiarity words. And Subjects detected the most detective error on the target words which are presented single-handed in articles. Those words which are presented in the low familiarity phrases came second. And the EDR is the last for the target words which are presented in the high familiarity phrases. To summarize, we agree that Chinese reading unit is flexible. Besides, for the Chinese proverbs, subjects cannot comprehend the proverbs (sentences) without processing the lower linguistic levels (words). And this tendency is more obvious for the low familiarity proverbs.

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HUANG, SHU-HUI, et 黃淑惠. « A Study of Integrating Inquiry and Reading Instruction in Science Classroom : A Case of Moon Unit ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/dh7k24.

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碩士
國立屏東大學
科普傳播學系數理教育碩士班
104
In recent years inquiry learning have become mainstream in science education, while the effect that reading activities, initiated through inquiry, have on learning science has also gradually been attracting attention. Therefore the objective of this study is to investigate (1) the effect that integrating science reading with inquiry learning has on students’ scientific inquiry capabilities and reading comprehension, (2) the effect that the prior knowledge of language on the experimental group students’ inquiry capabilities and reading comprehension. (3) the effect that the prior knowledge of science on the experimental group students’ inquiry capabilities and reading comprehension.In the study, two inquiry activities were conducted on fourth grade elementary science course on the subject of the moon along with related science texts whereby science reading was integrated with inquiry learning. The subjects of the study include 46 elementary students in Pingtung County, and the research design uses a counterbalanced method. The research results are described as follows: (1) Students who received integrating inquiry and reading instruction exhibited significant better than those who received regular teaching in proposing assumption. (2) Students who received integrating inquiry and reading instruction were better than those who received regular teaching in analyzing textal structure and summary of reading comprehension. (3) The experimental group students with high prior knowledge of language were better than the students with low prior knowledge of language in summary of text, but two groups of students didn’t exhibit significant variation in proposing assumption and analyzing textal structure. (4) The experimental group students with high prior knowledge of science were better than the students with low prior knowledge of science in proposing assumption,analyzing textal structure and summary of reading comprehension.

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Sieczko, Jennifer Marie. « The influence of unit size on adult readers with a modified stroop and nonword reading task ». 2004. http://purl.galileo.usg.edu/uga%5Fetd/sieczko%5Fjennifer%5Fm%5F200405%5Fma.

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Chao, Ya-Ling, et 趙雅琳. « TRS and Genre of Science Textbooks and Its Influence on Reading Comprehension –take Buoyancy Unit for An Example ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85237524536061116819.

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碩士
國立臺灣師範大學
科學教育研究所
93
The study takes System Functional Linguistic (SFL) as theory frame to compare the differences of text contents and structures in buoyancy unit between several current textbooks. Following the comparison, the study chose a certain edition of textbook to rewrite it into our new text and execute a quasi-experiment between the original text and our new text. After the quasi-experiment, the study analyzes the influences of two texts on students’ reading comprehension. The study also conferred the performances of different prior knowledge testees with different texts. Textbooks from five editions ( Han-Lin, Kang-Hsuan, Nan-I, U-Chen and National Institute for Compilation and Translation) are quite different on their topically related genre structures. Han-Lin’s texts are similar to Kang-Hsuan’s, their texts are interactive genres of procedure recount, descriptive report and casual explanation. However, texts form Nan-I, U-Chen and National Institute for Compilation and Translation’s editions have no casual explanation but procedure recount and descriptive report. Han-Lin and Kang-Hsuan’s textbooks are more diverse on genres and subjects, relatively, Nan-I, U-Chen and National Institute for Compilation and Translation’s edition present their subjects in different ways, also, the use of genres are more simplex. The study chose Nan-I edition to rewrite because of its considerably higher utility rate of the three textbooks. The rewrote texts are brought into the genre of explanation, so the genre’s sequence order is “ discussion, procedure recount, descriptive report, casual explanation, theoretical explanation, casual explanation, and descriptive report.” The sequence order of the rewrote text is totally different from the order of the original texts “procedure recount, descriptive report.” Moreover, the cue of the subject by the topic sentences/set of rewrote text are more explicit than those of Nan-I’s topic sentence, which are expected to help students get more understanding about the structures of subject. The total amount of testees is 133, 68 people reading Nan-I texts, 65 people reading rewrote one. After the prior knowledge test in buoyancy, the reading comprehension pre-test of buoyancy unit and the reading comprehension post-test on buoyancy unit, the main finding are as the following: 1. Achievements from reading: Testees who read rewrote texts have better achievements than those who read Nan-I’s text. 2. Achievement of different prior knowledge testees: Testees who read rewrote texts are better than those who read Nan-I’s text no matter they are high, medium, or low prior knowledge testees, especially those of high prior knowledge, then comes the medium prior knowledge testees and low prior knowledge testees. 3. On comprehension level: Testees of higher prior knowledge have the higher comprehension level. The influence are more obvious on those testees of high prior knowledge and medium prior knowledge. 4. Concept dimension of contents: Reading of rewrote text promote testees of their concepts comprehension, and reading has higher influence on those of low prior knowledge.

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Tsai, Chen-li, et 蔡貞莉. « The Effects of Integrating Text Reading in Inquiry Science Teaching on Students’ Conceptual Understanding and Reading Comprehension : Using the Unit of “Heat and Temperature” as an Example ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/15496219754655383130.

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碩士
國立屏東教育大學
教育學系
100
The purpose of this study was to explore the effects of integrating text reading in inquiry science teaching by comparing students’ achievement in science with their achievement in Chinese literacy. In this study, data samples given by 5th grade students (n= 179) from six classes were collected. Three of these classes were randomly selected and assigned as the treatment group (n=84); the other three classes were assigned as the control group (n=95). The instructional content of “heat and temperature” was taught to the both groups over a period of 16 sessions, each session lasting 40 minutes. The teachers of the treatment group used integrating science reading with guided inquiry, and teachers of the control group used structured inquiry. The three questionnaires were administered to the both groups of students, including New Constructivist Learning Environment Scales, Reading Comprehension on Science Texts, and a two-tier diagnostic test about “heat and temperature”. Results from data collected via these questionnaires revealed integrating of reading and inquiry science teaching: (1) effectively improved students’ conceptions of “the nature of heat” and “heat transfer”, (2) could not raise students’ comprehension of science text, and (3) was favored by students with higher prior academic achievement on science and Chinese literacy. This study proposed the importance of taking into consideration students’ prior knowledge of science and Chinese language before the commencement of science instruction. Once students’ prior knowledge of science and language abilities have been assessed, science instruction can be aligned with students’ prior knowledge.

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Royer, Wendy L. « The effects of the learning-focused schools model on student achievement in math and reading and teachers' perceptions of the model ». 2009. http://digital.library.duq.edu/u?/etd,105221.

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KUO, Tsui-Chin, et 郭翠琴. « The effect of learning scientific texts with “self-generated idea unit standards” on college students’ reading comprehension and calibration accuracy ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/04030243832510068161.

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碩士
國立臺灣師範大學
科學教育研究所
105
Based on the metacognition theories of Flavell (1979), Nelson and Narens (1990, 1994), this study adopted the “evaluation standards” and “cognitive evaluation” in the “model of self-regulation” developed by Winne and Hadwin (1998) and ”Absolute Accuracy Index“ developed by Schraw (2009). Extending the experimental design of Dunlosky, Hartwig, Rawson, and Lipko (2011), fifty-three college students were recruited from Science and Engineering Departments, excluding those who major in Physics, Chemistry, and Electronic Engineering. The experimental group (n = 27) was instructed to learn from a scientific text with “self-generated idea unit standards”. The procedure of the experimental group started with an instruction of dividing each concept into several idea units, then the students themselves generated the idea units as a reading standard (i.e., the basis for ensuring conceptual understanding). The control group (n = 26) read the scientific text without any instruction. This study investigated whether reading comprehension (assessed by definition and short-answer questions) and calibration accuracy would be improved by generating idea units as a reading standard for the scientific text. The results showed that for definition questions, reading comprehension and calibration accuracy of the experimental group were significantly better than that of the control group. Concerning the short-answer questions, the experimental group performed slightly better than the control group, but the difference was not statistically significant. There was no significant difference in calibration accuracy between the experimental and the control groups. In addition, correlational analyses showed that with better skill to generate idea units during the instruction, these participants were more likely to apply the skill in the post-test and self-judgment, had better post-test scores and more accurate judgment.

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Chen, Kung Ju, et 陳冠如. « The Influence of Learning Outcome on Integrating Children’s Science Reading into 5E Learning Cycle in the Unit of Combustion and Rusty ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6jwdxu.

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碩士
臺北市立大學
應用物理暨化學系碩士在職專班
107
The main purpose of this research was to probe the effect of intergrating children，s science reading into 5E learning cycle in the Kang Xuan fifth-grade unit of “Combus tion and Rusty” on the learning achievements , interests in learning science and understand students， viewpoints on 5E learning cycle. The quasi-experimental design adapted in this research was a one –group pretest-posttest design with 183 fifth-grade students in an elementary school in Neihu District ,Taipei City. It took four weeks with four hundred and eighty minutes for the research to carry on this experimental teaching. Before the experimental teaching , two pre-tests “Combustion and Rusty Learning Achievement Test” , and “Interest in Learning Science Scale ” were conducted. After the experimental teaching , three post-tests “Combustion and Rusty Learning Achievement Test” , “Interest in Learning Science Scale ” and “ Students， Viewpoints on 5E Learning Cycle were conducted. A delay-test “ Combustion and Rusty Learning Achievement Test ” was conducted four weeks after the experimental teaching. The qualitative data was collected by worksheets , teacher， reflective journal writing and student interviews. The quantitative data was analyzed using descriptive statistics , paired sample t test , Pearson Product-Moment Correlation by Spss 20.0 statistical software. The conclusions of this research was as follow : 1.The fifth-grade students， learning achievements improved signficantly after intergratering children， science reading into 5E learning cycle. 2.The fifth-grade students， interests in learning science improved signficantly after intergratering children， science reading into 5E learning cycle. 3.Four weeks after the end of the course through conducting delay-test “ Combustion and Rusty Learning Achievement Test ” , the retention of learning achievements were good. 4.Most feedbacks from fifth-grade students who received the intergrating children，s science reading into 5E learning cycle was positive. According to the results of this research , it can be used as a reference for future related research and teaching.The suggestions to the interesting researchers were provided as a reference for different units.

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HUANG, KUO-SHENG, et 黃國勝. « A Research of Intergrating Scientific Text Reading into Astronomy Teaching to Enhence the Learning Effect on Sixth Grade Elementary School Students:An Example of “Moon Unit” ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/34161091136643184164.

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碩士
國立高雄師範大學
工業科技教育學系
105
ABSTRACT 　　The purpose of this study is to investigate the effect of learning astronomy, the moon unit, by incorporating scientific texts into astronomy teaching. This study implemented the quasi experimental design to explore the effect of astronomy teaching and learning. Ninety-four students from a public school in South District, Kaohsiung City, were chosen to be the participants for this research. 　　There were forty-six students in the experimental group adopted the method of scientific text reading in learning astronomy. While in the control group, there were forty- eight students adopted the traditional textbook reading process. Both two groups conducted the same moon unit. The Cognitive Questionnaire(ISRA) and the Mysterious Concept Test were used as the instrument of the study by comparing the participants' post-test scores to their pre-test scores. Data analyze were conducted with analysis of convariance to compare the effectiveness of scientific text reading abilitiy and learning outcome among two groups. Besides, this study also used analysis of convariance to compare the effectiveness of scientific text reading abilitiy and learning outcome among male and female students of experimental group. 　　The results of the study are as follows: In terms of astronomy learning effect, there was a significant difference found between two groups. The experimental group which adopted the method of scientific text reading in learning astronomy had better achievement than the control group. There was no significant difference observed between gender in learning scientific text reading abilitiy and learning effect. Accordingly, implications of the findings were discussed and the topics for further studies were suggested. It is a feasible and effective teaching mode to integrate into astronomy teaching with scientific text reading comprehension.

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Turley, Andrew C. « Reading the Game : Exploring Narratives in Video Games as Literary Texts ». Thesis, 2018. http://hdl.handle.net/1805/18520.

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Indiana University-Purdue University Indianapolis (IUPUI)
Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.

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Sýkorová, Michaela. « Didaktický potenciál knih Roalda Dahla a jejich využití na 1.st. ZŠ ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-349136.

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Resumé This diploma thesis deals with the didactic potential of Roald Dahl's books and examines their possible use at primary schools. The purpose of this thesis is a deeper analysis of the two of Roald Dahl's works (Danny, the Champion of the World and Charlie and the Chocolate Factory). The thesis focuses on both-the didactical and the literary theory analysis. The teaching units, which are part of the thesis, are based on the parts from the two mentioned Dahl's books. The choice of the parts and methods is didactically commented. Based on the practical credentials, the results are reflected throughout the teaching units. The work also gives information about Roald Dahl's life and contextualizes his works into his life. Last but not least, the thesis focuses on a mini-research of the amount of Dahl's texts in reading-books for the pupils of the fourth grade at primary schools.

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