Relevant bibliographies by topics / Didactic knowledge of reading / Dissertations / Theses
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Dissertations / Theses on the topic 'Didactic knowledge of reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Nigutova, Svatava. "Knowledge Construction in Multicultural Reading Projects." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27126.

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This paper researches the theoretical background needed for the implementation of literary texts with multicultural themes for use in EFL courses in Sweden and it offers several concrete didactical solutions for multicultural reading. The theory of multicultural education by J. A. Banks is presented with focus on the dimension of knowledge construction. The processes that are examined are the learning processes in the zone of proximal development by Vygotsky (1986), the concept of scaffolding by Woods, Bruner & Ross (1976) and the process of perspective-taking by Thein & Sloan (2013).
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2

Benjamin, Ramil. "Lärares praktiska arbete med utveckling av elevers läsförståelse : En kvalitativ studie om betydelsen av sociokulturellt betingade förkunskaper och erfarenheter i relation till elevers läsförståelse i årskurs 4–6." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46189.

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Introduction and aim: Culturally and socially conditioned prior knowledge of text content can constitute a significant factor for teaching reading comprehension. This relationship is made visible and has gotten more consideration in education. Therefore, this essay has aimed to investigate how teachers in the subject of teaching Swedish perceive and draw attention to the importance of students 'socio-culturally conditioned prior knowledge, with a focus on students' reading comprehension. Method: When conducting this study, interviews and observation studies have been carried out at two differe
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3

Falgàs, Margarida. "L'ensenyament-aprenentatge de la lectura a l'educació infantil: replantejament a la formació inicial de mestres a partir de l'aprenentage realista-reflexiu." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/667400.

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This PhD dissertation represents the building, rebuilding and transformation of the didactic knowledge in reading. The purpose is to observe the changes in didactic models done by the students when entering in the reading didactics proposal using teaching strategies in the realistic learning - reflexive practice. The theory, as a history of life, outlines the didactic knowledge and personal process to redefine and transform myself as a teacher, in two subjects: the reading of the didactics during and the reflection The results show that the training process based on realistic-reflexive practi
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4

Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.

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<p>Abstract</p><p>This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.</p><p>Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in P
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5

Ojwaya, Jael A. "Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

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6

Upton, Creon. "Beyond knowledge : A reading of Dambudzo Marechera." Thesis, University of Canterbury. English, 1996. http://hdl.handle.net/10092/7034.

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By concentrating on his prose works, this thesis explores Dambudzo Marechera's rendering of the decentred self and his examining of this in terms of both its relationship with society, and its impact on metaphysical thought, particularly anarchist idealism. Colin Style, in his essay "The White man in Black Zimbabwean Literature," claims parenthetically, in reference to Marechera's attitude towards Europeans, that "[t]o be fair, as a total iconoclast, he is rampantly anti-everything." This thesis both agrees and disagrees with Style's comment. In terms of Marechera's hostility towards even the
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7

Dai, Lianbin. "Books, reading, and knowledge in Ming China." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5800e2b8-024b-415f-ae6a-3793efd3b955.

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The art of reading and its application to knowledge acquisition and innovation by elites have been largely neglected by historians of print culture and reading in late imperial China (1368-1911). Unlike most studies, which are concerned more with the implied reader and individual reading experience, the present study assumes that the actual reader and the social, cultural and epistemic dimensions of reading practices are the central issues of a history of reading in China. That is, while the art of reading was internalized by the individual, his learning and application of it had social, cultu
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8

Robinson, Marc V. "Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181126.

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Thesis (D.Ed.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-80). Also available for download via the World Wide Web; free to University of Oregon users.
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9

Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.

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There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using co
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10

Chan, Pui Yu Connie. "Background knowledge in story retelling." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/94.

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11

Kennison, Elletta A. "Alphabet knowledge : the facilitative effect of children's knowledge of the alphabet on early reading behavior /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7558.

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12

Brading, Aungelique R. "Impact of Core Knowledge Curriculum on Reading Achievement." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4717/.

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The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined
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13

Tobias, Adrianne Bernice. "Teachers' knowledge of miscue analysis." Thesis, University of East London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303848.

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14

To, Suk-kwan, and 杜淑筠. "The effectiveness of a reading module in enhancing juniorstudents' reading motivation and conceptual knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039985.

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15

Wallot, Sebastian. "The role of reading fluency, text difficulty and prior knowledge in complex reading tasks." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321370968.

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16

Scaiano, Martin. "An Automatically Generated Lexical Knowledge Base with Soft Definitions." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34606.

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There is a need for methods that understand and represent the meaning of text for use in Artificial Intelligence (AI). This thesis demonstrates a method to automatically extract a lexical knowledge base from dictionaries for the purpose of improving machine reading. Machine reading refers to a process by which a computer processes natural language text into a representation that supports inference or inter-connection with existing knowledge (Clark and Harrison, 2010).1 There are a number of linguistic ideas associated with representing and applying the meaning of words which are unaddressed i
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17

Concha, Judith Seeber. "Reading recovery children and early literacy development investigation into phonological awareness, orthographic knowledge, oral reading processing, and reading comprehension processing /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2832.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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18

Hinzman, Michelle Lynn. "Relationship between characteristics of teachers, their knowledge of reading, and the code-focused reading instruction provided during an intensive summer reading program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6763.

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Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focus
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19

Gee, Eric J. "The Interactive and Combined Effects of Domain-Specific Knowledge and Strategic Knowledge on Reading Comprehension." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6099.

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The literature in reading comprehension has demonstrated that both domain-specific knowledge and strategic knowledge are vital to good comprehension. However, few studies have actually compared the effects of the two types of knowledge on reading comprehension. Fewer studies have examined the effects of combining the two strategies even though cognitive theories indicate that true comprehension occurs when certain procedures act upon knowledge constructed from the text being read and "link" that knowledge with knowledge in the long-term memory. This study compared subjects receiving strategic
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20

Moorman, Kenneth Matthew. "A functional theory of creative reading : process, knowledge, and evaluation." Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/9122.

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21

Boutros, Alexandra. "Ritual knowledge, virtual analysis : reading Vodou from the inside out." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64102.pdf.

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22

Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.

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23

Gallagher, Alison Margaret. "Alphabetic knowledge in learning to read and spell." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237739.

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24

Wylie, Judith W. "Effects of prior knowledge and text structure on text memory." Thesis, Queen's University Belfast, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359132.

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25

Chan, Kwan-pang Kenneth. "Reading comprehension and lexical knowledge : a search for the lexical coverage and vocabulary size thresholds in reading /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18813604.

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26

Dirnbeck, Susan M. "Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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<p> The purpose of this mixed-methods study was to discover the effectiveness of then-current teaching practices in fifth grade classrooms and to determine whether any of the strategies or practices observed yielded higher student achievement results than others. The researcher observed and recorded evidence of the use of the most effective practices, as identified by the Writing and Reading Observation Tool (WROT). Teachers&rsquo; scores obtained on the WROT were compared to the percentage of students reading at a proficient level, as measured by the Scholastic Reading Assessment. If high sco
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27

Mokotedi, Rosinah Thando. "An investigation into pedagogical knowledge and teaching practices of reading among primary school teachers in Botswana." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9522.

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The thesis focuses on teachers’ pedagogical subject knowledge and teaching of reading in English as a second language (L2) in Botswana Primary Schools. The participants consisted of ten teachers from four lower primary classrooms setting. To carry out the research, I adopted the qualitative methodology. The three modes of inquiry used in the study are semi-structured interviews, classroom observations and stimulated recall interviews. All the data were transcribed, coded and analysed qualitatively. For organisation purposes, the NVivo 8 software package was used in handling the interview data
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28

Camden, Keely. "An analysis of word structure knowledge in preservice teacher preparation programs." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5517.

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Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains vii, 132 p. Includes abstract. Includes bibliographical references (p. 105-114).
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Cai, Yuyang, and 蔡雨阳. "Modeling ESP ability in reading : a focus on interaction among grammatical knowledge, background knowledge and strategic competence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196003.

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30

Leung, Po-yee Polly. "The contribution of working memory and vocabulary knowledge to English reading comprehension in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31577313.

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31

Mostafa, Solav. "Förkunskapens betydelse för SvA-elevers läsförståelse : - Ett experiment och intervju om förkunskapsarbete för läsförståelse." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75968.

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Läsförståelse är en av de viktigaste kunskaperna elever behöver ha med sig i sin skolgång där de enligt läroplanen ska möta olika typer av texter, bland annat faktatexter. Utan förståelse för texten blir innehållet bara sidor med ord utan innebörd. För SvA-elever är detta speciellt påtagligt. För att förstå textens innehåll behöver eleven ha förkunskap om innehållet. För att utveckla SvA-elevers läsförståelse kan läraren arbeta med olika metoder för förkunskapsarbete. Denna studie undersöker förkunskapsarbetets betydelse för SvA-elevers läsförståelse av fak
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32

Chen, Hung-Tao. "READERS’ KNOWLEDGE OF FUNCTIONAL DEVICES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/160.

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Various writing devices are designed to serve specialized purposes or “functions” to aid readers in their processing of a text. For example, an index lists important topics in the book and allows the readers to quickly locate the pages relevant to a particular topic. The purpose of this study was to learn what mature readers know about various functional devices. Two experiments were conducted to learn what readers know about functional devices in texts. Experiment 1 investigated readers’ knowledge about functional writing devices and Experiment 2 examined readers’ beliefs about the relevance
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GESSERT, GAIL. "THE EFFECTS OF AGE, PRIOR KNOWLEDGE, AND TEXT STRUCTURE ON THE RECALL OF PROSE." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184234.

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To investigate the interaction of bottom-up and top-town processing on prose comprehension across age, a three-way analysis of variance repeated-measures design investigating age (fourth grade vs. eighth grade), text structure (expository vs. story), and schema (prior knowledge vs. no prior knowledge) on the dependent variable immediate and delayed recall was conducted. The dependent variable recall was measured by propositional count (interrater reliability r =.94). Significant main effects were found for grade, prior knowledge, and recall. Significant first-order interactions were found for
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34

Butler, Angela Suzanne. "Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3023.

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Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's readi
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Goyette, Els Spekkens. "Second-language text comprehension : knowledge and text type." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59956.

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The purpose of this study was to compare first- and second-language text comprehension across passage types.<br>Results indicate that there was no main effect for language when the total texts were compared. In contrast, a large difference was found for the type of passage read. Significantly higher recall and inferencing were found on the passages for which subjects had prior knowledge, regardless of the language of presentation. Although global comprehension measures did not reveal differences in text processing, more detailed paragraph-level analyses indicated that text processing differenc
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36

Park, A. Young. "A comparison of the impact of extensive and intensive reading approaches on the reading fluency, vocabulary knowledge and reading attitude of Korean secondary EFL learners." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682718.

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The Extensive Reading (ER) approach encourages learners to read large amounts of easy-to-understand material based on their individual interests and reading level. Although a number of empirical studies have confirmed the positive impact of ER on English as a Foreign Language (EFL) learners at tertiary educational institutions, few studies have focused on EFL learners at secondary schools. Exploring whether the ER approach can demonstrate a positive impact on secondary school EFL learners is of particular practical interest, since these learners are generally considered to be 'slow readers ' w
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37

Cohen, Rebecca A. "A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338706.

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In this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and
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38

Roberts, L. C. "The roles of phonological sensitivity and letter-sound knowledge in reading acquisition." Thesis, Swansea University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638686.

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The research reported in this thesis, sought to examine the relative roles of rhyme awareness, phoneme awareness and letter-sound knowledge in children’s early reading. At the centre of the rhyme-phoneme debate is the clue word paradigm, a central plank of Goswami’s reading theory. In this task children are presented with a clue-word and then asked to read a series of other unfamiliar words. The rationale is that if children use orthographic rime analogy, then they are most likely to read unfamiliar words if they contain the same rime unit as the clue word. There is, however, growing evidence
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Ja'far, Widad Mustafa. "The interactive effects of background knowledge on ESP reading comprehension proficiency tests." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317175.

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Salah, Shereen Maher. "The Relationship Between Vocabulary Knowledge and Reading Comprehension of Authentic Arabic Texts." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2508.pdf.

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Lamel, Lori Faith. "Formalizing knowledge used in spectrogram reading : acoustic and perceptual evidence from stops." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14780.

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Cavieres, Lizette, Patricio Escobar, Carla Gallego, et al. "Lexical knowledge and reading comprehension skills in English as a foreign language." Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/109759.

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Andrich, Christelle. "Grade R teachers’ subject knowledge of visual perceptual skills for early reading." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1873.

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Full thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014<br>This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners
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Piper, Silke. "Upper Elementary Teachers' Use of Pedagogical Content Knowledge With Nonfiction Reading Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7178.

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After a shift in upper elementary reading instruction that emphasized complex learning using nonfiction text, Texas schools showed low reading comprehension scores among upper elementary students. The purpose of this exploratory single case study was to examine the pedagogical content knowledge of Texas upper elementary teachers who teach nonfiction reading comprehension strategies to at-risk students who do not qualify for special education services. The central research question focused on how teachers view their pedagogical content knowledge while instructing students. The conceptual framew
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Heineken, Kathy Rae Olberding. "Preservice teachers' knowledge, skills and perceptions using reciprocal teaching in an elementary school." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000112.

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46

Angthong, Nattakarn. "Relationship between background knowledge and reading comprehension of teachers-college students in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332475/.

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The purpose of this study was to investigate the role of background knowledge on Thai teachers-college students' reading comprehension in relation to topic familiarity, reading ability in English as a Foreign Language, and the amount of time required for reading familiar and unfamiliar passages.
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47

Cortelyou, Kathryn. "Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5173.

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This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading interve
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McCoubrey, Gail. "Relationships between adolescents' oral language skills, metacognitive knowledge and strategies and reading comprehension in English and French." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114148.

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This thesis examined bilingual reading comprehension within the parameters of two theories of second language (L2) reading comprehension performance: the Linguistic Interdependence Hypothesis (LIH) and the Linguistic Threshold Hypothesis (LTH). The oral language skills and metacognitive knowledge and reading strategies that relate to L2 reading comprehension are first described. The shortcomings of previous research in L2 reading comprehension are then discussed. The following four research questions are then posed: (1) What oral language skills contribute to reading comprehension in English
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Nusca, Virginia. "The role of domain-specific knowledge in the reading comprehension of adult readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ51217.pdf.

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Rogers-Haverback, Heather. "Pre-service reading teachers as tutors an examination of efficacy and content knowledge /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6805.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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