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Johansson, Thörner Malin, and Sofie Wahlberg. "Läsförståelse i PIRLS & läromedel : En komparativ analys." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265545.
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Syftet med denna studie var att undersöka vilka förståelseprocesser frågorna i PIRLS, Progress In International Reading Literacy Study, testar gentemot de förståelseprocesser eleverna får träna på i olika läromedel i svenska. Studien består av en komparativ analys där läromedlens frågor kategoriserats utefter de förståelseprocesser som förekommer i PIRLS ramverk. Vi har upptäckt att läromedlen och läsförståelseprovet i PIRLS 2011 samstämmer till viss del. De undersökta delarna av läromedlen erbjuder dock inte tillräckliga verktyg för att nå goda resultat i PIRLS . För att ge eleverna goda förutsättningar att prestera väl i PIRLS krävs därför att antingen de kapitel i läromedlen som inte undersökts i studien eller att undervisningen i övrigt kompletteras med fler färdigheter. Under studiens genomförande har vi även kommit att ifrågasätta PIRLS-provens relevans i ett svenskt sammanhang då PIRLS ramverk inte är fullkomligt samstämmigt med lgr11, dock fyller proven ett syfte i ett internationellt perspektiv.
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Gomez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00563710.
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The starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems.
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Gómez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOL013/document.
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Le point de départ de cette recherche concerne la question suivante : l’acquisition de la lecture, peut-il être plus ou moins efficace en fonction de la langue dans laquelle il s’effectue? Deux catégories pour classer les langues on été définies dans ce travail. Premièrement, la notion de famille linguistique est à la base d’une description des langues à partir d'une perspective historique et culturelle. Deuxièmement la notion de profondeur orthographique est mobilisée, celle-ci différencie les langues en fonction de la correspondance entre l'orthographe et la phonétique. Ces catégories ont été mises en rapport avec les bases de données PIRLS 2001 et 2006 (étude internationale sur la lecture menée par l'IEA), afin de relier la performance en lecture et la langue dans laquelle les élèves ont répondu au test. Toutefois, il est clair que la langue n'est pas un facteur isolé, car elle fait partie d'un ensemble complexe de déterminants; ainsi, des facteurs liés aux élèves et au milieu scolaire ont également été incorporés dans l'étude. En outre, il a été tenu compte de la multidimensionnalité du processus de lecture, en distinguant dans les analyses les différents domaines mesurés par l’enquête : lecture d'informative, littéraire, et compréhension des processus d'ordre complexe et simple. Pour répondre aux questions de cette recherche nous avons élaboré un modèle statistique hiérarchique capable de rendre compte de la relation entre la compréhension de la lecture, la langue et les facteurs qui y sont associés. En dernière analyse, les facteurs contextuels (individuels et scolaires) se sont révélés être plus importants que la langue elle-même. En outre, les déterminants du niveau en lecture dépendent des systèmes éducatifs observés dans cette enquêteThe starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems
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Björkman, Teresia. "Övas det som prövas? : En textanalys av samstämmigheten mellan två läsförståelseläromedel och PIRLS läsprov." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29076.
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In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered: Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test? Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test? Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks? The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials.
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Relander, Kristin. "Effekten av barnehage på elevprestasjoner : Empiri basert på PIRLS 2001." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for samfunnsøkonomi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-7901.
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Trong, Kathleen Lucine. "Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally." Thesis, Boston College, 2009. http://hdl.handle.net/2345/667.
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Thesis advisor: Ina V.S. MullisEquity in educational outcomes, particularly reading, is an important policy issue in countries around the world. This dissertation used data from PIRLS 2006 to explore an approach to measuring equity in reading achievement internationally at the fourth grade. Relative risk ratios were selected as a measurement approach and were used to create a composite measure, the Relative Risk-Percentage (RRP) Equity Index, to compare equity in reading achievement across countries. This index was used to present the likelihood of scoring below the PIRLS 2006 Low International Benchmark for student groups that were traditionally at risk for low reading achievement compared to other students. The `at risk' student groups that were the focus of this study included those with low parental education, who spoke a language other than the language of instruction, who attended urban or rural schools, and who were boys. To complement the RRP Equity Index results, the relative likelihood of students scoring within the lower 20 percent of their country's reading achievement distribution was also presented. The results of these analyses showed that students with these characteristics were more likely than other fourth grade students to have low reading achievement in a number of the PIRLS 2006 countries. Overall, having parents with less than secondary education and not speaking the language of the test before starting school were associated with inequity in reading achievement in the largest number of PIRLS 2006 countries. As an example of how individual countries could further explore potential reasons for inequities in reading achievement highlighted by the RRP Equity Index, logistic regression models were built for Germany, Iran, and Romania. These models explored the extent to which statistically controlling for differences in resources could diminish the effect of being in an `at risk' group on reading achievement. In all three countries examined, resources explained a substantial proportion of the risk for low reading achievement. Though the logistic regression model results were country-specific, lacking books in the home was strongly associated with lower reading achievement in all three countries
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Mulyani, Petra Kristi. "ALIGNMENT OF INDONESIAN CURRICULUM WITH PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1899.
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Progress in International Reading Literacy Study (PIRLS) was used to measure Indonesian fourth grade elementary school students’ reading comprehension in 2006 and 2011. Indonesian students scored among the lowest of the participating countries with a score of 405 in 2006 and 428 in 2011, with the PIRLS average scale score being 500. These results raised questions about the alignment of the Indonesian curriculum with PIRLS. Alignment research between the PIRLS 2021 frameworks and the Curr13 language standards and textbooks (the current Indonesian curriculum) was conducted to provide Kemendikbud (Indonesian Ministry of Education and Culture) with a prediction of students’ performance in future PIRLS. The alignment research was mixed methods research with an exploratory sequential design (a three-phase design). The first phase was qualitative data collection and analysis. Alignment instruments were developed using the components of Webb, NAEP ESSI, and HumRRO alignment models. The second phase identified features to be tested, where I revised the alignment instruments, guidelines, and codebook based on the first phase and created a new table. The revised instruments were then used to align Curr13 and PIRLS. The third phase was quantitative calculation using Webb's quantitative criteria (categorical concurrence, depth-of-knowledge consistency [DOK], range-of-knowledge correspondence, and balance of representation) and descriptive statistics. After the three phases, the interpretation used both the qualitative and quantitative data. The results found inconsistencies between Curr13 and PIRLS frameworks. There was no categorical concurrence between PIRLS frameworks and Curr13 unit assessments. Curr13 language standards and unit assessments did not include one PIRLS framework, evaluating and critiquing content and textual elements. This resulted in the absence of DOK for this framework. One PIRLS framework mostly covered by Curr13 language standards and unit assessments was interpreting and integrating ideas and information. DOK and balance of representation were achieved in this framework. Two PIRLS frameworks on comprehension processes (focusing on and retrieving explicitly stated information and making straightforward inferences) aligned to Curr13 and had a balance of representation but weak DOK. Meanwhile, Curr13 unit resources mostly aligned to one of two reading purposes in the PIRLS framework, acquiring and using information, but was weakly aligned with the other one, literary experience. The implication of research findings was to support Kemendikbud in predicting students’ performance in future PIRLS participation by examining the inconsistencies between Curr13 and PIRLS. Recommendations were provided for the elementary school teachers, students, parents, publishers, policymakers, local governments, and other elementary school stakeholders to be familiar with and understand PIRLS. The role of AKSI should also be maximized. In addition, the concept and practice of curriculum alignment should be introduced and enacted into the educational system in Indonesia.
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Ottosson, Oscar, and Victor Karlsson. ""Läsförståelse, det hör man ju vad det är". : en fokusgruppsstudie om tre lärares syn på läsförståelse." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15265.
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I den här uppsatsen har vi undersökt hur tre lärare i årskurs 4-6 definierar begreppet läsförståelse och hur de tolkar och konkretiserar styrdokumenten i sitt arbete. Utifrån en sociokulturell syn på lärande har vi genomfört en fokusgruppsintervju med tre stycken lärare verksamma på en skola i södra Sverige. Resultatet visade att lärarna till en början gav en begränsad definition av begreppet läsförståelse men under samtalets gång breddade de sin definition. Den begränsade definitionen tolkar vi som att lärarna saknar ett utvecklat metaspråk gällande läsning. Vi kunde också konstatera att deras syn på läsförståelse stämde överens med styrdokumenten. Lärarna ansåg att läroplanen är tydlig och gav dem stöd i sin undervisning, trots att det lämnas stort tolkningsutrymme för lärarna. Slutligen konstaterar vi att Sverige kan vara i behov av att utveckla ett metaspråk och själva sätta upp kriterier för vad som ska anses vara god kunskap istället för stora aktörer som PIRLS och PISA.
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Preuschoff, Anna Corinna. "Using TIMSS and PIRLS to Construct Global Indicators of Effective Environments for Learning." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1947.
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Thesis advisor: Ina V.S. MullisAs an extension of the effort devoted to updating the questionnaires for TIMSS and PIRLS 2011, this dissertation explored a new reporting strategy for contextual questionnaire data. The study investigated the feasibility of constructing "global indicators" from a large number of diverse background variables, which could provide policy makers and practitioners with meaningful information on effective learning environments. Four broad constructs of effective learning environments were derived from the TIMSS and PIRLS Contextual Frameworks for 2011. These were: 1) effective school environments for learning to read, 2) effective home environments for learning to read, 3) effective classroom environments for learning mathematics, and 4) students' motivation to learn mathematics. Using the TIMSS and PIRLS 2011 Frameworks, the conceptual definitions of the constructs were formulated as constructs maps. Next, relevant questionnaire items were identified that addressed each aspect of the construct maps, capitalizing on the full range of background information in the TIMSS 2007 and PIRLS 2006 International Databases. The questionnaire items were used to create sets of variables for scaling, and subsequent to principal component analysis to confirm scale unidimensionality, the variables were combined into 1-Parameter IRT (Rasch) scales. The idea of conveying the meaning of the broad contextual scales through item mapping was explored, as well as reporting country-by-country results on the global scales. The scaling was successful and it was concluded that contextual information could be reported more globally in future cycles of TIMSS and PIRLS. However, the study also demonstrated that it is extremely complicated to choose background constructs at the right level of aggregation for both analysis and reporting. It is difficult to develop scales that summarize data for educational policy makers without loss of vital information
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Andersson, Julia, and Hanna Sülau. "Lärares tankar kring sjunkande resultat i läsning : en kvalitativ intervjustudie utifrån internationella och nationella rapporter." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13714.
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Den här studien utgår från en kvalitativ forskningsansats, där vi valt att intervjua fyra stycken lärare. Syftet med studien är att synliggöra några lärares tankar kring de sjunkande resultat som visats i de internationella och nationella undersökningarna, som PISA, PIRLS och de nationella proven i årskurs 3. Frågeställningarna berör hur lärarna ser på de negativa resultaten och om de upplever någon förändring i elevers läsförmåga. Utifrån detta har då lärarna förändrat eller anpassat sin undervisning som en följd av de resultaten och på vilket sätt i sådant fall? Frågorna berör även om de negativa resultaten påverkar lärarnas självkänsla. Sammanfattningsvis visar analysen av studien att det har skett en förändring i elevers läsförmåga. Flera orsaker lyfts fram, då främst hur samhället har förändrats med en mångkulturell och multimodal miljö. Vilket i sin tur ställer andra krav på skolans sätt att undervisa inom läsning än vad som tidigare gjorts. Lärarna menar att den nya läroplanen från 2011 stödjer de arbetssätt som behövs för att bygga en större medvetenhet kring läsundervisningen, dock är en slutsats att skolan behöver utvecklas vidare för att ge alla elever den hjälp och stöd de är berättigade till.
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Lundin, Sara. "Pojkar, flickor och läsning." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36721.
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Internationella undersökningar visar att pojkars läsresultat är sämre än flickors. Detta examensarbete behandlar, jämför och diskuterar pojkars och flickors läsvanor och läsintressen. Det finns många föreställningar om hur män och kvinnor ska vara, samt förväntningar på hur pojkar och flickor ska antas vara. Det finns även biologiska, miljömässiga och skolbaserade förklaringar, sociala och kulturella faktorer, samt kön- och individbaserade kognitiva förutsättningar som förklarar varför pojkars och flickors läsning ser olika ut. Metoden som användes i denna studie var av kvalitativ karaktär. Intervjuer genomfördes med sex elever i årskurs tre. Intervjupersonerna var tre pojkar och tre flickor med olika bakgrunder och etniciteter. Frågorna behandlade läsvanor, fritidsintressen och skolämnen. Resultatet visar att pojkars och flickors läsvanor och läsintressen i stor utsträckning skiljer sig åt och att det beror på ett flertal olika faktorer. Samhällets syn på vad som anses vara manligt respektive kvinnligt påverkar elevernas läsvanor. Läsning ses ofta som en kvinnlig aktivitet, något som speglar sig i elevernas intervjusvar. Det finns även sociala och kulturella faktorer som bidrar till de skilda läsintressena. Ett exempel på det är hur pojkar och flickor förväntas vara i skolan och i samhället. Pojkar förväntas ofta vara rörliga och pratiga, medan flickor förväntas vara lugna och tysta. Biologiska faktorer som att pojkar skulle ägna sig åt mer rörliga aktiviteter än flickor bekräftas inte i studien. Sammanfattningsvis påverkar dagens läskultur inställningen till läsning hos pojkar och flickor, vilket leder till de skilda läsvanorna och läsintressena.
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Roux, Karen. "Examining the equivalence of the PIRLS 2016 released texts in South Africa across three languages." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80509.
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The Progress in International Reading Literacy Study (PIRLS) is a large-scale reading comprehension assessment, which assesses Grade 4 learners’ reading literacy achievement. The findings from the last cycle of PIRLS 2016 indicated that South African Grade 4 and 5 learners performed poorly in reading comprehension. This finding confirms the previous cycles’ results where South African learners achieved the lowest results across the participating countries. Approximately eight out of ten Grade 4 learners cannot read for meaning in any of the tested languages. Due to the poor results in PIRLS, the President of South Africa stated that every ten-year old child should be able to read for meaning, thus cementing reading literacy as a national aim. The aim of this mixed methods research was to determine whether the PIRLS Literacy 2016 and PIRLS 2016 limited release texts are equivalent across languages, specifically English, Afrikaans and isiZulu.
Four research sub-questions were explored to assist in addressing the main research question posed by this study: To what extent are the PIRLS 2016 released texts in English, Afrikaans and isiZulu, in Grade 4 and Grade 5 equivalent? As this study took the form of a sequential explanatory mixed methods approach, the first phase investigated the South African Grade 4 and 5 results by firstly looking at descriptive statistics, such as percentages and means. After the initial exploration of the data, I conducted Rasch analyses to determine whether the items from the limited release texts showed measurement invariance – in other words, whether the items behaved differently for different groups of learners. As part of the Rasch analyses, individual item-fit statistics and differential item functioning (DIF) were conducted using RUMM2030. In phase two, the limited release texts were analysed by experts who attended workshops and completed open-ended questionnaires regarding the equivalence of the identified texts. The qualitative phase was conducted in order to complement and extend on the quantitative findings of phase one.
The findings revealed that the limited release texts, with their accompanying items, were not equivalent across the different languages. However, by looking at the items that displayed DIF, there is not a clear pattern as the items did not universally favour one language nor did the texts discriminate universally against a particular language. An in-depth look at the texts and items themselves revealed that the Flowers on the Roof text is considered the poorest translation into Afrikaans and isiZulu. Overall, all the texts were considered to be appropriate for South African learners as the texts made use of rich vocabulary and introduced the learners to new ideas and concepts. Thus, this study offers new insights into the equivalence of the PIRLS assessments as well as possible reasons for the non-equivalence for each of the limited release texts. Based on the findings of this study, recommendations and further research are provided.Thesis (PhD)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Andersson, Pernilla. "Högläsning : Visst är det mysigt, men inte bara." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31328.
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Sammanfattning Mitt examensarbete strävar efter att ta reda på högläsningens betydelse för barns framtida läsinlärning och läslust. Genom litteratur och forskning inom ämnet belyser jag olika effekter som högläsning kan ge. Forskning inom området visar att föräldrar läser mindre för sina barn idag än tidigare, en trend som verkar hålla i sig För att se hur högläsningsvanorna ser ut i en helt vanlig klass, där eleverna är 6-8 år, innehåller arbetet en föräldraenkät där frågor angående högläsningsvanor återfinns för att sedan redovisas i resultatdelen. Även eleverna har deltagit i en enkätundersökning med syftet att ta reda på vad de tycker om högläsning samt om någon läser för dem hemma. Arbetet innehåller även två intervjuer med lärare där deras tankar och arbetssätt redovisas, lärarnas åsikter och arbetssätt kopplas sedan till litteratur inom ämnet i en diskussion. Resultatet av min undersökning visar att högläsning är så mycket mer än bara mysigt. Litteraturen och framför allt de intervjuade lärarna visar på många positiva effekter som högläsning kan ge. Lärarna berättar att syftet med deras högläsning är att ge eleverna en skön stund, där de kan varva ner och bara njuta. De talar också om att målet med högläsning är att väcka elevernas läslust samtidigt som eleverna får en chans att utveckla sina tankar och sin fantasi. I slutändan hoppas lärarna att högläsningen inspirerar eleverna att vilja läsa själva. I arbetet belyser jag ett bokprojekt, som innebär att barn i förskoleåldern får gratisböcker av kommunen. Projektet bekostas av Bildningsnämnden i kommunen och har pågått i snart 20 år. Via föräldraenkäten har jag samlat in fakta om hur vanligt det är att hämta sin gratisbok samt vad föräldrarna har för tankar och åsikter om bokprojektet. Resultatet av min undersökning överensstämmer inte riktigt med bibliotekets resultat när det gäller andelen barn, som hämtar ut sina böcker. Enligt biblioteket hämtar 80 % sina böcker medan min undersökning visar att 65 %.hämtar sina gratisböcker. Föräldrar, som inte hämtat ut sina barns böcker gav flera orsaker till detta, det vanligaste svaret var dock att de helt enkelt glömt det De föräldrar som hämtat sina barn böcker uttalade sig positivt om bokprojektet, där tonvikten låg på hur viktigt det är med böcker för barn.Abstract The purpose with my thesis work is to provide information about the importance of reading aloud for children’s future reading comprehension and inclination to read. Thru literature and resurge within the subject I highlight different effects that reading aloud can accomplish. Resurge within the subject shows that parents today read less to their children than earlier, a trend that seems to continue. To see how the reading aloud habits look like in an ordinary class my work contains a parent survey where these issues are to be accounted for in the results section. Even the pupils has participated in a survey with the aim to find out what they think about reading aloud and if someone read to them at home. The work also includes two interviews with teachers where their thoughts and practices are presented, teachers’ opinions and practices are then connected to the literature on the subject in a discussion. The results of my survey show that reading aloud is so much more than just cozy. The literature and the interviewed teachers say that the purpose shows the many positive effects that reading aloud can provide. Teachers tell us that the purpose of their reading aloud is to give the students an enjoyable time, where they can unwind and just enjoy. They also talk about the goal of reading aloud is to arouse students' love of reading while the students get a chance to develop their thoughts and imagination. In the end, the teachers hope that reading aloud will inspire students to read to themselves. The work highlights a book project, which means that preschool children receive free books from the municipality. The project is paid for by the educational board of the municipality and has been going on for almost 20 years. Through the parent survey, I have gathered facts about how common it is to collect the free book and what the parents think about the book project. The results of my study do not match properly with the library results in the proportion of children who pick up their free books. According to the library fetches 80% their books while my survey shows that 65% pick up their free books. Parents who have not picked out their children's books gave several reasons for this; the most common answer was that they simply forgot it. The parents who picked their children books spoke positively about the book project, stressing the need on the importance of books for children.
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Smedberg, Malin. "Gillar du att läsa? : En studie om elevers läsattityder och läsvanor i årskurs två och tre." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36428.
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Det här arbetet är inriktat mot elevers läsvanor och läsattityder. Eleverna som deltar går i grundskolans årskurs två och tre. Förmågan att kunna läsa är värdefull. För att kunna utveckla läsförmågan är både tid spenderad på denna aktivitet samt motivation till att läsa viktig. Syftet med detta arbete är att undersöka elevers läsvanor och läsattityder samt att undersöks om dessa påverkas av vilken plats eleverna befinner sig på, skolan eller hemmet. För att läsning ska utvecklas är det viktigt att vara motiverad. Därför undersöks vad eleverna själva väljer att läsa när det valet erbjuds. Arbetet utgår från två frågeställningar: Hur ser elevernas läsvanor och läsattityder ut och skiljer de sig mellan skolan och hemmet? Vad läser eleverna helst när de själva får välja? Denna studie använder sig av en kombination av kvantitativ och kvalitativ metod, så kallad triangulering och hela arbetet vilar på ett socio-kulturellt perspektiv. Det material som studien utgår från har samlats in via enkäter och enskilda intervjuer med elever. I resultatet framkommer det att elever som gillar att läsa läser oftare än övriga elever och gärna längre stunder. Elever upplever en skillnad mellan att läsa hemma och att läsa i skolan men skillnaden är mer kopplad till deras läsvanor och läsintresset än till platsen där läsningen sker. Om eleverna får välja läser de helst en spännande bok. Skolbiblioteket visade sig vara viktigt för var eleverna får tag på böcker att läsa. Eleverna i den här studien har en återkommande tid varje vecka då de går till skolbiblioteket. Det kan konstateras att läsattityden påverkar elevens läsvanor. En elev som inte gillar att läsa kommer att göra det mer sällan, troligtvis endast om hen känner att hen måste. Hur ofta eleven läser kommer därför att påverka i vilken takt läsförmågan utvecklas.This study is focused on pupils’ reading habits and attitudes towards reading, the pupils partaking in this study are attending grade two and three in primary school. The ability to read is a most valuable skill. To develop this ability both the time spent on this activity and the motivation for why you are doing it is important. The aim of this study is to examine pupils’ reading habits and attitudes towards reading and see if they are affected by the place where the pupil is doing his/her reading, in school or at home. To improve your skills in reading it is important to be motivated, therefore I want to investigate what pupils choose to read when they have the opportunity to decide that for themselves. This study is based around two questions: What does the pupils’ reading habits and attitudes towards reading look like and is there any difference between school and home? What do the pupils prefer to read when they have the option to choose for themselves? This study will use a combined method of quantitative and qualitative methods, called triangulation. The material in this study is collected from questionnaires and one-on-one interviews. The result shows that pupils who like to read, read more often than other pupils, they also read for longer periods of time. The pupils experience a difference between reading at home and reading in school but the difference is connected more to their reading habits and their interest in reading than the actual place where they read. If pupils are allowed to choose their own reading most will premiere suspense. The school library proved to be important to where the books are found. In conclusion, reading attitudes affect the reading habits; a pupil who doesn’t like to read will read more seldom. How often the pupil will read therefore affects the speed in which the reading skill develops.
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Nikula, Cathrine. "Pojkkrisen : -tendenser och arbete för att uppmuntra pojkar till läsning." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16211.
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Examensarbetets övergripande syfte är att undersöka om resultatet av de internationella undersökningarna angående pojkars läsintresse och läskompetens stöds eller inte stöds av lärare och bibliotekspersonal och på vilka sätt detta kommer till uttryck. I examensarbetet redogörs för en avgränsad tidigare forskning kring ämnet med utgångspunkt i genus och maskulinitetsstudier. De senaste årens lästester genomförda av PISA och PIRLS visar på ett gap mellan finlandssvenska flickors och pojkars läskompetens. I jämförelse med de övriga deltagande länderna var skillnaden mellan pojkars och flickors läskompetens störst i Finland och de svensktalande pojkarna presterade betydligt sämre än de finsktalande. Metoden som använts i examensarbetet är kvalitativ intervju. I studien deltog sju klasslärare, två specialpedagoger samt två bibliotekarier. Studien visade bland annat att lärarna är oense om huruvida det stämmer att pojkar har ett mindre läsintresse än flickor, alla är heller inte överrens om att det är viktigt att prioritera arbetet med pojkars läsintresse utan anser det viktigare att se eleverna på individnivå. Flera lärare nämner samarbetet med biblioteket och hemmet som viktig i arbetet med att bidra till pojkars läsintresse. Många menar även att dagens teknik med iPads och datorer är en stor resurs i att fånga elever som kanske inte är så intresserade av böcker. Flera olika metoder användes dock på skolorna för att bidra till elevernas läsintresse, bland annat ordnades läsnätter, besök av läsande förebilder, högläsning i klassen samt bokcirklar och parläsning.
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Kusserow, Ida, and Frida Enehöjd. "Framgångsfaktorer för läsförståelse : Lärares erfarenheter av läsförståelseundervisning i årskurs 4." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54768.
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Syftet med denna uppsats var att få en förståelse för vilka framgångsfaktorer lärare upplever leder till en mer gynnsam läsförståelseundervisning i årskurs 4. Metoden vi valde att använda oss av var enkäter utskickade till svenska lärare. Vi fick 18 enkätsvar tillbaka. Vi baserar uppsatsen på tidigare forskning och teorier kring undervisning och läsförståelse. Resultatet av vår enkätundersökning visade att lärare anser att variation i form av läromedel, lektionsupplägg och frågor i läsförståelseundervisningen är väsentliga delar. Framgångsfaktorer som beskrevs av lärarna i enkätsvaren var att arbeta gemensamt med texter och modellera för eleverna hur de ska använda lässtrategier samt använda strategier för läsförståelse även i andra ämnen än enbart svenskämnet.
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Nilsson, Malin, and Jessica Kabrell. "Sakprosa i svenskundervisningen för årskurs 4-6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34594.
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Uppsatsens syfte är att undersöka och synliggöra sakprosans ställning och användningsområden i svenskämnet. Med utgångspunkt i PIRLS-resultaten och styrdokumenten ville vi undersöka vad behöriga svenskämneslärare ansåg om sakprosa i undervisningssammanhang och hur sakprosa användes i relation till skönlitteraturen. Resultatet baseras på de enkät¬svar som samlats in där frågorna i enkäten riktat sig till lärarnas professionella men också personliga syn på sakprosan som undervisningsmedel. Svaren har satts i relation till pedagogiska metoder och teorier, och analyserats ur ett sociokulturellt perspektiv. I undersökningen framkommer det att det inte finns en gemensam syn på användandet av sakprosa i undervisningen eller dess innebörd. Samtliga svar riktar sig på läsning av sakprosa i textform och termen sakprosa används mycket begränsat i undervisningen. Det framkommer även att skönlitteraturen anses vara ett mer interaktivt läromedel och väljes därför oftast framför sakprosan i svenskämnet. Sakprosan hänvisas till andra skolämnen och att användningsområdet är större och viktigare inom dessa. En diskuss-ion om sakprosan i svenskämnet måste äga rum för att reda ut de oklarheter och delade uppfattningar som präglar svenskämnet. Dessutom är sakprosan i behov av forskning inom såväl metodik som teori då den befintliga är både gles och ålderstigen.
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Granlund, Matilda. "Att hitta svaret : En beskrivande analys av vilka läsförståelseprocesser som fordras av läsare för att kunna besvara frågor till naturvetenskapliga läromedel." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325225.
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Dahl, Anna, and Michaela Lindskog. "Vad påverkar läsförståelse? : Genus och andra tänkbara faktorer." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Läs & skriv, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26433.
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Detta examensarbete utgörs av en litteraturstudie som skildrar förhållandet mellan läsförståelse och genus i skolan, där syftet är att undersöka skillnader mellan könen samt vilka faktorer som kan påverka. Vi har valt att utgå från följande frågeställningar: Hur ser sambandet ut mellan läsförståelse och genus i skolan? Vilka faktorer påverkar läsförståelsen, i synnerhet hos pojkar? Tillvägagångssättet för att hitta relevant material har varit att använda oss av söktjänster som tillhandahåller vetenskaplig och pedagogisk forskning. För att bedöma lämpligheten och kvalitéten i artiklarna och rapporterna har vi tillämpat ett urval av kriterier som vi har funnit lämpliga. Resultatet visar att flertalet faktorer påverkar sambandet mellan könsskillnader och läsförståelse. De övergripande faktorerna som kan tänkas ligga bakom är: biologiska och kognitiva skillnader samt kulturella faktorer. Utifrån resultatanalysen kan vi i vår framtida yrkesprofession utröna vilka faktorer vi kan påverka och vilka vi måste ta hänsyn till för att ge alla elever en likvärdig utbildning.
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Tongur, Agnes. "Läsförståelse bland nordiska fjärdeklassare : Betydelsen av socioekonomisk bakgrund, läsmiljö i hemmet samt elevsammansättning i klassrummet." Thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-63244.
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Läs- och skrivkunnighet är av stor betydelse för studieframgångar och individers livssituation i vuxen ålder. Socioekonomisk bakgrund förklarar störst del av skillnader mellan elevers studieresultat. Elever med en fördelaktig socioekonomisk bakgrund klarar sig bättre i skolan och i klasser där många elever har en sådan bakgrund gynnas samtliga elever. Läsmiljön i hemmet har också betydelse för barnens läsförmåga. Lite forskning fokuserar emellertid på unga elever. Därför undersöks i uppsatsen hur nordiska fjärdeklassares läsförståelse i PIRLS 2006 ser ut, i relation till socioekonomisk bakgrund, läsmiljö i hemmet samt elevsammansättning i klassen. Detta gjordes genom flernivåanalyser som tar hänsyn till inom- och mellanklassvariation. Analyserna visar att det tidigt finns tydliga skillnader mellan elevers läsförståelse beroende på deras familjebakgrund. Läsmiljön i hemmet och framför allt de läsaktiviteter som föräldrarna ägnade sig åt med barnen innan de började skolan påverkar läsförståelsen. I klasser där många elever har högutbildade föräldrar får samtliga elever ett högre resultat. Resultaten är relativt lika bland de nordiska länderna men socioekonomisk bakgrund har ett större förklaringsvärde i Sverige. Detta tyder på en större skolsegregation och sämre kompensation från skolornas sida. För att motverka att skillnader som uppstår tidigt kvarstår krävs tidiga insatser för att stärka barns läsförmåga.
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Edmundsdotter, Daniella, and Mariam Qaderi. "Hur arbetar lärare i årkurs 1-3 för att utveckla elevers läsförståelse? : En kvalitativ studie om hur lärare i årskurs 1-3 arbetar för att utveckla elevers läsförståelse." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48786.
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Syftet med studien är att undersöka hur lärare i årskurs 1–3 arbetar för att utveckla elevers läsförståelse. Som underlag till studien har vi använt oss av en kvalitativ ansats med semistrukturerade intervjuer. Resultatet visar att lärare främst arbetar med läsförståelseundervisning i kombination med andra ämnen. Resultatet visar även att lärare anser att en god läsförståelse innebär att kunna tillgodogöra sig olika typer av texter och att kunna läsa mellan raderna. Lärarna som medverkar i studien uppger att de känner till flera metoder för läsförståelse men inte använder någon av dem fullt ut.
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Johansson, Tove, and Sandra Svensson. "Att samtala om en faktatext i årskurs 1 : En studie av hur en lärare genom samtal stöttar elevers läsförståelse." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80223.
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Syftet med studien är att undersöka hur en lärare kan stötta elevernas läsförståelse av en faktatext. För att undersöka det genomförs en observation i en klass i årskurs 1 på en interkulturell skola. Teorierna som ligger till grund för studien är det sociokulturella perspektivet, receptionsteorin och textrörligheten. Resultatet analyseras utifrån våra tre forskningsfrågor med textrörlighetsmodellen som analysmetod. I resultatet framkommer olika exempel från observationen, som tyder på att eleverna med stöd av läraren rör sig i en textbaserad textrörlighet. De exempel som framställs visar vilka av de olika dimensionerna från textrörlighetsmodellen som läraren och eleverna rör sig i. En slutsats i studien är att lärarens stöttning är relevant för att elever ska uppnå alla huvudtyper inom textrörlighetsmodellen.
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Bondesson, Maria, and Amelie Axelsson. "Att läsa och inte förstå är som att plöja och inte så. : En studie kring forskningsbaserat arbete i läsförståelse." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17402.
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The purpose of this essay is to present research-based literature and in that find basic practics that benefit the process of reading comprehension in the further reading. To get a broader perspective and a practical school related, we also held a small empirical study in the form of interviews with six active teachers. We discussed among other things, what reading means, the use of textbooks, how the reading process is conducted and so on. The results were correlated against the reported literature and the curriculum. It revealed a gap between theory and practice. In the final chapter, we discuss possible causes and possible alternatives, all in order to promote reading comprehension work. Syftet med denna uppsats är att föra fram forskningsbaserad litteratur och i den hitta grundläggande arbetsmetoder som gynnar arbetet med läsförståelse i den fortsatta läsningen. För att få ett bredare perspektiv och en skolpraktisk anknytning genomförde vi också en mindre empirisk studie i form av intervjuer med sex stycken verksamma pedagoger. Vi diskuterade bland annat vad läsförståelse innebär, användandet av läromedel, hur läsförståelsearbetet bedrivs etcetera. Resultaten korrelerades gentemot redogjord litteratur samt läroplanen. Det framkom ett glapp mellan teori och praktik. I det avslutande kapitlet diskuterar vi eventuella orsaker och möjliga alternativ, allt i syfte att främja läsförståelsearbetet.
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Roux, Karen. "Identifying the relationship between the home environment, parental attributes and learner achievement in reading literacy." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/66516.
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Emphasis has been placed nationally and internationally by parents, schools and communities on reading literacy skills as it is essential to be able to participate in today’s society. Reading and literacy skills underpin literacy in formal schooling. However in order for children to cope in formal schooling, children should fist acquire the necessary informal and formal literacy skills. These literacy skills can be developed through early literacy experiences gained within the home context. The home environment plays a vital role in the development and acquisition of children’s reading and literacy skills.
It is the researcher’s intention to ascertain the role that the home environment and parental attributes play in influencing the reading literacy achievement of South African Grade 5 learners by conducting a secondary analysis utilising a standard multiple regression analysis (Tabachnick & Fidell, 2007) of the Progress in International Reading Literacy (PIRLS) 2006 data. PIRLS collected data using contextualised questionnaires to gain valuable background information. This study utilised the Learning-to-Read survey (a questionnaire which was completed by the parents or caregivers) in order to study the home environment as well as parental attributes. The conceptual framework of the study comprises home environment and parental attributes which might have an influence on learner reading literacy achievement. The study adapted Myrberg & Rosén’s (2008) model of direct and indirect influences of parental factors on reading achievement as there is absence of a South African model which looks at both the home environment and parent attributes.
The study hopes to provide insights through its findings, whether the home environment and parental attributes have an effect on learner reading performance. Particular focus has been placed on parental involvement since it is imperative to establish whether involvement is important for learner reading literacy. Reading literacy is an interactive process and it is clear that a learner will be able to perform at best when guidance is given in a cultural context. Parents, who actively take part in not only their children’s upbringing but their children’s literacy skills, can make an important contribution to their children’s reading literacy. There are cases in South Africa where parents are poorly educated but it did not stop them in inculcating a positive attitude towards reading literacy into their children. Parental involvement is therefore of great importance in children’s development of reading literacy skills.Dissertation (MEd)--University of Pretoria, 2015.
National Research Foundation (NRF)
Science, Mathematics and Technology Education
Centre for Evaluation & Assessment (CEA)
MEd
Unrestricted
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Phahlamohlaka, Naledi Legwadi Catherine. "The relationship between Grade 5 learners’ reading literacy achievement and parental reading attitudes and behaviours." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65462.
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This study aims to establish the relationship between reading literacy in the primary school and parental attitudes and behaviour to reading. Reading literacy is another dimension of literacy (Dubin & Kuhlman, 1992), notably the ability to understand and make use of written language (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009). Despite various educational improvement initiatives undertaken by the South African Education system (ANAs, SACMEQ, TIMMS, PIRLS) as a means of creating systems to improve standards of education (Education Policy Act 2015 of 1998), learner achievement in the primary school remains low. This study makes use of selected variables from the PIRLS 2011 parent questionnaire to measure the extent of the relationship between learner reading achievement in Grade 5 and home level factors such as learning environment, parental behaviours in reading and parental attitudes towards reading. It adopts a secondary analysis design and makes use of quantitative approaches (Creswell, 2003). The Developed model of Home Learning Environment, Parental Behaviours and Parental Attitudes to Reading and Reading Literacy Achievement was adapted from the model of attitudes, behaviours and reading as developed by Abu-Rabia and Yaari (2012). This study was able to establish that the home learning environment and parental behaviours to reading had negative association with reading literacy, meaning that in their absence reading literacy would decrease. It established that parental attitudes to reading had positive association with reading literacy, meaning that in the presence of positive parental attitudes, reading literacy would increase. This highlights the importance of parental involvement in learner reading development.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Nygård, Joel, and Anna Nordkvist. "Datoranvändning och läsförståelse : Samband mellan svenska fjärdeklassares tidsåtgång till datorbaserade aktiviteter och deras resultat i läsförståelsetesterna PIRLS och ePIRLS 2016." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389725.
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Denna studie syftar att undersöka samband mellan svenska fjärdeklassares tidsåtgång på olika datorbaserade aktiviteter och deras resultat på de internationella läsförståelsetesterna PIRLS och ePIRLS. Studien undersöker även om eventuella samband skiljer sig beroende på vilken datoraktivitet som avses samt om det finns några skillnader mellan könen. Studien utgår från kvantitativa data i form av svenska elevers enkätsvar från PIRLS och dessa är statistiskt analyserade med hjälp av korstabeller. Studien visar bland annat att det finns samband mellan låg tidsåtgång på datorbaserade aktiviteter och goda resultat i PIRLS och ePIRLS. Vidare synliggör studien vissa skillnader mellan olika datorbaserade aktiviteter. Sambandet mellan låg tidsåtgång och goda resultat är tydligare vid internetanvändning än vid datorspelande. Gällande skillnader mellan könen visar studien att flickor verkar gynnas mer av hög tidsåtgång på datoranvändning än pojkar.
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Li, Xiao Min. "Impact of preschool language abilities and literacy activities inside school on later reading achievement : evidence from PIRLS with Hong Kong sample." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178502.
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Park, Yonghan. "Patterns in and predictors of elementary students' reading performance evidence from the data of the Progress in International Reading Literacy Study (PIRLS) /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (PH. D.)--Michigan State University. Educational Psychology & Educational Technology, 2008.Title from PDF t.p. (viewed on Sept. 8, 2009) Includes bibliographical references (p. 126-131). Also issued in print.
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Mira, Kryhl, and Sara Meijer. "Sverige vs Danmark : En jämförelse av läsundervisningen i årskurs ett på båda sidor av sundet." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9106.
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Uppsatsen är en komparativ studie om läsundervisningen i två klasser i Sverige och Danmark. Den danska läroplanen, Fælles Mål, 2009, har tydligare riktlinjer angående läsning, vilken vi har jämfört med den svenska läroplanen, Lgr11. Två rapporter om elevers läskunnighet sammanfattas i uppsatsen. Delar av rapporterna har lyfts då vi anser att dessa är betydelsefulla för elevers läsning. Till exempel har vi redogjort för betydelsen av olika läsmaterial och individuell läsning. Syftet med studien har varit att göra jämförelser i läsundervisningen och läroplanerna. För att kunna jämföra läsundervisningen beslutade vi oss för att genomföra observationer och därefter samtal med lärare i Sverige och Danmark. Resultatet är att läsundervisningen bedrivs i stort sett likartat på båda skolorna. Skillnaden vi sett kan likväl finnas mellan skolor i Sverige och vise versa i Danmark. Resultatet hade troligtvis sett annorlunda ut om urvalet varit större. Dock är läsundervisningen av största prioritet, oavsett om den bedrivs i Sverige eller Danmark. Som bisyfte har vi tagit reda på om det finns någon kännedom om rapporterna Northern Lights on PISA 2006 och PIRLS 2006. Kunskapen om rapporterna är vag hos båda lärarna i undersökningen.
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Bergefur, Matilda, and Anna Åkesdotter. "Sjunkande läsresultat - har eleverna blivit sämre läsare?" Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-15626.
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Lästester genomförda av IEA, PIRLS och PISA, både inom Europa och i världen, har visat att eleverna i Sverige genom åren har uppnått allt sämre resultat på lästester. Att kunna läsa är något som är nödvändigt för att kunna fungera i vårt samhälle, både i skolan, senare i yrkeslivet och i privatlivet. Examensarbetets övergripande syfte är att undersöka vilka faktorer i skolan som kan ha del i den sjunkande läs- och skrivförmågan hos eleverna. Examensarbetet förtydligar begreppet literacy närmare och redogör för de faktorer som vi, genom en avgränsad sökning, funnit kan ha påverkan på elevernas studieresultat. Då läroplanen är det dokument som skolan ska förhålla sig till, finns det i examensarbetet en jämförelse om vad som skrivs om undervisning och ämnet svenska mellan Lgr 80, Lpo 94 och Lgr 11. Metoden som används i denna uppsats är kvalitativ intervju. I studien deltog tre lärare som arbetat i ca 15 år inom läs- och skrivundervisning. Resultaten i examensarbetet har visat att majoriteten av de intervjuade lärarna anser att elevernas läskunnighet blivit bättre, snarare än sämre, vilket är vad de internationella undersökningarna visat. Resultaten visar också att läs- och skrivundervisningen har förändrats till att mer fokus läggs på innehåll än form, jämfört med tidigare. Enligt de intervjuade lärarna är det viktigt att både lärare och föräldrar har en positiv attityd till läsning, för att även eleverna ska få en positiv attityd.
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Khumalo, Vuyisile L. "The effects of school conditions on learner reading achievement." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46164.
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This study aims to determine the effect of school conditions on learner reading achievement in primary schools in South Africa. Reading skills are not only imperative for further study but are essential for economic and meaningful citizenship. Initiatives such as the Quality Learning and Teaching Campaign, geared to improve the quality of education for all children and to ensure improved learner achievement have resulted in an increase in educational spending. Despite such initiatives, learner achievement remains poor.
In order to measure the relative relationship between school conditions and learner reading achievement, this study focused on selected variables from the PIRLS 2006 South African data, notably from Grade 5 learner reading achievement, teacher and school questionnaires. A secondary data analysis through multiple regression technique was utilised in an attempt to measure those school conditions that may enhance or impede learner reading achievement.
This study follows the tradition of school effectiveness research by utilising the context-input-process-output (integrated model for school effectiveness research) model as espoused by Scheerens (2000; 2005). The integrated model was adapted combining school and classroom factors in order to measure the effect of school wide processes on learner reading achievement.
Although this study was unable to measure the effect of educational leadership on learner reading achievement, it found significant school and classroom factors associated with learner reading achievement. This study highlights the importance of improving the teaching and learning of literacy across all 11 official languages.Dissertation (MEd)--University of Pretoria, 2014.
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Butler, Caroline. "Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools." University of the Western Cape, 2017. http://hdl.handle.net/11394/7008.
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Magister Educationis - MEdDrawing on the Progress in International Reading Literacy Study - PIRLS (Howie, et al., 2008), which highlights the reading literacy crisis in South African schools, this study investigated the literacy crisis in relation to reading literacy in Grade Four of the Intermediate Phase. The purpose of the study is to contribute to the debate about challenges around the reading literacy acquisition of South African school children by investigating the current teaching and assessing of reading comprehension practices of language teachers in multilingual Grade Four classes in disadvantaged contexts, focusing on reading comprehension in English and Afrikaans Home language. This study uses a qualitative research approach. Data was collected in Grade Four Afrikaans and English Home Language classes at two schools in the Western Cape, using observation, interviews and document analysis. To analyze the data, the study aligns itself with a learner-centered model (Wilhelm 2004). This learner-centered model draws on Vygotsky’s socio-cultural and constructivist teaching and learning approaches and will be the foundation to analyze current teaching and assessing of reading comprehension practices of language teachers in the Grade Four Afrikaans and English Home Language classes at two multilingual schools focusing on teachers’ questioning skills. It is hoped that this study will contribute to an understanding of the current reading literacy crisis experienced in South African schools and inform more effective teacher training.
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De, Silva Chamellé René. "The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.
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This thesis is submitted in fulfilment of the requirements for the Degree
Masters in education in the faculty of education and social sciences – Cape Peninsula University of TechnologyThe Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.
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Buhrman, Lindberg Catharina. "Arbetet med elevers läs- och skrivutveckling : En kvalitativ undersökning om arbetet inom kommun och skola för att höja elevernas läs- och skrivförmåga." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74611.
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Syftet med undersökningen är att ta reda på hur en kommun arbetar med läs- och skrivutveckling i grundskolan. Vilka är riktlinjerna för ett gemensamt arbete och hur arbetar skolan för att höja elevernas förmåga. Undersökningen är av kvalitativ data och använder semistrukturerade intervjuer för att kunna återge informanternas tankar om läs- och skrivinlärning. Intervjupersonerna var lärare, specialpedagoger och en språk-, läs- och skrivutvecklare i kommunen. Kommunens arbete i frågan är omfattande även om resultatet för elevgruppen på läs- och skrivförståelsetester har sjunkit. Kommunens arbete har på många plan precis påbörjats när det handlar om att arbeta fram språkplaner för åk F-3, åk 4-6 och åk 7-9 samt ett arbetsdokument med rutiner för hur arbetet med läs- och skrivsvårigheter ska gå till. Det är upp till varje skola att arbeta utifrån de kommungemensamma arbetsdokumentens bestämda planer och rutiner. Det som kom fram i undersökningen var att arbetsgången, vem som gör vad i arbetet med elevernas läs- och skrivutveckling inte är helt fastställt utan ett pågående arbete. Elevernas läs- och skrivutveckling behöver bli en helhet, då det i intervjuerna togs upp att progressionen i grundskolans arbete med läs- och skrivutveckling behöver förbättras. Det behöver finnas ett samarbete mellan de olika årskurserna i grundskolan.The purpose of the survey is to find out how a municipality works with reading and writing development in primary school. What are the guidelines for a joint work and how does the school work to increase the students’ ability? The survey is based on qualitative data and uses semi-structured interviews to reflect the informants’ thoughts on reading and writing learning. The interviewees were teachers, special educators and a language-, reading and writing developer in the municipality. The municipality’s work on this issue is extensive, although the result for the student group on reading and writing comprehension tests has dropped. The municipality’s work has just begun on many levels when it comes to developing language plans for preschool - year 3, year 4-6 and year 7-9 as well as a working document with routines for how the work with reading and writing difficulties should proceed. Based on the municipal working documents, it is up to each school to work on the specific plans and routines. What emerged in the survey was that the workflow, who does what in the work with the students' reading and writing development, is not fully established but it is an ongoing work. The students’ reading and writing development needs to become a whole, as it was mentioned in the interviews the progression in the compulsory school’s work with reading and writing development needs to be improved. There is a need for cooperation between the different grades in primary school.
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Van, Staden Surette. "Reading between the lines : contributing factors that affect Grade 5 learner reading performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24944.
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This study aims to identify and explain relationships between some major factors associated with successful reading at Grade 5 level in South African primary schools. In South Africa, grave concerns with regards to low levels of student achievement pervade research initiatives and educational debates. Despite considerable investments in educational inputs (such as policy and resources) and processes (such as curriculum provision and teacher support), outcomes (such as student achievement) remain disappointingly low. The South African population is characterized by great diversity and variation. With 11 official languages, current educational policy in South Africa advocates an additive bilingualism model and students in Grade 1 to 3 are taught in their mother tongue. Thereafter, when these students progress to Grade 4, the language of learning and teaching changes to a second language, which in most cases is English. At this key developmental stage students are also expected to advance from learning to read to a stage where they can use reading in order to learn. With this complexity of issues in mind, Hierarchical Linear Modeling (HLM) was used to determine the effect of a number of explanatory variables at learner and school level on reading achievement as outcome variable, while controlling for language using the South African Progress in International Reading Literacy Study (PIRLS) 2006 data. As an international comparative evaluation of reading literacy involving more than 40 countries, PIRLS 2006 was the second, after PIRLS 2001, in a series of planned five-year cycles of assessment to measure trends in children’s reading literacy achievement, policy and practices related to literacy. Grade 5 learners in South African primary schools who participated in PIRLS 2006 were not able to achieve satisfactory levels of reading competence. The gravity of this finding is exacerbated by the fact that these learners were tested in the language in which they had been receiving instruction during the Foundation Phase of schooling. This study found most significant factors associated with reading literacy at learner-level, but this does not mean that the existence of teacher- and school-level factors is not of importance. While some explanatory factors at learner-level can more easily become the target of reading interventions, the higher level effect of the classroom and school are not diminished by this study. Creemers’ Comprehensive Model of Educational Effectiveness was utilized as theoretical point of departure. Creemers’ model was adapted for the purposes of this study to reflect a South African model of reading effectiveness in contrast with Creemers’ original use of it as a model of school effectiveness. Evidence was provided that the conceptual framework was inadequate in identifying factors affecting reading achievement for all South African language groupings. More specifically, the adapted South African reading effectiveness model was only appropriate in explaining reading achievement scores for the Afrikaans and English language groupings than for those from African language groupings.Thesis (PhD)--University of Pretoria, 2011.
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Pires, Sandra Maria Felix Cardoso. "Coudelaria Cardoso Pires." Master's thesis, Universidade Europeia - Laureate International Universities, 2015. http://hdl.handle.net/10400.26/9649.
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O presente projeto de negócio tem como missão a criação, divulgação e comercialização do
cavalo lusitano, dando-lhe projeção internacional, tal como esta raça merece. Acresce a oferta
de serviços de equitação e turismo equestre. Por forma a desenvolver este projeto foi criada a
“Coudelaria Cardoso Pires”.
Esta coudelaria está situada na “Herdade dos Félix”, na freguesia de Alter do Chão, concelho
de Portalegre. Este terreno tem cerca de 25 hectares, é constituído maioritariamente por
sobreiros e tem boas pastagens propícias à criação de cavalos.
Esta entidade será formada por 2 (dois) sócios, e será constituída em janeiro de 2016 sob a
forma jurídica Limitada (Lda.). A principal atividade será a criação de equinos, mais
concretamente cavalos lusitanos. Paralelamente à criação do cavalo, este projeto terá também
como propósito o ensino na vertente dirigida à equitação para crianças e jovens dando-lhes a
oportunidade de um futuro em campeonatos de dressage. Acresce o desenvolvimento do
turismo equestre na região, através dos diversos acordos e parcerias com as entidades locais,
nacionais e estrangeiras.The present project of business has as its mission the creation, dissemination and marketing of the Lusitano horse, giving it international projection, as this race deserves. In addition to the provision of services to horse riding and equestrian tourism. In order to develop this project was created to "Stud Cardoso Pires". This stud is situated in "Herdade dos Felix", near Portalegre. The future entity is formed by two members, and shall be lodged in January 2016. The main activity is the creation of horses, specifically Lusitano horses. In parallel to the horse's creation, this project will also have implications for the education in Strand addressed to riding for children and youth by giving them the opportunity of a future in dressage championships. Moreover the development of equestrian tourism in the region through various agreements and partnerships with local, national and foreign entities.
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Ahlgren, Joakim, and Isabella Andersson. "– Hör du vad jag läser? – Jag vet inte. Läser du vad jag hör? : En kvantitativ studie som jämför hörförståelse och läsförståelse." Thesis, Högskolan i Gävle, Svenska språket och genusvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36221.
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Förmågan att lyssna är en viktig kommunikativ kompetens för att människan ska kunna förstå sin omvärld. Samtidigt har läsningen traditionellt sett en dominerande roll i grundskolesammanhang i fråga om kunskapsinhämtning. Modellen Simple View of Reading har ett omfattande stöd i forskningen och anger att avkodning och språkförståelse, där hörförståelse ingår, ligger till grund för läsförståelse. Med sambandet mellan hörförståelse och läsförståelse i åtanke har denna studie för avsikt att utifrån kvantitativ data undersöka elevers förmåga att förstå en elevnära, åldersadekvat och skönlitterär text dels utifrån traditionell läsning, dels utifrån ett färdiginspelat ljudboksformat. Totalt har 109 elever i årskurs fyra, från två olika skolor utspridda på fem klasser, deltagit i undersökningen och antingen läst eller lyssnat på texten Anton och gänget. Eleverna har svarat på flervalsfrågor om texten via det digitala formatet Google Formulär och frågorna har tagits fram utifrån de fyra läsförståelseprocesser som ligger till grund för den internationella studien PIRLS. Studiens resultat visar att det finns statistiskt signifikanta skillnader både för läsförståelseprocesserna 3 och 4. Utifrån resultaten finns det skäl att diskutera huruvida det finns en outnyttjad potential i ljudboksformatet för svenskämnet i skolan.
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Zimmerman, Lisa. "The influence of schooling conditions and teaching practices on curriculum implementation for Grade 4 reading literacy development." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24982.
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The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in South African primary schools. In South Africa there is a paucity of research outlining schooling conditions and teachers’ reading literacy teaching practices especially in the Intermediate Phase. The aim of this mixed methods study was to explore schooling conditions and teaching practices for the implementation of the curriculum for Grade 4 learners’ reading literacy development across a range of education contexts. Two research sub-questions explored in two research phases were used to investigate the overall question which was: What influence do schooling conditions and teaching practices have on curriculum implementation for Grade 4 reading literacy? In phase one, PIRLS 2006 principal and teacher questionnaire data were re-classified for secondary analysis according to language of instruction (English First Language or English Additional Language) and the mean performance of each participating class of learners on the PIRLS 2006 international benchmarks and further benchmarks established to reflect the performance of the majority of South African learners. Response distributions on selected classroom level variables detailing teacher characteristics and reading literacy teaching practices as well as selected school level variables describing teaching conditions impacting the teaching of reading literacy were compared across each reclassified benchmark sub-sample. In phase two, six school and teacher case studies were purposively selected from each of the sub-samples to complement and extend the findings from the analysis of the survey data using multiple qualitative data sources. The findings revealed that differences in schooling conditions and teaching practices across the PIRLS achievement spectrum were generally aligned to differences between advantaged, high achieving schools and disadvantaged low-achieving schools. Thus, the study provides insights into the high levels of between-school inequalities for the development of Grade 4 reading literacy and school and classroom level reasons for such inequalities. On the basis of the findings, recommendations for policy, teacher practice and teacher education, and further research are provided.Thesis (PhD)--University of Pretoria, 2011.
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SILVA, João. "ERIK ANDRÉ DE NAZARÉ PIRES." Universidade Federal do Pará, 2017. http://repositorio.ufpa.br/jspui/handle/2011/9271.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
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Kelling, Jeffrey, and Guido Juckeland. "Profiling of RT-PICLS Code." Helmholtz-Zentrum Dresden-Rossendorf, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-224404.
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It was observed, that the RT-PICLS code ran by FWKT on the hypnos cluster was producing an unusual amount of system load, according to Ganglia metrics. Since this may point to an IO-problem in the code, this code was analyzed more closely.
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Zhou, Xin, Teuta Alija, and Owoicho Ochoche. "Poison Pills : A management-shareholder benefits comparison." Thesis, Jönköping University, JIBS, Business Administration, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12413.
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Abstract
Problem: The problem of this thesis involves the controversy that the implementation of poison pills generates. The conflict amongst various stakeholders that are affected directly or indirectly by the implementation of the poison pill also contributes significantly to the problem of this thesis.
Purpose: The purpose of this thesis is to investigate and compare the benefits of the poison pill adoption on shareholder and management interests. We also seek to evaluate arguments for and against pill adoption, and determine if these arguments are valid in view of facts established from our study.
Conclusions: Our study in this thesis has brought us to five conclusions about the poison pill policy in fulfillment of the purpose. We state in our conclusion that arguments for and against the poison pill can both be validated depending on the case, we also state that a general conclusion cannot be drawn as to the negative or positive effect of the poison pill on stakeholders. We proceed to argue that the pill is a very effective fighting toll in the current business world and state that more should be done to regulate pill implementation. We finish up our conclusion by identifying what appears to be an inverse relationship between management and shareholders benefits from the implementation of the pill.
Originality: The uniqueness of our study resides in the theoretical framework that is developed from two prevailing hypotheses in the academic research of the poison pill. The previous studies either take on the management entrenchment hypothesis (MEH) or the shareholder interest hypothesis (SIH). However, we have combined the elements of both hypotheses and jointly revealed the advantages and disadvantages of the pill adoption for both management and shareholders via our original management shareholder benefits comparison matrix.
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Wagstaff, Jessica. "Little Pink Pills: A History of Placebos." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244843.
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Why is it that folk remedies have endured the test of time? This review of the placebo effect begins with definitions of placebo and placebo effect. It delves into the history of the placebo and the placebo effects, from Cro-Magnon times up through current advances in medicine. Placebos were present in Ancient Rome and Greece, the Bible, Renaissance Europe. Many difference substances were used as placebos, including boiled dung, lizard blood, mold and unicorn horn. Current studies on depression and Parkinson's disease have shown the powerful responses placebos can produce. Future research is need to unveil the mechanisms and mediators involved in the placebo effect.
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Osório, Júlia Telésforo. "A pausada contemporaneidade de Rui Pires Cabral." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122640.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2013.Made available in DSpace on 2014-08-06T17:10:58Z (GMT). No. of bitstreams: 1 323447.pdf: 1476396 bytes, checksum: 3074e43f936496e5b1c2e3ab31dadf41 (MD5) Previous issue date: 2013
Neste trabalho, apresento uma discussão sobre ritmo poético a partir daobra de Rui Pires Cabral. O corpus da pesquisa constitui-se por poemaspertencentes às duas versões do livro A super-realidade (1995; 2011) eao livro Longe da aldeia (2005). O principal objetivo do trabalho écompreender como a relação entre o sujeito poético e acontemporaneidade se desenvolve formalmente na poesia desse autorque opta pelo uso do verso livre, o que possibilita variadas leiturasrítmicas a cada poema. Para tanto, articulo um breve histórico sobreparte da poesia portuguesa contemporânea, acompanhado da reflexãoacerca de alguns conceitos formais mobilizados em tal obra a fim deentender como o ritmo poético contribui para materializar essa relação.
Abstract : In this study, I present a discussion about poetic rhythm from the workof Rui Pires Cabral. The research corpus is constituted by poemsbelonging to the two versions of the book A super-realidade (1995;2011) and the book Longe da aldeia (2005). The main objective of thisstudy is to understand how the relationship between the poetic subjectand the contemporaneity formally develops in the poetry of this authorwho opts for the use of free verse, which enables different rhythmicreadings of each poem. Therefore, I articulate a brief history about thecontemporary Portuguese poetry, accompanied by a very general look ofsome formal concepts mobilized in such work in order to understandhow the poetic rhythm contributes to materialize this relationship.
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Brown, Walter. "Patents, pills, poverty and pandemic : the ethical issues /." Thesis, Rhodes University, 2003. http://eprints.ru.ac.za/142/.
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LEAL, LARA NOGUEIRA DA SILVA. "CARDOSO PIRES AND THE ART OF CREATING MEMORY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7150@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOJosé Cardoso Pires procurou, ao longo de sua vida, lutar constantemente contra o que ele chamava de memória frágil da política. Acompanhar, pois, o processo de releitura da história de Portugal realizada pelo autor após a abertura dos arquivos da Pide, torna-se um possível caminho para uma melhor apreensão do lugar que pôde ser ocupado, em Portugal no século XX, pelo intelectua-lescritor. A presente dissertação pretende ler a atuação do intelectual José Cardoso Pires, especialmente no retrato de Portugal traçado por ele nas páginas do romance Balada da Praia dos Cães, como um esforço de se criar novas memórias do salazarismo que impeçam, ou pelo menos que dificultem, a eficácia das políticas de esquecimento promovidas pelos regimes pós- ditatoriais.
José Cardoso Pires spent his entire life waging an ongoing battle against what he called fragile political memory. Accompanying, then, the process of the author`s fresh interpretation of the history of Portugal after the PIDE (secret police) files were opened, it was possible to learn more about the place that could be occupied in 20th-century Portugal by the writer- intellectual. The dissertation intends to examine the role of intellectual José Cardoso Pires, especially in his portrayal of Portugal in the pages of the novel Ballad of Dogs` Beach, in an effort to create new memories of Salazarism that avert or at least hinder the effectiveness of the policies of forgetting adopted by post-dictatorship governments.
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ROSA, BARBARA PARAISO GARCIA DUARTE DA. "WORDS AND PILLS: ON TODAY S DISCONTENT GOVERNMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35577@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O objetivo do presente trabalho é analisar a condução do mal-estar na atualidade; o mal em questão é o sofrimento psíquico. Inspirados no conceito de governamentalidade, chamaremos de governo do mal-estar o modo de conduzir o mal-estar. Por isso, recorreremos à noção foucaultiana de biopoder, referência e pano de fundo de análise a partir da qual entenderemos como se constituiu o governo da vida na modernidade, ponto de partida para refletirmos sobre o governo da vida na atualidade, onde o mal-estar psíquico desempenha papéis estratégicos. Abordaremos o governo do mal-estar na atualidade do campo psiquiátrico, mais especificamente, de certo discurso sobre as pílulas, o discurso da psiquiatria biológica – voltado para a regulação de quase todo e qualquer mal-estar psíquico. Investigaremos também a condução do mal contida em algumas das produções freudianas, levando em consideração a elaboração de certos conceitos, culminando no conceito de pulsão de morte.
The objective of this work is to analyze the conduction of the malaise in the present days. The malaise in particularly, is a psychic distress. Inspired in the concept of governmentality, we will denominate the government of the malaise the ways to conduct the malaise. Therefore we will call upon the foucauldian notion of biopower, reference and backstage of the analysis, from which we will understand how modern s government of life was consisted. This is the basis that will be considered to reflect on today s government of life, where psychic malaise performs strategic roles. The government of the malaise will be analysed on the psychiatry context, precisely, certain pill discourse, discourse of biological psychiatry - focused in the regulation of almost all and any psychic malaise. We will also investigate the conduction of the malaise contained in some of the freudian productions, considering the elaboration of certain concepts, culminating with the concept of death drive.
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Oliveira, Juscelino Alves de. "IMAGINÁRIO POÉTICO NA OBRA DE ITAMAR PIRES RIBEIRO." Pontifícia Universidade Católica de Goiás, 2017. http://tede2.pucgoias.edu.br:8080/handle/tede/3729.
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This research divide itself into three parts, is focused on analyzes and reflections on Itamar Pires Ribeiro's lyric, especially in poems from two of his books, “Das Palavras” and “A Arte de Pintar Elefantes”, both published in 2000, with the aim of developing studies on the artist's poetic imagery. We had the specific intention of analyzing the relation of the poet and his creation, the very matter of his production. “As Palavras” ("The Words"), “Água” ("Water"), "Pantera", “Canção do Amor Irônico” ("Song of Ironic Love"), “Paixão” ("Passion") and “Vinho” ("Wine") are among the analyzed poems, exemplifying the arduous poetic exercise, its muses, its images. The main methodology used was the bibliographical research, through the approach of concepts and analyzes on the poetic text, involving Gilbert Durand's theories about the imaginary’s anthropological structures. Other theorists such as Susanne K. Langer and Octavio Paz were also approached in our study, which had its first part a panoramic look at the artistic whole of the poetic work of Ribeiro; In the second part, we analyze the selected poems with the theoretical lens of Durand and others; In the third, we try to show some elements visualized by us in the poetic work of the author. There is also an attached interview with the author, where he talks about his artistic work, the relationship between the lived time and his creation, his muses, his creative methods, and other questions. We hope that this work may contribute to the development of new studies on the poetry of Itamar Pires Ribeiro that show the relevance of this poet's work.
Esta pesquisa se divide em três partes e está focada em análises e reflexões sobre a lírica de Itamar Pires Ribeiro, especialmente em poemas de dois de seus livros, Das Palavras e A Arte de Pintar Elefantes, ambas publicadas em 2000, com o objetivo de desenvolver estudos sobre o imaginário poético do artista. Tivemos a intenção específica de analisar a relação do poeta e sua criação, a matéria mesma de sua produção. “As Palavras”, “Água”, “Pantera”, "Canção do Amor Irônico”, “Paixão” e “Vinho" estão entre os poemas analisados, exemplificando o árduo exercício poético, suas musas, suas imagens. A principal metodologia utilizada foi a pesquisa bibliográfica, pela abordagem de conceitos e análises sobre o texto poético, envolvendo principalmente teorias de Gilbert Durand acerca das estruturas antropológicas do imaginário. Outros teóricos como Susanne K. Langer e Octavio Paz também foram abordados em nosso estudo, que teve uma sua primeira parte um olhar panorâmico sobre o todo artístico da obra poética ribeiriana; na segunda parte, analisamos os poemas selecionados com a lente teórica de Durand e outros; na terceira, procuramos mostrar alguns elementos visualizados por nós na obra poética do autor em tela. Há ainda, em anexo, uma entrevista com o autor, onde ele fala sobre seu fazer artístico, a relação entre o tempo vivido e sua criação, suas musas, seus métodos criacionais, além de outras questões. Espera-se que este trabalho possa contribuir para o desenvolvimento de novos estudos sobre a poesia de Itamar Pires Ribeiro que mostrem a relevância da obra desse poeta.
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Silva, Eunice Cabral Nunes da. "Representações do Mundo Social em José Cardoso Pires." Doctoral thesis, Universidade de Évora, 1994. http://hdl.handle.net/10174/10565.
Full textAbstract:
INTRODUÇÃO -
O nosso trabalho é um estudo de inspiração sociocrítica de três romances de José Cardoso Pires, O Anjo Ancorado (1958), O Delfim (1968) e Balada da Praia dos Cães (1982), que procura analisar as principais representações do mundo social português contemporâneo (décadas de 50 e de 60) inscritas nos romances referidos.
Ao estudarmos as representações narrativas dos três textos em causa, fomos levados a considerar que este conjunto de romances do autor forma dois ciclos romanescos. Definindo ciclo romanesco pela existência de determinados traços comuns, consideramos que o primeiro se estabelece desde os primeiros contos até ao romance D., que aparece como epílogo desse ciclo (1), e que o segundo se inicia com o romance BPC. Excluímos do nosso corpos tanto os contos do autor, anteriores ao seu primeiro romance (Os Caminheiros e outros contos, 1949 e Histórias de Amor, 1952; mais tarde seleccionados no volume Jogos de Azar, 1963) como o romance O Hóspede de Job (1963) por razões que seguidamente adiantaremos.
A nossa contribuição consiste na análise das articulações que os três textos romanescos estabelecem com os contextos socioculturais, pressupostos ou referidos nos enunciados narrativos, e das correlações entre os textos romanescos e os códigos em vigor no sistema literário.
Uma dessas articulações é a permitida pelo "legado neo-realista", inscrito nos dois primeiros romances e constituído por algumas regularidades irregulares em relação ao código neo-realista. Uma outra é a articulação com a "sociosfera" do existencialismo, inscrita no discurso narrativo dos dois textos referidos, como uma das manifestações de afastamento em relação ao código neo-realista. Por último, articularemos os textos narrativos com a "crise do psicológico"
que é uma manifestação literária de uma outra crise de âmbito
sociocultural, a do humanismo.
Sempre que necessário, analisaremos também os textos
ensaísticos de J.C.P. que, constituindo intertextos
exoliterários, contextualizam certas estruturas semânticas e
narrativas dos romances em análise.
A nossa pesquisa vai sobretudo no sentido de uma
sociocrítica do texto narrativo tendo em conta que as
significações são produzidas pela organização textual do
enunciado romanesco. Queremos, deste modo, evitar uma análise
do nível denotativo e documental do texto literário que teria por
objectivo ilustrar uma época. Este tipo de análise reduziria o texto
literário a uma dimensão documental e puramente sociológica,
anulando a autonomia relativa do discurso literário como "sistema
modelizante secundário". Deste modo, consideramos que os fenómenos
discursivos de um texto narrativo se configuram pelas interacções
entre os sistemas literários e os sistemas sociais, constituindo
formulações literárias de "discursos sociais" num determinado
tempo e lugar. Pensemos no "legado neo-realista" inscrito nos
dois primeiros romances em análise: uma das suas manifestações,
em termos de "idiolecto" do autor, é o facto da perspectivação
narrativa inscrever a conflitualidade insolúvel de vários
"discursos sociais" na constituição sociocultural do espaço e das
personagens que nele se movem.
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Barreiros, Carlos Rogerio Duarte. "Forma do romance e processo social na Balada da praia dos cães, de José Cardoso Pires." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8150/tde-28112013-103033/.
Full textAbstract:
A Balada da Praia dos Cães é romance central no conjunto da obra de José Cardoso Pires devido ao ponto de vista a partir do qual é narrado. Essa instância guarda duas faces complementares, entre as quais repousa: uma de dimensão factual e histórica, a partir da qual o romance foi dissertado; outra, de feição ficcional. O ponto de vista intersticial é exatamente a pedra de toque do romance, cuja instabilidade entre o fato e o ficto instaura o princípio de todas as outras estruturas narrativas e é também o ponto de contato da Balada da Praia dos Cães com o conjunto da obra de José Cardoso Pires. De forma geral, a Balada contém avaliação do período inicial da crise do salazarismo português: a artificialidade, a morosidade e a falência das instituições burocráticas, circunscritas ao discurso oficial do Estado; a degradação da sociedade devido às práticas da delação e da tortura, na forma-limite do medo; a indecisão nacional, entre a tradição marialva e a modernização associada ao projeto europeu; a insistência em formas literárias tradicionais combinadas ao empréstimo de outras, estrangeiras, como reflexo dessa indecisão; o conservadorismo refratário à emancipação das mulheres; as formas mais perversas de repressão eis os termos por meio dos quais o período analisado é escovado a contrapelo por meio da perspectiva intersticial ela própria redução estrutural da experiência portuguesa semiperiférica.Balada da Praia dos Cães (Balad of Dogs Beach) is a central novel in the work of José Cardoso Pires considering the point of view from which it is narrated. The author keeps two complementary faces on which the book lies: one of a factual and historical dimension, whereupon the novel was disserted; another of a fictional nature. The interstitial point of view is exactly the novels touchstone, whose instability between fact and fiction establishes the principle of all other narrative structures and is also the link of Balada da Praia dos Cães with the whole work of José Cardoso Pires. Generally speaking, the book contains an assessment of the initial period in the Portuguese Salazar-period crisis: the artificiality, slowness and breakdown of bureaucratic institutions, circumscribed to the official discourse of the State; society degradation because of denunciation and torture practices, in the form-limit of fear; national indecision between the Marialva tradition and the modernization associated with the European project; insistence of traditional literary forms combined with the borrowing of other foreign forms as a reflection of such indecision; conservatism which is refractory to womens emancipation; the most perverse forms of repression those are the terms through which the period under discussion is brushed against the grain through an interstitial perspective being itself a structural reduction of the Portuguese semi-peripheral experience.
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Kusserow, Berthold F. "Poison pills in Canada : good news for bad management?" Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55694.
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