Rozprawy doktorskie: „Teaching reading”

1

Manasse, Eunice. "Teaching reading in multilingual classes". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.

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This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learnersâ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.

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Wisch, Stephen H. "Teaching Literary Criticism Through Independent Reading". Ohio Dominican University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1556705309193909.

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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.

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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.

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Mellen, Brad. "Teaching reading in China : phonics versus whole word /". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.

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Wisaijorn, Patareeya, i n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.

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Wong, Ip Sook-kuen. "A comparison of two approaches to teaching speed reading". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627711.

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Magntorn, Ola. "Reading Nature : Developing ecological literacy through teaching". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.

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In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-ofdoors. The data in the study is based on the following student groups; student teachers, primary students in year 3-4 and secondary students in year 7-8. A group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education. The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems and the relevance of reading nature as a goal in science education is also studied. Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and the main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature. Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.
The articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.

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8

Gold, Anna. "Teaching reading to a multicultural student base". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.

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9

Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.

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10

Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.

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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.

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Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.

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Rooks, James K. "Teaching teachers to teach reading, a self-study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/NQ35416.pdf.

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Coles, Karin. "Dwelling with the gift, teaching and responsive reading". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49560.pdf.

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Lau, Wing-yee, i 劉詠兒. "The explicit teaching of reading strategies: students' perceptions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963031.

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Minardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading". UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.

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The purpose of this project was to develop a thematic unit of children's literature that combines skills-based and meaning-based reading instruction. The curriculum guide was designed for use with third and fourth graders. Lessons concentrated on relating each story to previously read stories through guided questioning. Emphasis was placed on critical reading and thinking skills, as well as the integrating of reading, writing, listening, and speaking. The curriculum was reviewed by seven third and fourth grade inservice teachers from two schools. Both quantitative and qualitative data were collected using a researcher-designed questionnaire. Results indicated that the teachers surveyed found the curriculum guide to be successful in combining children's literature into a thematic unit and that such a unit is an effective means of teaching reading. Also, the researcher concluded that the curriculum would be useful for teachers desiring to move toward a more holistic instructional approach. In addition, it was found that the curriculum effectively encouraged learner involvement and fostered higher-level thinking skills. Furthermore, the researcher concluded that the curriculum effectively integrated the four language art components in meaning-centered reading experiences which, in turn, enabled children to read, write, listen, and speak more often and at a higher level.

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Lau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.

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Borgia, Laurel, Carol Owles, Kylee Merendino i Edward J. Dwyer. "Terrific Teaching Tips: Affective Reading Empowers Student Response". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3369.

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As educators, we are faced with the challenge of creating an effective classroom environment that stimulates creativity and fosters student learning through effective instruction. To assist teachers in meeting this challenge, this column provides information about current resources, programs, techniques, and strategies that teachers are using in their classrooms. By sharing these ideas, it is IRCJs hope to foster teacher growth and energize teacher performance.

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Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.

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Nguyen, Luz Elena. "The use of reciprocal teaching as a mediational tool to enhance reading comprehension". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3278.

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The purpose of this project was to study how Reciprocal Teaching can best serve students in a third grade classroom for reading comprehension. A curriculum was developed to help the classroom teacher find a better way to teach reading comprehension using four important reading strategies: predicting, summarzing, clarifying and questioning. Several mediated tools were developed to enhance reading comprehension with clear explanations on how to implement Reciprocal Teaching with the current curriculum and California Standards on comprehension.

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Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches". View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

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Smith, Mahlon A. "A study of the teaching methods of comprehension through isolation and context". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/325.

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Ng, Mei-ha Helen. "The reciprocal teaching approach : a case study reflecting on readers' needs in developing reading comprehension ability and insights into teaching methods /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161008.

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Tallowitz, Ulrike. "Reading foreign language websites : a qualitative investigation of students' reading strategies in German". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1525.

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In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process.

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Sines, Deborah. "A holistic approach to teaching literature in kindergarten". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.

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Vandever, Michelle Elaina. "Teaching literacy through guided reading, running records, and miscue analysis". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:166.

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Galbally, Jaclyn Ford. "The relationship of literacy teaching efficacy beliefs and literacy pedagogical content knowledge during student teaching". Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623158.

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Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching.

Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching.

To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.

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Pérez, Ana María. "Teaching literacy to first grade bilingual students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

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Sarasti, Israel A. Laney James Duke. "The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.

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

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Abstract:

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

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

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Janzen, Melanie Dianne. "Teaching subjects : reading the phantasies and interruptions of becoming". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33786.

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Over the course of six months, a small group of teachers engaged in literary response groups to consider understandings of teacher identity and its relationship to curriculum as provoked by three novels. The theoretical underpinnings of this project have been heavily influenced and guided by the poststructural theoretical work of Judith Butler and Michel Foucault; the critical education theorizing of Deborah Britzman, Bronwyn Davies, Elizabeth Ellsworth; and the methodological messing of Patti Lather and Elizabeth St. Pierre. The project engages in the theorizing of being and becoming teacher and considers the complexities that constitute teacher identity and the interplay of teacher identity with curriculum. The specific questions of this inquiry include: In what ways do teachers understand the identity of “teacher” and what discourses are at work to construct not only the teacher, but the teacher’s understanding of teacher identity? Are there moments or discourses that interrupt the norms that influence teacher identity? What occurs within moments of tension and difficulty that might contribute to understanding teacher becoming, teacher relationship with curriculum, and teacher responsibility in education? The analysis engages in a consideration of the pressures of the discursive forces of subjection that play upon the subject, theorizing a phantasy of teacher identity. The phantasy of identity, an inner discourse of being, is helpful in understanding the psychical influences of the normative discourses on the subject and accounts for, in part, the desires, memories, and repressions of the teaching subject. The phantasy of identity, acts as a transitional object, a third space in which the desire of the phantasy becomes conscious, accounting for the excess of desire within the subjective forces. Moments of interruptions, in which teachers question their understandings of teacher identity, are critical places in the theorizing of teacher becoming. These moments are theorized as aporias, irreconcilable tensions, that are the brief opportunities in which the subject is offered a momentary glimpse in which to consider the resonances of the phantasy of identity, and the responsibility to the other.

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Wong, Ip Sook-kuen, i 黃葉淑娟. "A comparison of two approaches to teaching speed reading". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627711.

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Piyanukool, Surachai. "Effects of Teaching Reading Through Discussion of Text Structures". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3035/.

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The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.

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Duggal, Nitu. "Investigation of effectiveness of approaches to teaching reading comprehension". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610648.

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Altalhab, Sultan. "Teaching and learning vocabulary through reading at Saudi universities". Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24930.

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Vocabulary is a vital part of learning a new language. The more learners learn new vocabulary, the more likely they are to be able to use the new language effectively. In an EFL context, where opportunities for practising English in daily life may be more limited, one of the main sources of new vocabulary is reading of English texts. Several studies have reported the challenges that Saudi students encounter in learning English. However, all of these studies looked at schools as the context for investigation and focused on teaching and learning English in general. The present research investigates the teaching and learning of vocabulary through reading at Saudi universities. It examines three main issues. First, it looks at the vocabulary teaching techniques employed by teachers teaching English in Saudi universities. Second, it examines the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading. Third, it explores both teachers' and students' attitudes towards learning vocabulary through reading. While investigating these issues, the thesis identifies specific issues in teaching and learning vocabulary through reading at Saudi universities, in order to conclude with suggestions and recommendations for EFL teaching practices and language policy. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted in order to explore the relationship between the vocabulary introduced by the textbooks and the techniques and strategies employed in the classroom by teachers and students. The findings revealed that the teachers were "textbook-centralised" with a high dependence on the prescribed textbooks although they also showed autonomy in their use of vocabulary teaching techniques and ways in which they made use of the textbooks. They employed diverse vocabulary teaching techniques, but the predominant techniques were: using synonyms, defining new words in English and using Arabic. The students used a range of VLSs and employed the strategies that they thought were "fast" and "easy" to use. They tended to avoid complex strategies. The VLSs that the participants thought they commonly used were also the ones believed to be most useful. Students identified specific benefits of using certain VLSs and they showed autonomy in employing the strategies that they most valued. These benefits were mainly in relation to providing them with accurate and diverse information on new words and helping their retention. The participants felt skilful in using most of the VLSs used in their classes and they made a link between the strategies that they used most often and their level of competence in employing these strategies. All the teachers involved in the study perceived reading as a useful strategy in learning vocabulary and most of the students shared this view. Both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The thesis concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the textbook, participants' beliefs and attitudes, learners' interests, cultural values and learners' level of competence in English.

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Jackson, Joanne Audrey. "Teaching and Improving Early to Intermediate Stage Sight-Reading". Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24286.

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This study aims to investigate the ways in which significant improvement in sight-reading outcomes can be achieved in beginner to intermediate piano students, and the roles of technology, siblings and parents in providing motivation, engagement and enjoyment. Given that the literature has emphasised the importance of developing sight-reading skills at an early age, the study documented early to intermediate stage piano students. In a mixed methods study, nine piano students ranging in age from 5 to 11 years of age used a recently developed online sight-reading platform, Standard Assessment of Sight Reading (SASR), to measure, practice and improve upon their sight-reading skill. SASR provided a large amount of graded sight-reading material, feedback to participants and objective data from which sight-reading improvement could be measured. Combining this data with participant questionnaires, observation, field notes, audio recordings and a reflective journal, a significant amount of data was provided over the 12-month study, to not only measure sight-reading improvement but to provide information around the roles of technology, siblings and parents in providing motivation, engagement and enjoyment. This study found that SASR is, for some young piano students, an effective way of applying the principles of deliberate practice to sight-reading in the early to intermediate stages of learning. Participants used SASR as a compliment to individualised traditional instruction, with all participants improving their sight-reading abilities to some degree, with most reporting increased levels of motivation, engagement and enjoyment, and all participants achieving increased rates of progress in their lessons.

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37

Kane, Mohamadou Bachir. "The Teaching of Reading in the Senegalese EFL Context". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2113.

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This study focuses on English instruction in Senegal, where English is taught as a foreign language (EFL) in middle schools and high schools. It investigates the reading comprehension strategies and tools used by Senegalese EFL instructors to meet national English education standards. It also compares them to best practices for teaching EFL reading comprehension. 54 Senegalese teachers completed a survey asking questions about their reading classes, their approaches to teaching reading comprehension, and their teacher training and professional development. The findings revealed that the surveyed teachers had strong educational backgrounds and were aware of basic reading comprehension concepts and strategies. However, some of the reading strategies widely recognized as most beneficial for EFL instruction are not widely used or widely known in Senegal because teachers are not well trained with them. Observations are made about the overall patterns of teacher strengths and weaknesses, and recommendations are given to the Senegalese government, teachers, and education officials about reading comprehension in EFL instruction. The study contributes to existing literature by shedding light on some of the aspects that make L1 reading different from L2 reading, reviewing the problems facing Senegalese EFL education, and depicting the prevailing instructional environment in this context. It also traces important educational changes that have impacted the country, from budget pressures to the recruitment of contract teachers and large classes.

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38

Ferreira, Sonia Maria Gomes. "Mapping passive x active reading tasks in esap teaching". Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/86007.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduaçãoe em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-21T02:23:41Z (GMT). No. of bitstreams: 1 193974.pdf: 1398356 bytes, checksum: 434bf850dfa1afe48ece01ce5d077ae0 (MD5)
Esta pesquisa fez um mapeamento de tipos de atividades de leitura em livros de Inglês Instrumental utilizados na UFSC; realizou uma investigação correlata em salas de aula; observou a ressonância que tipos diferentes de atividades de leitura podem exercer na motivação, e reflexão crítica dos alunos. O primeiro estudo sondou a predominância de tipos de atividades em 6 livros de Inglês Instrumental; o segundo pesquisou as tarefas dominantes nas aulas de 4 professores; o terceiro investigou a reação de alunos de 3 turmas, perante dois blocos de tipos diferentes de atividades. As observações, transcrições das aulas, e questionários, foram os instrumentos utilizados para análise dos dados. O arcabouço teórico de Davies (1995), de atividades 'passivas' e 'ativas', deu respaldo aos estudos. Os resultados atestam a predominância de atividades 'ativas' nos livros analisados e nas aulas de 3 dos 4 professores observados. Constatou-se também mais motivação, e mais evidências de leitura crítica, durante o uso de tarefas 'ativas'. Tópicos como, instrução baseada no uso de tarefas, demanda cognitiva de diferentes tipos de atividades, diferenças individuais de estilo de ensino/aprendizagem, pensamento crítico, e independência do aprendiz, serviram como aparato teórico para a pesquisa. Outras descobertas importantes foram: que a delimitação entre o que Davies (1995) coloca como atividade 'passiva' ou 'ativa' parece não ser clara, não proporcionando flexibilidade para a variação de demanda cognitiva imposta por cada tipo de tarefa; a maneira de condução das atividades também parece ser mais crucial do que supunha a premissa inicial.

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39

Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

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40

Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.

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41

Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.

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The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.

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42

Ming, Wing-chuen, i 明永泉. "Effectiveness of teaching expository text structure reading strategy in developing F.6 students' reading comprehensionability". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368556.

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本研究旨在探討教授學生說明文結構閱讀策略，能否提升預科學生閱讀理解的能力。參與本研究共26名中六文科女學生。本研究採用前實驗設計的單組前測----後測設計，學生在前測和後測之間接受「說明文結構閱讀策略」教學，教學內容包括認識六種說明文結構模式、各種結構模式的標示語及結構圖。本研究對學生進行兩次訪談，了解學生在進行閱讀評估時所運用的策略及遇到的問題，並了解學生對運用說明文結構閱讀策略的看法。研究結果顯示：教授學生說明文結構閱讀策略，能提升預科學生閱讀理解的能力。學生學習「說明文結構閱讀策略」，對提升「概括文意」的閱讀理解的能力成效最為顯著，對提升「根據文意理解詞義」的閱讀能力亦有顯著成效，對提升「擷取重要信息」及「綜合資料分析推斷」的閱讀能力的成效則未見顯著。就提升不同閱讀能力程度的學生的閱讀理解能力方面，教授「說明文結構閱讀策略」對中等程度和程度較低的學生的成效顯著。另從訪談得知，學生普遍覺得高考中國語文及文化科閱讀理解試卷十分困難。跨篇章設問的考核形式，亦會增加試題的難度。學生大都認為學習「說明文結構閱讀策略」，對閱讀說明文有很大幫助。根據本研究的發現，研究者提出一些教學建議：(1)學習材料宜由淺入深，讓學生更容易掌握各種說明文結構模式；(2)每一次只宜教授一種結構模式，以免學生感到混亂；(3)指導學生學習時，可以運用不同的教學策略，如讀寫結合。 This research investigates the effectiveness of teaching expository text structure reading strategy in developing S6 students’ reading ability. The 26 participants in this research are F6 female arts group students. This research adopts the one-group pretest-posttest design of the pre-experimental design. Students received training in expository text structure reading strategy training between two tests. The teaching content includes six expository text structures, signal words and graphic organizers. This research also interviewed the students two times to investigate what strategies they had used and their problems in the reading comprehension tests, and to investigate their opinion of using expository text structure reading strategy. According to the result, teaching expository text structure reading strategyimprovesS6 students’ reading ability. There is significant difference in the comprehension ability of summary, there is significant difference in the comprehension ability of decoding meaning of words according to the text content, too. But there are no significant difference in the comprehension ability of retrieving information and synthesis of information, analyse and infer. In the developing the reading ability of students of different level of reading ability, teaching expository text structure reading strategy has significant effects to the students of mid-level and low level reading ability. According to the interviews, students complain that the CLC reading comprehension question paper is very difficult, especially the cross text questions. Students agreed that learning expository text structure reading strategy is helpful in reading expository text. Form the findings in this research, researcher suggests: 1. learning material should be arrange from easy to difficult, so the students will learn the expository text structure easily. 2. Teach expository text structures one by one, to avoid the students from misunderstanding. 3. Using different teaching strategies, for example, read and write.
published_or_final_version
Education
Master
Master of Education

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43

Curry, Shara B. "A multi-case examination of preservice teachers' perceptions of reading and the teaching of reading". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027094.

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The purpose of this multi-case investigation was to identify the perceptions of preservice teachers about reading and reading instruction as they began reading methods courses and to determine any changes in these perceptions that occurred during the undergraduate teacher education program. The goal of this research was to accumulate classroom and field-based data that would help to build a better understanding of why preservice teachers believe the way they do, what types of experiences are needed in the undergraduate reading programs to impact change, and how and when changes manifest themselves. The research concentrated on preservice teachers participating in two required reading methods courses and their student teaching placements. The influence of their background in learning to read, the methods courses, the cooperating teachers, and the professor on the perceptions of preservice teachers were investigated. Three groups of individuals provided information for this study:14 student participants, 17 teacher participants, and 3 key informants. The data collection process was divided into two phases based on the college curriculum schedule. The participant pool was narrowed at the end of the first phase, with 3 key informants chosen to allow for a more in-depth examination of the accumulating data. Several data sources contributed to this study. These included artifacts, such as reflective forms and lesson plans, the score resultsfrom DeFord's Theoretical Orientation to Reading Profile, field notes from observations, and transcripts of interviews. Findings from the data provided evidence that perspectives do guide the practices of preservice teachers and that these perspectives are open to change. The perspectives of the preservice teachers were affected by the Developmental Reading course and the cooperating teachers. As the preservice teachers were encouraged to reflect about previously held beliefs and the new information they were acquiring from courses and field experiences, they formed their own perspectives. Implications for the educational community were inferred and recommendations made for future research.
Department of Elementary Education

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44

Rupp, Ellen A. "Implementing Team Teaching In a Title 1 Program". Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638415.

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45

Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?

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46

Diehl, Holly L. "The effects of the reciprocal teaching framework on strategy acquisition of fourth-grade struggling readers". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3840.

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Thesis (Ed. D.)--West Virginia University, 2005
Title from document title page. Document formatted into pages; contains vi, 177 p. : ill. Includes abstract. Includes bibliographical references (p. 153-162).

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47

Davis, Melanie D. "Pre-reading strategies for content area reading instruction: social studies". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/400.

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48

Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools". Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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50

Black, Anne-Marie L., i res cand@acu edu au. "Attitudes to Reading: An Investigation Across the Primary Years". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp136.17052007.

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Students’ attitudes to reading and the texts they choose to read impact on literacy achievement and willingness to engage with literacy-related activities in the primary years of schooling. This study was conducted in an urban Catholic school in Queensland in Years 1 to 7. Students’ developing attitudes to reading and the perceptions of these attitudes held by their teachers were examined. An adapted version of the Elementary Reading Attitude Survey (McKenna & Kear, 1990) and Teacher Checklist (Young, 2003) was utilized. Results from the study indicate older students’ attitudes towards recreational reading (in primary school) are not significantly different to younger students’ attitudes. Female students however, show more positive attitudes to recreational reading than male students. Older students’ attitudes towards academic reading are more negative overall and female students showed significantly more positive attitudes than their male peers. Students’ choice of texts varied across the year levels with the most preferred reading materials being chapter books, children’s magazines and comics. Teachers’ perceptions of students’ enjoyment of reading in class correlated significantly with students’ own perceived level of reading achievement. Teachers perceive that as students’ level of reading enjoyment increases, their level of academic reading achievement also increases. Five recommendations are made from the findings of this study. First, recreational reading engagement needs to be publicly promoted and positively celebrated within the school community. It was found that for students to be motivated and see the value of engaging in reading they must be immersed in a school classroom environment that offers a range of recreational activities and opportunities. Second, a structured approach to literacy sessions (literacy block) needs to be established and implemented with students across all primary year levels. This enables students to be scaffolded in their literacy learning and so develop positive attitudes towards themselves as academic readers. Third, it is recommended that guided reading occur as a key instructional approach to the teaching of reading across all primary year levels. This may serve to increase students’ motivation and interest in reading a range of text types and may provide a source of information for the teacher in relation to students’ engagement with reading. Fourth, a range of text types need to be purchased and made available for students to read independently and for teachers to use in class shared reading activities across all primary year levels. Students should be exposed to various text types throughout their primary years of schooling. Finally, the teaching of reading needs to be ‘data-driven’ rather than based on teachers’ perceptions of students’ reading needs. Periodic assessments of students’ reading achievement should occur to provide these data for teachers. The recommendations from this study align with priorities and recommendations included in current Commonwealth and State documents. Directions for future research also are suggested especially for qualitative data collection. This methodology, if included, would glean more in-depth data concerning students’ attitudes to reading and the perceptions held by their teachers. Investigating students’ attitude towards and use of digital literacies also would provide a greater understanding of primary-age students’ attitudes towards reading in the 21st century.

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