Дисертації з теми "Comprehension difficulties"
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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
Повний текст джерелаSyftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
Boustead, Therese Mary. "Undergraduate difficulties: algebraic skills and mathematical comprehension." Thesis, University of Canterbury. Mathematics and Statistics, 1999. http://hdl.handle.net/10092/5639.
Повний текст джерелаCain, Kate. "An investigation into comprehension difficulties in young children." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240660.
Повний текст джерелаStothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.
Повний текст джерелаKingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.
Повний текст джерелаSylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.
Повний текст джерелаKingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.
Повний текст джерелаKingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.
Повний текст джерелаKerbel, Debra. "A study of idiom comprehension in children with semantic-pragmatic difficulties." Thesis, De Montfort University, 1996. http://hdl.handle.net/2086/4907.
Повний текст джерелаGoldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.
Повний текст джерелаBayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.
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difficulties frequently originated from discourse competence, followed by sociolinguistic, strategic and linguistic competences, respectively.
Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.
Повний текст джерелаRask, Inga-Britt. ""Det räcker inte med läsförståelseböcker och tyst läsning" : En studie om lärares erfarenheter och uppfattningar gällande läsförståelsesvårigheter." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75248.
Повний текст джерелаLarsson, Samuel, and Felix Marklund. "Generella hörförståelsetest i videoformat." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159733.
Повний текст джерелаZhou, Ying. "IELTS Preparation Courses in China : the Reading Comprehension Task." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8277.
Повний текст джерелаStokes, Gary E. "The impact of a social-cognitive teaching strategy on students with learning difficulties." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64188/1/Gary_Stokes_Thesis.pdf.
Повний текст джерелаByrne, Melanie B. S. "Increasing Engagement and Academic Performance of Children with Autism SpectrumDisorder and Attention Difficulties: Do Fidget Spinners Help?" Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7755.
Повний текст джерелаWelch, Emily C. "Functionally illiterate adults resolve reading difficulties presented by lexically ambiguous words : an investigation of the ability of the lexical quality hypothesis to describe differential reading skill /." Connect to online version, 2005. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2005/122.pdf.
Повний текст джерелаSridhar, Dheepa. "Effects of bibliotherapy+ on text comprehension, reading attitude, and self-concept in third and fourth grade students with attention difficulties /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004379.
Повний текст джерелаAlrashidi, Mousa. "Predictors of Arabic reading comprehension : the development and identification of measures for the assessment of literacy and literacy learning difficulties." Thesis, University of Surrey, 2010. http://epubs.surrey.ac.uk/843489/.
Повний текст джерелаLundberg, Fanny. "Hur utvecklar elever i avkodningssvårigheter läsförståelse? : En kvalitativ studie kring fem lärares undervisning i läsförståelse för elever i avkodningssvårigheter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53936.
Повний текст джерелаThe purpose of this study has been to investigate the perceptions of five teachers regarding their teaching of reading comprehension to students with decoding difficulties. The theoretical starting point of the study is based on the sociocultural theory, where the focus is that the students' acquisition of knowledge takes place within the framework of the zone of proximal development. A qualitative method has been used in the study. Through qualitative semi-structured interviews, material collection was carried out. The material was analysed using a phenomenographic approach. The results show that the main themes in teachers' working methods for developing reading comprehension for students in decoding difficulties are visual support, modelling reading comprehension strategies and to use text-talk to reflect and understand the meaning of a text.
Andersson, Jessica. "Textens inverkan på matematiska uppgifter : En undersökning om elevers textförståelse av matematikuppgifter i årskurs 5." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31116.
Повний текст джерелаSyftet med denna undersökning är att visa vilken betydelse uppgiftstexter har för elever i årskurs 5 när de ska lösa matematiska problem. Eleverna i klassen fick göra två matematiska test; en med uppgifter formulerade i text och en med uppgifter presenterade med endast siffror och matematiska tecken. Tidigare forskning, gjord på elever som läser matematik på sitt andraspråk (Bernardo, 2002), visar att eleverna presterar bättre då endast siffror, och ingen text, finns med i provet. Resultatet i den här undersökningen visar en svag trend åt det hållet medan den starka tendensen var skillnaden i resultat mellan de två könen då flickor tenderade att prestera betydligt bättre än pojkarna oavsett om uppgifterna gavs i form av text eller som rena sifferövningar.
Wilkerson, Mark. "The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586184164119753.
Повний текст джерелаLevlin, Maria. "Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår : en undersökning av 44 elever i årskurs 2 till 3." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96279.
Повний текст джерелаEvery year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z < –0.83), word-decoding skills (z < –0.71) and/or spelling skills (z < –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p < .01) in Swedish, and with five of six tasks in Mathematics (p < .01 in four tasks and p < .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p < .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.
Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.
Повний текст джерелаThe primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
Lind, Tanja. "Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.
Повний текст джерелаStenlund, Karin. "Läsutveckling under mellan- och högstadiet : En longitudinell studie av läsfärdigheter hos elever med och utan lässvårigheter." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140452.
Повний текст джерелаTam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Повний текст джерелаValtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
Повний текст джерелаJohansson, Ellinor, and Julia Wallmann. "Läsförmågans faktorer och deras bidrag till läsning : En jämförelse mellan barn med olika nivå av läsförmåga, utifrån The Simple View of Reading." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14729.
Повний текст джерелаThe simple view of reading is a theory in which reading is divided into decoding and linguistic comprehension. The theory has been used to explain and to subgroup reading disabilities. Research has also investigated if additional factors are of relevance to reading. In the present study, decoding was divided into the factors orthographic decoding and phonological decoding, while comprehension was divided into word comprehension and grammatical comprehension. The purpose was to analyze these factors and their contribution to reading ability in children in fourth grade: one group with reading difficulties (n=36) and one group with typical reading ability (n=36). Results were analyzed using multiple regression and the two groups were compared. The contribution of non-verbal ability and general processing speed was also studied. The results showed differences between the groups. Decoding made the largest contribution to reading ability for the children with reading difficulties, while linguistic comprehension contributed the most for the children with typical reading ability. Differences were also found in how much the underlying factors contributed to decoding and linguistic comprehension, respectively. Non-verbal ability and general processing speed made small contributions, for both groups, to reading ability, decoding and linguistic comprehension, respectively. However, the two factors increased the explained variance in reading ability for the children with reading difficulties. In this group the two factors in The simple view of reading explained somewhat less of the variance in reading ability than for the children with typical reading ability. The study shows that decoding and comprehension are useful predictors of reading ability, and also indicates that The simple view of reading is less appropriate for children with reading difficulties.
The simple view of reading är en teori om läsning där läsförmåga delas in i vkodning och språkförståelse. Teorin har bland annat använts för att kartlägga lässvårigheter. Forskning har undersökt om ytterligare faktorer har betydelse för läsning. I föreliggande studie delades avkodning in i faktorerna ortografisk avkodning och fonologisk avkodning, medan språkförståelse delades in i ordförståelse och satsförståelse. Syftet var att undersöka faktorernas bidrag till läsförmåga hos barn i skolår fyra: en grupp med lässvårigheter (n=36) och en grupp med typisk läsförmåga (n=36). Testresultaten analyserades med multipel regressionsanalys och de båda grupperna jämfördes. Bidragen från icke-verbal förmåga och generell processhastighet studerades också. Resultaten visade att profilerna skilde sig åt mellan grupperna. För barnen med lässvårigheter gav avkodning störst bidrag till läsförmåga, medan språkförståelse var den mest bidragande faktorn för barnen med typisk läsförmåga. Skillnader fanns även i hur underliggande faktorer bidrog till avkodning respektive språkförståelse. Icke-verbal förmåga och generell processhastighet visade sig ge små bidrag till läsförmåga, avkodning respektive språkförståelse, för båda grupperna. När dessa två faktorer lades till framkom dock en relativt stor ökning av den förklarade variansen i läsförmåga hos barnen med lässvårigheter. Hos denna grupp var den förklarade variansen i läsförmåga av de två faktorerna i The simple view of reading något mindre än hos barnen med typisk läsförmåga. Sammantaget visar studien att avkodning och förståelse är användbara prediktorer till läsförmåga, samtidigt som resultaten antyder att The simple view of reading är mindre tillämpbar för barn med lässvårigheter.
Sandström, Eva-Lotta, and Sarah Stenlinden. ""Förstår du?" En studie av hur högstadieelever i läsförståelsesvårigheter och deras lärare upplever att extra anpassningar i undervisningen fungerar : "Do you understand?" - A study of how secondary students with reading comprehension difficulties and their teachers experience the work with additional adjustments in the classroom." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156215.
Повний текст джерелаYuxin, Cui. "Difficulties in the Implementation of the Chinese Government's Comprehensive Second- Child Public Policy." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21705.
Повний текст джерелаAs China's basic national policy, the one-child policy has been in place for over 30 years, and the population has been effectively controlled. However, with the development of society, the implementation of this policy gave rise to problems such as the decline in the fertility rate, the sharp decrease in the working age population and the worsening of population aging. Since implementing the second child policy in 2016, the number of births has increased by 1.3 million compared to 2015. However, since then, the policy's effect has not been obvious. The focus of this thesis was to analyze the factors that hinder the implementation of the second child policy in China. There was also an analysis of the implementation of the second child policy in the various provinces of China. For this analysis, official documents from the central government and provincial governments were collected and analyzed. The results show that the government only advocates increasing the fertility rate, but does not encourage it, and provincial governments have difficulties in implementing the second child policy due to local laws and regulations. As factors that hinder the implementation of the second child policy, personal factors (late marriage, career development, increased costs, cultural aspects and physical factors) and social factors (which include resources from public services, such as education and health care).
Como política nacional básica da China, a política de um filho foi implementada há mais de 30 anos, e a população tem sido efetivamente controlada. No entanto, com o desenvolvimento da sociedade, a implementação desta política originou problemas como o declínio da taxa de fecundidade, a acentuada diminuição da população em idade ativa e o agravamento do envelhecimento populacional. Desde a implementação da política do segundo filho em 2016, o número de nascimentos aumentou 1,3 milhão em relação a 2015. No entanto, desde então, o efeito da política não tem sido óbvio. O foco desta tese foi analisar os fatores que dificultam a implementação da política abrangente do segundo filho na China. Fez-se, também, a análise da implementação da política abrangente do segundo filho nas várias províncias da China. Para esta análise fez-se a recolha e análise de documentos oficiais do governo central e dos governos das províncias. Os resultados mostram que o governo só defende o aumento da taxa de fecundidade, mas não a incentiva e os governos das províncias têm dificuldades em implementar a política do segundo filho devido às leis e regulamentos locais. Como fatores que dificultam a implementação da política do segundo filho, foram identificados, fatores pessoais (casamento tardio, desenvolvimento da carreira, aumento dos custos) e fatores sociais (que incluem recursos dos serviços públicos, como a educação e assistência médica).
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Hofvander, Marie. "De viktiga proven : Elever i läs- och skrivsvårigheter berättar om sina erfarenheter av förberedelser, anpassningar och genomförande av nationella läsprov i svenska i årskurs 6." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37025.
Повний текст джерелаHow changes in policy, as more national tests and earlier grades, can be expressed in school settings are explored in this study. The aim is to examine how some students in reading and writing difficulties/dyslexia describe their experiences of doing national reading tests in Swedish in Grade 6. The empirical material has been collected through semi-structured interviews with four students in Grade 6, who recently have conducted the tests. The results have been analyzed from a policy enactment perspective and show that students describe the tests as very important, since they believe that the tests have a significant impact on their grades in Swedish. Students have been prepared for the tests in school by teaching of reading comprehension strategies, by practicing on old tests and by looking at assessment examples. Students have also prepared themselves for the test situation in different ways. They have different experiences regarding adjustments during the tests and the students who have had adjustments express positive feelings about them. The students experienced stress and anxiety in varying degrees, mostly before the tests. Separate perspectives of special education emerge in how schools deal with issues as preparation and adjustments of the national tests. How teachers and students interpret policy seems to be an important factor in students’ situations associated to the tests.
Haidar, Rouba. "Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire." Thesis, Mulhouse, 2015. http://www.theses.fr/2015MULH5951/document.
Повний текст джерелаOur first objective in this study, carried out with Year 2 pupils, was to identify the least well- mastered skills relating to the identification of words and the comprehension of a text using a grid of basic skills established by the Ministry of Education. The second objective was to create and test the effectiveness of a remedial program based on training in the process of learning to read in Year 2, and reading comprehension skills (anaphora and inference) adapted for six-year-old pupils with difficulties. The number of pupils taking part in the study was 61: 42 in the two trial groups and 19 in the control group. Our study showed that on the one hand, students the students in the two trial groups made better progress than the control group in 8 out of the 10 skills. On the other hand, progress made by pupils lasted over a period of time and the intervention program showed itself to be equally successful for girls as for boys
Bannani, Rouaissia Sabrina. "Pour une prise en charge des difficultés de la compréhension orale en FLE : cas des collégiens tunisiens issus des milieux défavorisés." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0466.
Повний текст джерелаThis research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand
Boganika, Luciane. "Le défi de l'éducation au Brésil et en France : Le processus de lecture des jeunes et des adultes en situation de réinsertion scolaire dans la perspective d'une reprise d'études." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL023/document.
Повний текст джерелаIn terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension
Pouille, Jeremy. "Perceptions de soi, anxiété et réussite scolaire : l'apprentissage du langage écrit." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH015/document.
Повний текст джерелаAlthough data are quite rare, French pupils seem particularly anxious in school (OCDE, 2014). A significant number of them also show important gaps in elementary abilities – such as written comprehension (OCDE, 2011) – that are yet crucial for any form of learning as much as for social and professional insertion. The present research emerges from both these observations. We interrogate the effect of anxiety on the variability of students’ acquisitions in reading. Numerous research have been lead on academic anxiety related to mathematics (e.g., Ashcraft & Moore, 2009) or evaluation context (e.g., Pekrun & Stephens, 2015). But none have considered the existence of specific anxieties related either to reading or to academic environment. We tackle this task by giving an account of the effects of these two specific academic anxieties on reading comprehension and reading fluency. To do so, we led two longitudinal studies involving several hundreds of 5th and 6th graders. In the first study, we used multilevel models and have shown that anxiety related to academic context has a quadratic relation with reading comprehension at the end of primary school. Moreover, we have shown that self-efficacy beliefs could partially mediate this effect. In the second study, the use of growth curve models underline that anxiety related to reading helps to predict, for the pupils followed up in 5th and 6th grade, the rhythm of progression of their fluency performances
Cavalli, Eddy. "La lecture de l’adulte dyslexique universitaire : dépistage, réorganisation cognitive et neuro-fonctionnelle." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3038.
Повний текст джерелаDyslexia is a neurodevelopmental reading disorder that affects 6 to 8% of the population. It is characterized by severe deficits in written word recognition, affecting both phonological and orthographic reading procedures. Research has systematically shown that these deficits persist into adulthood. Nevertheless, some dyslexic adults successfully study at university level, suggesting that they developed adaptive or compensatory reading strategies which allow them to achieve a level of reading comprehension that is similar to those of adult skilled readers. This thesis aimed to precise the dynamics of neurocognitive mechanisms involved in the compensatory reading strategies of university students with dyslexia. Overall, the results confirmed the hypothesis that successful compensation in university students with dyslexia is achieved through a spatiotemporal reorganization of the reading network, and suggests that this compensation is supported by the development and use of semantic skills in general, morphological skills in particular. These findings support the hypothesis of a cognitive and neuro-functional reorganization of reading skills in university students with dyslexia
Laurent, Mario. "Recherche et développement du Logiciel Intelligent de Cartographie Inversée, pour l’aide à la compréhension de texte par un public dyslexique." Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAL016/document.
Повний текст джерелаChildren with language impairment, such as dyslexia, are often faced with important difficulties when learning to read and during any subsequent reading tasks. These difficulties tend to compromise the understanding of the texts they must read during their time at school. This implies learning difficulties and may lead to academic failure. Over the past fifteen years, general tools developed in the field of Natural Language Processing have been transformed into specific tools for that help with and compensate for language impaired students' difficulties. At the same time, the use of concept maps or heuristic maps to encourage dyslexic children express their thoughts, or retain certain knowledge, has become popular. This thesis aims to identify and explore knowledge about the dyslexic public, how society takes care of them and what difficulties they face; the pedagogical possibilities opened up by the use of maps; and the opportunities created by automatic summarization and Information Retrieval fields. The aim of this doctoral research project was to create an innovative piece of software that automatically transforms a given text into a map. It was important that this piece of software facilitate reading comprehension while including functionalities that are adapted to dyslexic teenagers. The project involved carrying out an exploratory experiment on reading comprehension aid, thanks to heuristic maps, that make the identification of new research topics possible, and implementing an automatic mapping software prototype that is presented at the end of this thesis
Wu, Yu-Ming, and 吳有明. "Junior High School Low Achievers’English Reading Comprehension Difficulties in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/51098984984527888586.
Повний текст джерела國立臺灣科技大學
應用外語系
96
ABSTRACT The main purposes of this study are to identify reading comprehension difficulties encountered by junior high school low achievers in Taiwan, to investigate their reading strategies and their current reading situations, and to find the support they need. This investigation is focused on reading comprehension difficulties they encounter and reading strategies they use at the three stages—pre-reading, while-reading and post-reading. The participants of this study were 330 grade eight students and five English teachers from one junior high school in Taipei County. The five teachers and five of the 330 students were interviewed. The students were required to fill in the questionnaires designed by the researcher. Totally, 330 valid questionnaires were collected and used for data analysis. The interviews were audio-taped, transcribed and analyzed. The major findings of this study are summarized as follows: (1) The major difficulties encountered by the participants when reading English were: (a) they lacked the patience to deal with long texts, and were unable to comprehend the main point from a long sentence or text; (b) they felt that the complicated grammar hindered their understanding of the text; (c) they recognized that there were many unknown words for them in the text and thus their comprehension was limited; (d) they had no interest in the topics of the text; (e) they could not concentrate on reading; and (f) they seldom employed effective reading strategies to overcome their reading difficulties. (2) The current English learning situation of the participants were: (a) most of them never read English at home, and then the others spent less than 30 minutes reading English at home; (b) they did not developed good reading habits; (c) they started to experience English reading difficulties from grade seven; grade four or even earlier; and (d) they seldom got help from their family to solve their reading problems. (3) The majority of low achievers still looked forward to the reading strategy instruction from their teachers. Based on the main findings above, some suggestions are provided.
Tsay, Yi-yu, and 蔡怡玉. "Effects of a CAI Program on the Reading Comprehension of Elementary School Students with Reading Comprehension Difficulties." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/42781363609580503308.
Повний текст джерела國立臺南大學
特殊教育學系碩士班
94
The purpose of this study was to explore effects of using a computer-assisted instruction (CAI) program on the reading comprehension of elementary school students with reading comprehension difficulties. A multiple probe design across participants was employed. Three second grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Materials”, “Reading Comprehension Test” and “opinion interview lists” . Results of this research had revealed that CAI program could increase and maintain subjects’ reading comprehension ability. Opinion interview lists indicated that subjects and the teacher confirmed that CAI program could improve reading comprehension ability.
Hsiung, Wen-long, and 熊文龍. "An Analysis on Listening Comprehension Difficulties in Junior High School Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/86837794172963072754.
Повний текст джерела國立高雄師範大學
英語學系
90
The purpose of the present study is to investigate students' listening comprehension difficulties. To achieve this goal, a listening comprehension test was arranged into 40 questions and designed to measure Bloom’s six levels of cognitive processing. Together with students’ responses to the questionnaire, the study probed: (1)the significant factors, as determined by the questionnaire, that affect the listening comprehension performance; (2)the effect of the six levels of cognitive processing on the listening comprehension test; (3)the effect of six levels of cognitive objectives on different levels of language proficiency students; and (4)the correlation between the six educational objectives and the performance on the listening comprehension test. The major findings of the present study are summarized as follows: (1)Better listening comprehension test (LCT) performance is closely connected with four characteristics. They are that the subjects have studied English for over five years, they do not feel so nervous or so much lack of confidence on the test; they have a good memory, and they support the idea of incorporating the LCT into the future high school entrance exam. (2)Correct responses on Section Five in fact showed accumulative attainment of educational objectives. Subjects with more items answered correctly on Section Five will demonstrate better LCT performance. (3)Difference in proficiency was a factor that significantly affected the top level of cognitive processing. High proficiency level (HPL) subjects performed better than their low proficiency level (LPL) counterparts on Section Five, which measured the higher order of cognitive processing. In other words, different cognitive domains pose different levels of difficulties to subjects, so they require different competence in order to achieve educational goals. (4)The correlations among the LCT performance and the performance on the five sections showed that they were statistically significant. That means, if one does well on one section, s/he will do well on the others, and will do well in one’s LCT performance.
Ho, Chia-Wen, and 何嘉雯. "The Effectiveness of Reciprocal Teaching on Students with Reading Comprehension Difficulties." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/70804054766903810024.
Повний текст джерела國立臺南大學
特殊教育學系碩士班
91
The purpose in this study was to examine the effectiveness of reciprocal teaching on students with reading comprehension difficulties. The multiple baseline across-groups design of single-subject research was used in this study. Three fourth grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Test”、“Chinese Reading Comprehension Test”、opinion interview list and four strategies(clarifying、questioning、summarizing、predicting) were also recorded by video during the proceeding of reciprocal teaching and analyzed. Result indicated that: 1. Reciprocal teaching could improve and maintained subjects’ reading comprehension ability. 2. Subjects had showen progress in types of “textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 3. There were improvements on subjects’ reading comprehension ability showen in “Chinese Reading Comprehension Test”. 4. Among the four reading comprehension strategies, subjects tended to use summarizing、clarifying and questioning more often than predicting. 5. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension ability.
Lewis, Jessica M. "Cognitive contributors to reading difficulties in autism spectrum disorder: a systematic review." Thesis, 2020. http://hdl.handle.net/1828/12537.
Повний текст джерелаGraduate
Shaw, Whitney Nicole. "Listening comprehension difficulties in children with co-occurring language impairment and ADHD." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3122.
Повний текст джерелаtext
顏藹珠. "An assessment of listening comprehension difficulties encountered by Chinese college English majors." Thesis, 1987. http://ndltd.ncl.edu.tw/handle/62596926122040356219.
Повний текст джерелаWu, Shu-Chuan, and 吳淑娟. "The Study of Vocabulary Competence of Elementary Students with Reading Comprehension Difficulties." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/18237355412636737561.
Повний текст джерела國立臺灣師範大學
特殊教育研究所
89
The main purpose of this study was to examine the relationship of vocabulary, word recognition, and reading comprehension of elementary students with reading comprehension difficulties (RCD in short). The spoken and the written vocabulary competence of RCD were also investigated. Thirty-one fifth graders with RCD were selected with one standard below average in Screening Test for Reading Comprehension Difficulties and normal score of nonverbal IQ. They were measured the Story-telling Test, Vocabulary Test, Synonyms Test, Antonym Test, Polysemy Test, and Chinese Graded Word Recognition Test. The three major findings were concluded as follows: 1.The spoken vocabulary was not related to the written vocabulary, word recognition, and reading comprehension, but the significant correlations were found between the written vocabulary and word recognition. Both expressive and comprehensive written vocabularies were significantly related to reading comprehension. However, the relation of word recognition and reading comprehension was found to be contributed by the written vocabulary. 2.The numbers of vocabulary per sentence of RCD were significantly smaller than the general students. They produced more words in the situation of telling story with pictures than telling story spontaneously. And RCD fell behind with eleven years old students in the development of verbal syntax. Noun and verb were found to be two most frequent used in spoken vocabularies of RCD. The two least frequent were interjection and onomatopoeia. 3.The pronunciation of vocabulary of RCD was found at 98% accuracy. However, they were frequently self-corrected during test. Pronoun and noun were the first two highest frequent used in expressively written vocabulary. The least frequent were verb and preposition. In the Synonyms, Antonym, and Polysemy Tests, no difference between RCD and the general students were found. Nevertheless, the scores of reading disabilities in the Synonyms Test and Polysemy Test were significantly lower the general students. According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementation were made.
Wang, Hsin-i., and 王心怡. "The effect of a Story Grammar Instruction on Students with Reading Comprehension Difficulties." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54129539067010203372.
Повний текст джерела國立臺南大學
特殊教育學系教學碩士班
94
The purpose in this study was to explore effects of using a story grammar instruction on the reading comprehension of elementary school students with reading comprehension difficulties. A multiple probe design across participants was employed.Three second grade students with reading comprehension difficulties were chosen as research subjects.Tools adopted by this study were “ Reading Comprehension Test”、”Chinese Reading Comprehension Test”、opinion interview list of the students and teachers. Result indicated that: 1、Story grammar instruction could improve subjects’reading comprehension ability. 2、Story grammar instruction could maintained subjects’reading comprehension ability. 3、Subjects had showen progress in types of”textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 4、There were improvements on subjects’reading comprehension ability showen in” Chinese Reading Comprehension Test”. 5、Subjects and teachers confirmed that story grammar instruction could improve reading comprehension ability. Key word: story grammar instruction, reading comprehension difficulties.
Chen, Yu-shuang, and 陳玉霜. "A Study of Analysis of Cognitive Components of Chinese Reading Comprehension Item Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67639009686327110251.
Повний текст джерела國立臺南大學
教育學系測驗統計碩士班
101
The purpose of this study is to analyze the factors of Chinese reading comprehension assessment item difficulties, and exploring the applicability of the cognitive components encoding framework proposed in the study. The data of this study is collected from certain academic achievement assessment; including Chinese reading assessment of grade 5, grade 6, and grade 7.There are total 34 articles including 107 items analyzed. To integrate the related reference, the researcher proposed a cognitive component encoding framework which could explain the item difficulties of Chinese reading comprehension assessment. The researcher also investigates the explained variation of using the factors to predict the item difficulty parameter under this framework. The researcher proposed 8 variables, respectively 2 text-level variables and 6 item-level variables. The 2 text-level variables are “text genres” and “abstractness”, and the 6 item-level variables are “stem”, “degree of inference”, “the presentation of related information”, “ ratio of infrequent words”, ”plausible distracters”, and “item type”. The researcher employs the 8 variables to predict the Rash parameters, and analyzes the data with Hierarchical Linear Modeling (HLM). The results suggests that text-level variables share 14.05% explained variance of Chinese reading comprehension assessment item difficulties, and item-level variables share 64.71% explained variance of the same assessment difficulties. To further explore whether there is interaction between text-level variables and item-level variables. The finding is that there is interaction between “narrative passages” and “the presentation of related information”; there is also interaction between “expository passages” and “the presentation of related information”. Therefore the explained variance (variation) are respectively 62.75% and 58.8%. The overall finding shows that the cognitive components encoding framework proposed by the researcher can explain the item difficulty of Chinese reading comprehension assessment effectively. The finding also shows that item-level variables represent more explained variance than text-level variables. Through the analysis of cognitive components, the researcher expects the research results can provide reference of teaching improvement and construct related assessment.
Su-ching, Hsu, and 許素卿. "READING COMPREHENSION DIFFICULTIES AND READING STRATEGIES OF JUNIOR HIGH SCHOOL EFL STUDENTS IN TAIWAN." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54517895298556846163.
Повний текст джерела國立高雄師範大學
英語學系
92
The main purposes of this study are to identify reading comprehension difficulties encountered by junior high school students in Taiwan, to investigate their reading strategies and to compare the differences between good and poor readers. This investigation is focused on reading comprehension difficulties they encounter and reading strategies they use at the three stages — pre-reading, while-reading and post-reading. The subjects of this study were 315 ninth-year students from Ma Dou Junior High School in Tainan County. They were classified into three groups — HPG, IPG and LPG — according to the scores they obtained on three English simulated examinations in school. They were required to fill in the questionnaires designed by the researcher. Totally, 315 valid questionnaires were collected and used for data analysis. The major findings of this study are summarized as follows: (1)The major difficulties encountered by the subjects when they read English texts were a lack of vocabulary and grammatical knowledge, and inability to employ effective reading strategies. (2)The frequencies of the difficulties that the HPG subjects encountered were lower than the LPG subjects. Though the major difficulties encountered by both the LPG and the HPG subjects were similar, more LPG subjects had difficulties in other difficulties, such as a lack of sufficient background knowledge, inability to integrate what they have learned into the text, and limited interest in the text. Besides, they also had serious attention problems. (3)The subjects appeared to pay much attention to the meanings of words when they read English texts. The most frequent strategy used by the subjects in the three stages of reading was the use of Chinese translation. Therefore, it was found that they applied their native language to process the target language and they seldom made use of the contextual clues to guess or construct the meanings of the text. (4)Compared with the LPG subjects, more HPG subjects employed reading strategies during the three stages of reading. Their differences in the frequencies of strategy use achieved the significance level (p < .05). Moreover, the HPG subjects tended to implement comprehension monitoring and problem identification as they use post-reading strategies more often than the LPG subjects. Besides, the LPG subjects tended to do nothing at the three stages of reading. Based on the main findings of this study, some suggestions are provided. (1)JHS English teachers should put more emphasis on the teaching of reading comprehension and offer students with systematical and sequential training in reading comprehension, such as enhancing vocabulary development, providing more English materials to read extensively and intensively, instructing the use of reading strategies, and doing more English comprehension practices. (2)Teachers should provide students, especially those who cannot use reading strategies effectively, with practical guidance in how to get reading comprehension effectively from English reading programs at school. Then they may be able to read independently at home. (3)English teachers should provide various types of reading comprehension practices and associated reading materials to help students extend their interest in reading comprehension.