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1
Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Schultz, Samantha Jane, i University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.
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Brown, Kelly Sue. "Author studies: Connecting children with the world of books". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.
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Levinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.
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In the age of print, the book has been considered the criterial medium of communication. Western children have been taught to read books in culturally specific ways. For example, reading education as a field of academic enquiry has been at times based on the premise that print is the predominant medium for carrying author messages, and that these messages are relayed through linear organisations of alphabetic print codes in a left-to-right and top-to-bottom orthodoxy. But as the contemporary textual landscape is reshaped in a post-typographic age, it becomes important to recognise that print is now only one of many media channels in our culture.
The thesis argues that the textual artefacts and accompaniments of a computer technology make a significant difference to the way in which texts are read. For example, interactive multimedia texts have created reading contexts where information is relayed through nonlinear and integrated compositions of multimedia. Additionally, digital structures require forms of interactivity which allow readers to take control over their reading in particular ways. These 'ways' are unlike anything possible with paginated text. In the day-to-day pedagogy of schools, reading remains almost exclusively bound to sets of protocols which restrict text and reading to the print page and enduring traditions of the author-controlled message and formulaic, linear structures.
The study' s specific concerns are with the textual practices of two eight year old children in their home and school contexts. Although the study makes no claims to generalisibility, the male and female case studies are thought to be typical of many children of their age group. Indeed an extended implication of the study concerns the effects on children of discontinuities resulting from the predominance of electronically-based reading experiences at home, and the predominance of print reading experiences at school.
The thesis foregrounds the inseparability of affective and cognitive elements in research about texts and reading. The effects of the human and textual environments on children are dynamic and powerful, and especially for young children, learning to read efficiently and meaningfully is dependent on their developing positive attitudes and emotional states. The study is therefore located at the intersection of technologically different texts, the cognitive reading processes which apply to them, and the affective factors which have influenced two children's reading. A case study methodology is employed to reveal the observable differences employed by the two subjects as they move across interactive multimedia digital texts, and exclusively print texts.
The study is located in a contested field which necessitates some degree of clarification of the beliefs and foci of this thesis. Only a relatively short time ago it was inconceivable that anyone would see the need to argue passionately that books epitomize the experience of reading, or that digital texts degrade that experience (Birkerts, 1994). Today, however, there are those who would argue the redundancy of the print book (Stannard, 1997). The thesis makes no suggestion that educational practices associated with teaching children to read linear strings of print are obsolete, nor that the silent, solitary contemplation of the written word is now passe. Nor does the study suggest that the flexible text might be a means of relieving what have been for many readers, the traditional burdens entailed in unravelling alphabetic codes. While there can obviously be no embargo on the place of print texts in the classroom, there can be no parallel denial of the emerging importance of multimedia, digital texts in the community lives of children and adults. Therefore the study argues strongly for a radical, immediate extension of classroom texts, technologies and associated reading pedagogies.
5
Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory". Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.
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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was any particular reading level from which children tended to choose their recreational reading books.The analyses did not allow rejection of Hypotheses I and II. There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library.The analyses did allow rejection of Hypotheses III and IV. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels.Hypothesis V was tested using the Pearson correlation coefficient to determine the relationship between the reading levels of the recreational reading books the children chose and read and the reading levels of the books the children chose and did not read.The analysis failed to reject Hypothesis V. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read. Although this hypothesis did not prove to be statistically significant, the following tendency was observed: the easier the readability of the book, the more likely it was to have been read.The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average students chose books between their independent and developmental reading levels.Department of Elementary Education
6
Briggs, Connie Craft. "The Use of Nonfiction/Informational Trade Books in an Elementary Classroom". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277870/.
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The purpose of the study was to describe the use of nonfiction/informational trade books within a literature-based elementary classroom by students and the teacher. Using a qualitative ethnographic approach, the researcher became a participant observer in a third grade classroom during a two and one-half week thematic unit about the westward movement. Data were collected from field notes, audiotapes of class discussions and informal interviews, documents of students' work, photographs, daily observer comment summaries, and memos. These data were coded, analyzed for recurring patterns, and grouped together, resulting in grounded theory.
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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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Sollars, Valerie. "The influence of conditions of reading on early literacy development /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.
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This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.
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Smith, Margaret Anne. "Parents reading aloud to their children". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
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Wahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.
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Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.
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Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.
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The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.
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Focarile, Deborah Ann Sharp Patricia Tipton. "The accelerated reader program and students' attitude towards reading". Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2693.
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Derick, Jennifer. "The effect of social interactions revolving around books and the reading motivation of elementary school students /". View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1566.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: catherine Kurkjian. " ... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves [87]-90).
14
Kerper, Richard Michael. "Three Children Viewing and Reading: Transactions with Illustrations and Print in Informational Books". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220459689.
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Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
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Estrada, Anita. "An Exploratory Study of the Relationship Between Curiosity and Print Awareness of Four-Year-Old Children". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332288/.
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This study has five chapters, organized in the following manner: (1) Chapter I contains the introduction, statement of the problem, purpose of the study, questions, significance of the study, and definition of terms; (2) Chapter II is a review of the literature; (3) Chapter III is a description of subjects and tests and procedures for treating the data; (4) Chapter IV contains the statistical technique of the analysis and the findings related to the questions, and (5) Chapter V consists of the summary, findings, conclusions, and recommendations. The problem of the study was to explore the relationship between curiosity and print awareness among four-year-old children. Subjects participating in the study were 71 four-year-old children from six licensed child care and preschool settings located in different geographical sections of a north central Texas city. The study included thirty-four girls and thirty-seven boys. Instruments used to collect the data were Kreitler, Zigler, and Kreitler's battery of curiosity tasks and Goodman's Signs of the Environment and Book Handling Knowledge tasks. Canonical I correlation analyses do not yield a significant relationship between variables of curiosity and print awareness. An alternate Pearson Product Moment correlation yielded some specific pairwise correlations between certain curiosity variables and print awareness. Results, although not statistically significant, were used as trend indicators to identify areas worthy of further investigation. On the basis of the findings, it was concluded that the possibility of a degree of correlation between specific curiosity variables and levels of print awareness suggests the need for further research in this area. In the print awareness tasks, it was concluded that the more context available to children the greater their ability to respond appropriately to print. Knowledge of print in the environment was more advanced than knowledge of print in books for some of the children in the study.
17
Goswami, Usha C. "Children's use of analogy in reading and spelling". Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:9a46a5e3-8d4a-4208-82ff-97024f3971a7.
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This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels (non-readers, 6 years and 7 years). Experiment 4 shows that 5-7 year old children can also use analogies to spell new words. It is concluded that the use of analogy does not develop, as it is available from the very beginning of learning to read and spell. Experiments 5, 6 and 7 examine the effect of varying spelling-sound consistency on analogies. Children taught pairs of words consistent in spelling and sound (e.g. 'peak-leak') make more analogies in reading than children taught pairs of words consistent in spelling but inconsistent in sound (e.g. 'peak-steak'). This difference does not occur in spelling. It is concluded that spelling-sound consistency only affects children's use of analogies in reading. Experiment 8 shows that children also use analogies to read new words which they encounter in reading prose. This shows that analogy is not restricted to single word reading. Experiment 9 compares analogies between words written in the same case and in mixed case. It shows that analogy relies on orthographic rather than visual information. These results suggest that children should be taught to use analogies to read and spell new words. The broader educational implications of analogy are also discussed. Note. This thesis contains approximately 91,000 words.
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Cramer, Kerry John. "The effects of various televised adaptations of children's books on the long term reading interests and recall of fifth grade students /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749569.
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Rees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.
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The purpose of this study is to provide a community with the resources necessary to help children become proficient readers. This qualitative study explored the literature on attributes of successful Community Family Literacy Centers and before and after school tutoring programs. Community Family Literacy Centers are localized places where families can build literacy skills in a supportive and safe environment.
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Mosley, Mattie Jacks. "The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
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The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.
21
Picha, Katharine Agnes. "Leisure reading habits and preferences of anglophone grade 6 early French immersion students related to book promotional activities". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28265.
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This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
22
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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Hodnett, Carol Ann. "Training parents to teach their preschoolers". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1474.
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Medows, Pamela L. "Effects of reading aloud on the book selections and attitudes toward science of third grade students". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063416.
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The purpose of this study was to examine the effect of reading aloud nonfiction science trade books on the attitudes toward science and the book selection habits of students in the elementary classroom. Gender differences among attitude and book selection were also explored.The school district chosen as the site for the research was located in a small Midwestern town with a population of about 32,000. The community consisted of people with diverse socioeconomic status and cultural backgrounds. Four teachers and 73 third grade students participated in the study. Complete data was available for 60 students.The four classrooms were randomly divided into two groups, those listening to science nonfiction trade books for twenty minutes each day for six weeks and those listening to nonscience books for twenty minutes each day for six weeks. An attitudinal survey was administered at the beginning and the end of the study. The percentage of science books versus other types of books was monitored for the six week period.The analysis of data revealed that students who were read the science nonfiction books chose a greater percentage of science books when checking out books from the library than did the students who were read nonscience books. There was no difference in the percentage of books selected by girls compared with those selected by boys. Results also showed a very slight increase in positive attitude toward science as a result of listening to science books during read-aloud sessions. There was no significant difference in the attitudes of the girls compared to the boys who were read science books.Department of Elementary Education
25
Hatlestad, Kathryn. "Grant proposal for moving children to an intrinsic motivation to read". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007hatlestadk.pdf.
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Kikuta, Claudia Parker. "Changes in Dialogic Book Reading Patterns of Parent's Reading with Their Children". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447688817.
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Zbaracki, Matthew D. "A Descriptive Study of How Humor in Literature Serves to Engage Children in Their Reading". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049147319.
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Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.
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Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.
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Heywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.
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Lara, Jennifer Miller. "Parents supporting literacy at home K-6". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1067.
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Sable, Eileen D. "The effects of Junior Great Books literature discussion on reading comprehension achievement of gifted fifth graders: application of general linear model for cross-level inferences". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53657.
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Research findings emphasize the need for programs for the gifted reader, particularly the need to determine which methods or programs best benefit the gifted student. The purpose of this study was to assess the effectiveness of the Junior Great Books (JGB) literature program on reading comprehension achievement of gifted fifth grade students due to the factors of a) discussion/non-discussion and b) levels of students' experience in the JGB program. This study was replicated to determine if similar results in reading comprehension achievement occurred by using different JGB stories. In addition, the study explored methodological issues of cross-level inferences to determine if different results were obtained when applying the General Linear Model to individual-level and aggregate-level data.
The research was experimental in design. Seventy-eight fifth grade gifted students were randomly assigned to eight groups in two schools, four treatment groups with discussion and four control groups without discussion. Students in one school had no prior JGB experience; students in the other school had a range of one to three years JGB experience. Two different JGB literature stories, randomly selected, were read by all groups. Reading comprehension was measured, pre and post, by an instrument that emerged from the JGB stories using the cloze procedure. Additional data to measure students' achievement in the form of responses to openended questions about the JGB literature stories were collected. Observations of groups featuring discussions/non-discussions were taped and rated to determine whether appropriate formats were followed by the leaders. Individual-level data and aggregate—level data were analyzed using a two—way ANOVA with nesting using the General Linear Model of the Statistical Analysis System (SAS).
lt was found, and supported by study replication, that there were no significant differences between those fifth grade gifted students who participated in the JGB s program with discussion and those who did not. Nor were there differences due to level of experience in the JGB program. Similar results were obtained when applying the General Linear Model to individual—level and aggregate-level data.
Further investigation of the JGB program and related methods and procedures involved in the study were suggested.Ph. D.
32
Berry, Mary Ann. "The personal reading interests of third, fourth, and fifth grade children in selected Arkansas public schools". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332624/.
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The purpose of this study was to determine the personal reading interests of students in the third, fourth, and fifth grades and to determine if advances in technology in the past twenty years have changed their reading interests.
33
Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.
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LACERDA, MAIRA GONCALVES. "READER S VISUAL EDUCATION THROUGH THE LENS OF DESIGN IN READING: BOOKS FOR CHILDREN AND YOUNG PEOPLE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34349@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Saber lidar com as imagens, compreendê-las e construir significado para elas, torna-se tarefa premente para os sujeitos na contemporaneidade, participantes de uma sociedade imersa na multimodalidade. Contudo, ao contrário da cultura escrita, não existem mecanismos de ensino próprios para a formação visual do indivíduo na instituição escolar. Compreendendo que o livro de literatura para crianças e jovens, em sua grande maioria, encontra na relação verbo-visual o espaço propício à fruição da poesia e da ficção, a presente pesquisa assume por objetivo estabelecer a relação entre o Design, presente nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, e o processo de formação visual do leitor. Para isso, propõe-se, por meio de análise gráfica dos livros literários selecionados pelo Programa Nacional Biblioteca da Escola - PNBE, a organização de um panorama a respeito da progressão de complexidade gráfica dessas obras, relacionando os aspectos gráficos por elas apresentados com o desenvolvimento escolar do leitor na Educação Infantil, nos anos iniciais e finais do Ensino Fundamental e no Ensino Médio. Nesse processo, foi possível perceber que os acervos organizados, apesar de possuírem objetos-livro cujos projetos são condizentes com o conceito de Design na Leitura, não apresentam em seu conjunto uma progressão, ao contrário, conforme os leitores avançam no processo escolar e na compreensão do conteúdo textual, o conteúdo gráfico e imagético tende a diminuir em quantidade e a simplificar-se. Acreditando que ao possibilitar que crianças e jovens se formem sujeitos leitores potentes na significação da verbo-visualidade, alcançando a condição de sujeitos críticos e agentes de mudanças dos sistemas ideológicos sociais que os circundam, propõem-se intervenções para a modificação desse cenário a partir de propostas direcionadas aos mediadores de leitura, dentre eles os designers.
Knowing how to handle, understand and build meanings from images is a paramount task for readers in contemporary society, as it is immersed in multimodality. However, in opposition to written culture, there are no specific teaching mechanisms for reader s visual education at schools. Acknowledging that most literature books for children and young people find a conducive environment for poetry and fiction fruition in the verbal-visual relationship, this research aims to stablish a connection between Design, present in literature books for children and young people sealed by public policies, and the process of reader s visual education. For that, we conducted a graphic analysis of literary books selected by Programa Nacional Biblioteca da Escola (PNBE) and organized an overview of their graphic complexity progression, relating the graphic aspects they present to reader s school development in pre-, elementary, middle and high school. In this process, we were able to perceive that, although the collections comprised books whose projects were consisted with the concept of Design in Reading, they did not present a progression of visual complexity. On the contrary, as young readers advanced on their schooling and understanding of textual content, graphic and image content tended to reduce in number and to become simpler. Thus, this research proposes interventions for changing this scenario based on actions targeted at reading mediators, among them, designers themselves. This would enable children and young people to become empowered readers in verbal-visual meaning-making and reach the condition of critical individuals and transformation agents in the ideological social systems that surround them.
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Jurf, Dima R. M. "Utilisation of digital media in improving children's reading habits". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
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Although digital media has been exploited to improve digital libraries,
social networking sites, and book promotion for adult and child
stakeholders, but encouraging children who have the choice to either
read from a book or on a screen remains limited worldwide, including
Jordan. This interest has meant that data about children¿s reading habits
were needed, and the present study was intended as a contribution
towards this aim.
Interviews were conducted with Jordanian writers, publishers, child
specialists, and various children¿s cultural centres. The managers and
personnel unanimously showed that Jordanian children are not good
readers and that a limited number of books are published for children as
there are actual boundaries preventing Jordanian writers from publishing
books.
In particular, subjecting the typical sorts of children¿s websites ¿ 'Club
Penguin', 'PBS Kids', 'A Story before Bed', 'Baraem', 'Storyline Online',
and 'Raneen' ¿ to evaluation showed that 'Club Penguin' got the highest
rank among the other websites in terms of multimodal features, usability,
and language, while 'PBS Kids' got the highest rank regarding
interactivity, and 'A Story before Bed' got the highest rank in reading
activities. Although it was realised that most children were satisfied with
the aspects of usability and ease of use rather than the structure or the
aesthetic of the website, and were more attracted to the websites that
provide multimodal features such as special characters, narration,
gesture, and interactivity.
The targeted websites¿ parameters obtained from the survey were used
as guidance in the design structure of the KITABAK website, as a virtual
reading environment for children¿s reading practices. The evaluation
results that were obtained showed that there is a significant correlation
towards encouraging children¿s reading habits and reading from printed
books accompanying the website; girls showed more interest in reading
iv
than boys; and there is an obvious willingness for the adaptation of the
website as a part of the Jordanian school curriculum. In addition, the
KITABAK website was accepted significantly more than 'Club Penguin',
mainly because the KITABAK website has facilities, games and reading
activities. Also, results showed that children who were subjected to
testing the KITABAK website for a one-week period proved to accept the
website significantly more than those who were subjected to testing it
once.Applied Science University
36
Jurf, Dima Rafat Mohammad. "Utilisation of digital media in improving children's reading habits". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
Pełny tekst źródłaStreszczenie:
Although digital media has been exploited to improve digital libraries, social networking sites, and book promotion for adult and child stakeholders, but encouraging children who have the choice to either read from a book or on a screen remains limited worldwide, including Jordan. This interest has meant that data about children's reading habits were needed, and the present study was intended as a contribution towards this aim. Interviews were conducted with Jordanian writers, publishers, child specialists, and various children's cultural centres. The managers and personnel unanimously showed that Jordanian children are not good readers and that a limited number of books are published for children as there are actual boundaries preventing Jordanian writers from publishing books. In particular, subjecting the typical sorts of children's websites - 'Club Penguin', 'PBS Kids', 'A Story before Bed', 'Baraem', 'Storyline Online', and 'Raneen' - to evaluation showed that 'Club Penguin' got the highest rank among the other websites in terms of multimodal features, usability, and language, while 'PBS Kids' got the highest rank regarding interactivity, and 'A Story before Bed' got the highest rank in reading activities. Although it was realised that most children were satisfied with the aspects of usability and ease of use rather than the structure or the aesthetic of the website, and were more attracted to the websites that provide multimodal features such as special characters, narration, gesture, and interactivity. The targeted websites' parameters obtained from the survey were used as guidance in the design structure of the KITABAK website, as a virtual reading environment for children's reading practices. The evaluation results that were obtained showed that there is a significant correlation towards encouraging children's reading habits and reading from printed books accompanying the website; girls showed more interest in reading iv than boys; and there is an obvious willingness for the adaptation of the website as a part of the Jordanian school curriculum. In addition, the KITABAK website was accepted significantly more than 'Club Penguin', mainly because the KITABAK website has facilities, games and reading activities. Also, results showed that children who were subjected to testing the KITABAK website for a one-week period proved to accept the website significantly more than those who were subjected to testing it once.
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Fisher, Francene Marie. "Does California's scripted curriculum affect students' motivation to read". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2797.
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This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.
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Le, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.
AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
39
Yu, Xinyu. "Visual perception in relation to levels of meaning for children: An exploratory study". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3896/.
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This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment.
40
Cole, Lorna. "An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003412.
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Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
41
Kauffman, Syndi. "STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS?" Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120575730.
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Daniel, Kelsey R. "CONTENT ANALYSIS OF PICTURE BOOKS ABOUT BULLYING". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114907.
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Crescenzo, Erika Lynn. "Reading comprehension evaluated through electronic storybooks and traditional print storybooks /". Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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44
Belsky, Stella. "The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5481/.
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This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
45
Lim, Lisa Su Li. "Reading and Spelling Intervention in Singaporean Children with Down syndrome". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14375.
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It is important for children with Down syndrome to achieve their full potential with regards to literacy skills. This behoves educators, clinicians, researchers, parents, and policy makers to ensure that children with Down syndrome receive suitable intervention. There has been a growing number of literacy intervention studies for children with Down syndrome. However, there is wide variability in the quality of the research that has been conducted. Further investigation concerning efficacious literacy programs in school aged children with Down syndrome is required. In addition, research into the oral reading behaviours of school aged children with Down syndrome and their caregivers during semistructured shared book reading is yet to be reported in the literature. This thesis is comprised of five chapters that aim to address these gaps in the research base. Chapter one provides an overview of Down syndrome in Singapore, the theoretical models of reading aloud and spelling of single words, as well as phonological awareness and its relation to reading and spelling in children with Down syndrome. Chapter one also gives a brief review of literacy intervention programs relating to children with DS, and describes some of the literature on the shared book reading behaviours of preschool children with Down syndrome and typically developing children. Chapter two reports empirical research describing the effectiveness of a structured literacy intervention program called Making Up Lost Time in Literacy (MULTILIT, 2007a). The MULTILIT program was used with a view to improve the phonological awareness, word reading and word spelling skills of 15 children with Down syndrome over 12 weeks (Study 1). Eight children with Down syndrome (treatment group) were compared with seven suitably matched children with Down syndrome (wait control group). Postintervention, within-participant comparisons for the treatment group showed significant improvements in sound blending and word reading. Between-participant comparisons showed that children in the treatment group made progress in sound blending and word reading compared to the wait control group. As a whole (n =15), significant improvements were seen in phonological awareness (sound isolation, sound blending, sound deletion), word reading, and word spelling following intervention. Chapter three reports empirical research examining the shared book reading behaviours of mothers and their children with Down syndrome (Study 2). The three most frequent reading behaviours displayed by children with Down syndrome were real word substitutions, morpheme omissions, and partial or whole word omissions. Mothers’ three most frequent reading behaviours included providing the correct word and print related information, as well as ignoring their child’s reading errors. Additionally, mothers were observed to focus more on reading accuracy rather than comprehension monitoring. Chapter four reports empirical research examining the shared book reading behaviours of five children with Down syndrome before and after the MULTILIT program, at group level and at the individual level (Study 3). At group level, a statistically significant reduction was seen in reading errors and shared book reading fluency improved significantly postintervention. In addition, individual case studies of the children’s text level reading performance are discussed. The final chapter of this thesis discusses the overall findings of these studies. The strengths and limitations of the empirical studies are outlined. The chapter concludes with suggestions for future research. This thesis comprises of three empirical studies (Chapters 2, 3, and 4) which may be submitted as separate manuscripts for publication. Thus, some repetition of the background narrative review is inevitable.
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Kajinga, Gilford. "Teacher's beliefs regarding the role of extensive reading in English language learning : a case study". Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/291/.
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Lee, Shun-wai Dorothy. "Children's constructions of meaning in the context of fairy tales". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791236.
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Sturm, Whitney. "The effect of joint book reading and the language experience approach on vocabulary acquisition /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131414953.pdf.
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Eng, Karen. "The relationship between short-term memory and reading in learning disabled and average learners". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30551.
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The purposes of the present study were to investigate the relationship between short-term memory and reading in learning disabled and average learners, and to determine whether this relationship is different between ages 8 to 10 and ages 11 to 13 in these two populations.
Studies have shown that children with learning disabilities tend to perform poorer on short-term memory tasks compared to children with no disabilities. The present study was conducted because the short-term memory component in the Stanford-Binet Intelligence Scale is new and it was felt that information regarding this test's usefulness with learning disabled students would be beneficial for individuals in the field of educational assessment.
A total of 80 children, 39 average and 41 learning disabled were selected from the five public elementary schools that have learning disabilities classes in the Langley School District. For each group of learning disabled children selected from the learning disabilities class, an equal number of average learners was chosen from the same school. The children were divided into two age groups: 8- to 10-year-olds and 11- to 13-year-olds and then further divided into their two learning categories.
Four short-term memory subtests of the Stanford-Binet Intelligence Scale: Fourth Edition: Bead Memory, Memory for Sentences, Memory for Digits and Memory for Objects and three reading comprehension subtests, from B.C. QUick Individual Educational Test, Peabody Individual Achievement Test and Test of Reading Comprehension respectively, were administered to all groups to measure short-term memory and reading.
The Multivariate Analysis of Variance and the Pearson Product-Moment Correlation were used to analyse the data. Results showed that the average learners scored significantly higher than the learning disabled group in both short-term memory and reading. There was no interaction effect of learning group and age on reading or short-term memory. Significant relationships were found between short-term mmeory and reading for the average learning group but none was found for the learning disabled group.Education, Faculty of
Graduate
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Hsu, Shu-Yen, i 許淑燕. "E-story Books into Cooperative English Reading for Children". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83889444044075944529.
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碩士國立嘉義大學
教育科技研究所
93
This research aimed at exploring and analyzing the integration of e-story books into cooperative English reading for children. Two classes of sixty-one students from the 4th grade of one of the elementary schools in Taipei County participated in the research. The students were divided into the experimental group of ‘e-storybooks cooperative teaching’ and control group of ‘e-storybooks large-class teaching’. The research was conducted for 12 weeks, and the students received ‘e-storybooks vocabulary assessment’ ‘e-storybooks vocabulary assessment—from level 1 to level 4’, ‘English learning assessment on mastery-requiring vocabulary (287 words) for elementary schools of Taipei City—level 1(from 4th to 6th grade) and ‘scale on confidence in learning English’ before and after the experiment. T-test was used to see if there was significant difference on the average scores between experimental group and control group. According to the interviews and survey with both groups students on their attitudes towards learning English via e-story books, it was found that: 1. By comparing the results of the 3 assessments of experimental group and control group, obvious differences of scores existed among those students who got lower scores, but among those students who belonged to middle-score group, the only difference was seen on ‘e-storybook vocabulary assessment-level 4’. As to those students who got higher scores, no significant difference was found on the results of the 3 English vocabulary assessment. 2. The performances of the students on ‘English confidence scale’ from both groups indicated no significant differences, but the average scores of experimental group were higher than those of control group. 3. According to the interviews with all the students, it was found that both high-achieving and low-achieving students showed positive feedbacks (attitude) towards learning English vocabulary through e-storybooks. It also proved the possibility of improving both students’ motives on learning English and students’ attitudes towards learning English through e-storybooks and cooperative learning. In conclusion, these results on the research would hopefully be provided as directions and references to the teachers and further researches.