Dissertations / Theses on the topic 'Prison reading'

This thesis introduces the study of inmate marginalia as a method for understanding inmates’ uses of texts in prison libraries and for understanding the motivations for these uses. Marginalia are the notes, drawings, underlining, and other markings left by readers in the texts with which they interact. I use the examples of the Talmudic projects to set a precedent for the integration of marginal discourses into the central discourse of society. Next, I discuss the arguments surrounding the use of texts in prison libraries, including an outline for an ideal study of inmate marginalia. Finally, I discuss the findings of my on-site research at four prison libraries in Washington State. After scanning evidence of marginalia from forty-eight texts, a relatively small sample, I divided the marginalia by gender of facility, genre of text, address of the marginalia, and type of marginalia and found statistically significant correlations (p < 0.05) between gender and genre, gender and address, gender and type, and genre and type. However, while these correlations are statistically weak and require further investigation, the statistically significant correlations indicate the potential for integrating inmate marginalia studies into the scholarly discussions regarding inmates’ interactions with texts in prison.

This thesis seeks to take Dietrich Bonhoeffer’s prison experience seriously as a spiritually and theologically formative journey through liminal displacement. Using the anthropological theory of liminality as a lens for analysis, it offers a close reading of Bonhoeffer’s prison writings, examining the porous nature of the sociocultural and metaphorical boundaries of the prison space as expressed in notes, letters, essays, prayers, poetry, and theological letters. In doing so, the thesis suggests that Bonhoeffer’s dramatic transition into the prison space results in an “inbetween- ness” (Palmer et al. 2009) that suspends the prisoner “betwixt and between” (Turner 1967) light and dark, inside and outside, above and below, sacred and profane space, dislocation and located-ness, suffering and hope, life and death. Chronologically examining distinct phases of liminality – separation, transition, anticipation – the study shows a cumulatively transformative movement in which the prisoner is drawn ever more deeply into the reality of his own life, and an ever increasing relationality with others, with God, and with the suffering of those who inhabit the view from below. It is observed that by taking an active role in navigating liminality, Bonhoeffer encounters multiple turning points at the heart of betwixt space, which break up “default modes of perception,” (Wannenwetsch 2012) transforming the prison cell into a privileged place of insight that ultimately catalyses a transformative new vision of reality and the Christian life. Within liminality the borderlines and boundaries of the prison space remain just porous enough to create the possibility for alternative ways of viewing reality. Through theological, poetic, and polyphonic anticipation, Bonhoeffer risks imaginative resolve by reframing liminality as a Gethsemane-like displacement, stations on the way to freedom, and participation in the polyphonic nature of life. In it is concluded that Bonhoeffer’s prison experience represents a uniquely formative space in which he was drawn into participation in the life, sufferings, and death of Jesus Christ.

Orientador: João Pedro Pezzato<br>Resumo: A presente pesquisa tem como objetivo investigar e analisar a participação de leitores escritores presos e presas em três presídios do sul do estado de Minas Gerais, Brasil, que aderiram, durante os anos de 2015 e 2017, ao projeto “Remição pela Leitura”, no âmbito do sistema prisional brasileiro. Esse projeto integrador fundamenta-se na Lei Nº 12.433/2011, que dispõe sobre a remição de parte do tempo de execução da pena por estudo ou por trabalho, e na Portaria Conjunta JF/DEPEN N.º 276/2012, do Ministro Corregedor-geral da Justiça Federal e do Diretor-geral do Departamento Penitenciário Nacional, que disciplina o Projeto da “Remição pela Leitura” no Sistema Penitenciário Federal. Em Minas Gerais, o projeto “Remição pela Leitura” foi instituído pela Resolução Conjunta SEDS/TJMG N° 204/2016. A partir de uma perspectiva de pesquisa qualitativa, e adotando um caminho de investigação denominado Paradigma Indiciário, foram analisadas as resenhas elaboradas por presos leitores sob o ponto de vista da experiência de leitura e escrita. O paradigma indiciário busca interpretar os escritos mediante a observação de sinais e indícios reveladores de significados. A fundamentação teórica baseia-se em documentos legais (BRASIL, 2011, 2012; MINAS GERAIS, 2016) e produções teóricas de autores como Petit (2008; 2013), Iser (1996a; 1996b; 1999; 2002), Cândido (2004), Larrosa (2002a; 2002b), Jauss (1994; 2002), Manguel (1997; 2004), Calvino (1982; 1993; 1994; 2001) dentre outros. A questão que s... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The current research aims to investigate and analyze the participation of readers writers imprisoned in three prisons in the southern state of Minas Gerais, Brazil, that joined, during the years of 2015 and 2017, the project "Remission for Reading", within the brazilian prison system. This integrative project is based on the Law Nº 12.433/2011, which provides the remission of part of the penalty execution time due to study or work, and in the Joint Ordinance JF/DEPEN N.º 276/2012, of the Minister of the Comptroller General of the Federal Court and the general Director of the National Penitentiary Department, which disciplines the "Remission for Reading" Project in the Federal Penitentiary System. In Minas Gerais, the project "Remission for Reading" was instituted by the Joint Resolution SEDS/TJMG N° 204/2016. From a qualitative research perspective, and adopting an inquiry path entitled Indiciary Paradigm, were analyzed the reviews elaborated by imprisoned readers from the point of view of the experience of reading and writing. The indiciary paradigm seeks to interpret the writings through the observation of signs and evidence that reveal meanings. The theoretical construct is based on legal documents (BRASIL, 2011, 2012, MINAS GERAIS, 2016) and theoretical productions of authors such as Petit (2008; 2013), Iser (1996a; 1996b; 1999; 2002), Cândido (2004), Larrosa (2002a; 2002b), Jauss (1994; 2002), Manguel (1997; 2009), Calvino (1982; 1993; 1994; 2001), among others. The ques... (Complete abstract click electronic access below)<br>Resumen: La presente investigación tiene como objetivo investigar y analizar la participación de lectores escritores presos y presas en tres cárceles del sur del estado de Minas Gerais, Brasil, que se adhirieron, durante los años 2015 y 2017, al proyecto "Remisión por la lectura" en el marco del sistema penitenciario brasileño. Este proyecto integrador se fundamenta en la Ley Nº 12.433 / 2011, que dispone sobre la remisión de parte del tiempo de ejecución de la pena por estudio o por trabajo, y en la Portaria Conjunta JF / DEPEN Nº 276/2012, del Ministro Corregidor- de la Justicia Federal y del Director General del Departamento Penitenciario Nacional, que disciplina el Proyecto de la "Remisión por la Lectura" en el Sistema Penitenciario Federal. En Minas Gerais, el proyecto "Remisión por la Lectura" fue instituido por la Resolución Conjunta SEDS / TJMG N ° 204/2016. A partir de una perspectiva de investigación cualitativa, y adoptando un camino de investigación denominado Paradigma Indiciario, se analizaron las reseñas elaboradas por presos lectores desde el punto de vista de la experiencia de lectura y escritura. El paradigma indiciario busca interpretar los escritos mediante la observación de signos e indicios reveladores de significados. La fundamentación teórica se basa en documentos legales (BRASIL, 2011, 2012, MINAS GERAIS, 2016) y producciones teóricas de autores como Petit (2008, 2013), Iser (1996a, 1996b, 1999, 2002), Cándido (2004), (2002, 2002b), Jauss (1994; 2002), Manguel... (Resumen completo clicar acceso eletrônico abajo)<br>Doutor

Orientador: Oswaldo Francisco de Almeida Júnior<br>Resumo: A ideia amplamente disseminada pela Ciência da Informação (CI) sobre a existência de uma suposta “Sociedade da Informação” – em que todos os jovens que nasceram nos últimos vinte anos, período em que houve o surgimento e popularização da internet, seriam membros de uma geração que sabe lidar facilmente com tecnologias – pode ser uma proposição bastante perniciosa à sociedade, tendo em vista que muitos grupos sociais aparentemente não fazem parte deste cenário. Um desses grupos é formado pelos jovens encarcerados, pois grande parte deles chega ao cárcere com graves carências vinculadas à estrutura familiar, à educação básica e ao letramento. Diante desse cenário, este estudo é norteado pelo problema acerca de como são as práticas informacionais dos jovens encarcerados no Centro de Detenção Provisória de Serra Azul, no que se refere à mediação e à apropriação dos dispositivos informacionais. O objetivo foi investigar como são as práticas informacionais desses jovens antes e após adentrarem ao CDP de Serra Azul com relação à mediação e à apropriação dos dispositivos informacionais. Além disso, buscou-se identificar quem são esses detentos, verificar os motivos pelos quais se encontram na unidade de detenção, criar quadros comparativos acerca das mudanças nas práticas informacionais antes e após o cárcere, averiguar as limitações e possibilidades da biblioteca prisional com relação ao acesso e apropriação desse dispositivo, descrever ações mediadoras no sentido de compreender de ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The idea widely disseminated by Information Science (CI) about the existence of a supposed “Information Society” - in which all the young people born in the last twenty years, during which the internet emerged and became popular, would be members of a A generation that can easily handle technologies - can be a very pernicious proposition to society, given that many social groups are apparently not part of this scenario. One of these groups is made up of incarcerated young people, as most of them reach prison with serious shortages linked to family structure, basic education and literacy. Given this scenario, this study is guided by the problem of how are the informational practices of young people incarcerated at the Serra Azul Provisional Detention Center, regarding mediation and appropriation of informational devices. The objective was to investigate how are the informational practices of these young people before and after entering the Serra Azul CDP regarding the mediation and appropriation of informational devices. In addition, we sought to identify who these detainees are, to verify the reasons for their detention, to create comparative tables about changes in informational practices before and after prison, to investigate the limitations and possibilities of the prison library in relation to the prison. access and appropriation of this device, describe mediating actions in order to understand how these actions develop in the daily life of the prison, such as the readin... (Complete abstract click electronic access below)<br>Résumé: L’idée largement répandue par la science de l’information (CI) de l’existence d’une prétendue «société de l’information» - dans laquelle tous les jeunes nés au cours des vingt dernières années, au cours desquels Internet est apparu et est devenu populaire, serait membre d’un Une génération capable de gérer facilement les technologies peut être une proposition très pernicieuse pour la société, étant donné que de nombreux groupes sociaux ne font apparemment pas partie de ce scénario. L'un de ces groupes est constitué de jeunes incarcérés, car la plupart d'entre eux se retrouvent en prison avec de graves pénuries liées à la structure familiale, à l'éducation de base et à l'alphabétisation. Compte tenu de ce scénario, cette étude est guidée par le problème suivant: comment les pratiques informationnelles des jeunes incarcérés au centre de détention provisoire de Serra Azul concernent-elles la médiation et l’appropriation de dispositifs informatifs? L’objectif était d’enquêter sur la manière dont les pratiques informationnelles de ces jeunes avant et après leur entrée dans le CDP de Serra Azul en ce qui concerne la médiation et l’appropriation de dispositifs informationnels. En outre, nous avons cherché à identifier qui sont ces détenus, à vérifier les raisons de leur détention, à créer des tableaux comparatifs sur les modifications des pratiques en matière d'information avant et après la prison, à enquêter sur les limites et les possibilités de la bibliothèque de la prison par ra... (Résumé complet accès életronique ci-dessous)<br>Doutor

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-08-21T18:05:13Z No. of bitstreams: 1 DONEVES FERNANDES DANTAS - DISSERTAÇÃO PROFLETRA 2018.pdf: 7650032 bytes, checksum: 18bf60e92a74d63a81536d5d36fd4b31 (MD5)<br>Made available in DSpace on 2018-08-21T18:05:13Z (GMT). No. of bitstreams: 1 DONEVES FERNANDES DANTAS - DISSERTAÇÃO PROFLETRA 2018.pdf: 7650032 bytes, checksum: 18bf60e92a74d63a81536d5d36fd4b31 (MD5) Previous issue date: 2018-02-22<br>O aumento significativo da criminalidade e do nível de encarceramento do sistema penal brasileiro tem levado estudiosos, governo e a sociedade civil a refletirem sobre estratégias que revertam este quadro de grande fragilidade. A legislação penal prevê como alternativas de ressocialização e combate a reincidência: o trabalho e a educação. A escola prisional através da mediação pedagógica do ensino de Língua Portuguesa pode constituir-se num espaço por excelência de aprendizagem, valorização e consolidação de uma leitura crítica capaz de ajudar na reinserção social dos apenados. Nesta perspectiva foi dado início a esta pesquisa com o objetivo geral descrever como as aulas de linguagem, da Cadeia Pública de São João do Rio do Peixe (SJRP) - PB, vem sendo desenvolvidas e suas possíveis contribuições para a construção de competências relativas à leitura crítica direcionada à reinserção social dos presos buscando responder ao problema de pesquisa inicial que foi investigar dentro de um cenário educacional intramuros se e como aulas de linguagem ministradas nas instituições carcerárias poderiam promover uma leitura capaz de ajudar na ressocialização dos apenados? Nossa hipótese foi que dentro do currículo de Língua Portuguesa a leitura crítica poderia auxiliar no processo de ressocialização. Justifica-se a realização deste estudo o desejo de investigar essa realidade que apresenta características e especificidades próprias, trazendo à luz os efeitos da leitura crítica em prol da reinserção social dos apenados. Baseando-se teoricamente nas tendências moderna da Política Pública educacional de Jovens e adultos implantada nas escolas prisionais aliada aos conceitos centrais da pedagogia freireana e das áreas de leitura e letramento crítico far-se-á uma reflexão sobre as práticas pedagógicas e o incentivo à leitura neste ambiente educacional usando como metodologia a pesquisa qualitativa de cunho etnográfica. Os dados foram coletados por meio de observações sistemáticas das aulas de leitura, conversas informais e entrevistas não estruturadas. Os resultados obtidos apontam para deficiência na formação leitora crítica dos sujeitos envolvidos decorrente de uma pratica pedagógica tradicional que prioriza o ensino de leitura como mera decodificação de letras e frases, sem instigar a leitura crítica por parte do educando, constituindo um óbice a ressocialização criminal, muito embora os apenados vejam a educação prisional como um instrumento fundamental na sua reinserção social, atendendo às expectativas de melhoria das condições de vida por ocasião de sua volta a sociedade e contribuindo para melhorar as expectativas com relação à empregabilidade, o que denota urgência na efetivação de políticas públicas que contribuam na formação docente em prol da desenvolvimento da formação leitora crítica.<br>The significant increase in crime and the level of imprisonment of the Brazilian penal system has led scholars, the government and civil society to reflect on strategies that reverse this extremely fragile situation. Criminal legislation provides for alternatives to resocialization and combating recidivism: education and work. The prison school through pedagogical mediation of Portuguese language teaching can be a space for excellence in learning, valuing and consolidating a critical reading that can help in the social reintegration of the victims. In this perspective, this research was started with the general objective of describing how the language classes of the. (PB) have been developed and their possible contributions to the construction of competences related to reading directed towards the social reintegration of prisoners. It is justified to carry out this study the desire to investigate this reality that presents its own characteristics and specificities, bringing to light the effects of the critical reading in favor of the social reintegration of the victims. Based theoretically on the modern trends of the Public Educational Policy of Young and adult implanted in the prison schools allied to the central concepts of Freirean pedagogy and of the areas of reading and critical literacy will be made a reflection on the pedagogical practices and the incentive to the reading in this educational environment using as methodology the qualitative research of an ethnographic nature, with support in a bibliographical research. Data were collected through systematic observations of reading classes, informal conversations and structured questionnaires. The results obtained point to a deficiency in the reading training of the subjects involved, due to a traditional pedagogical practice that prioritizes reading teaching as a mere decoding of letters and phrases, without instigating the critical reading by the learner, constituting an obstacle to criminal resocialization, much although the prisoners see prison education as a fundamental instrument in their social reintegration, taking into account the expectations of improving living conditions at the time of their return to society and contributing to improve expectations regarding employability, which indicates urgency in the implementation of public policies that contribute to teacher education for the development of critical reading training.

Made available in DSpace on 2017-07-10T16:21:13Z (GMT). No. of bitstreams: 1 danielle_ reis.pdf: 7959719 bytes, checksum: bf06798c802e51d061b74ec81c98b683 (MD5) Previous issue date: 2015-08-08<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The theme of this dissertation came from my concerns as a teacher of Criminal Unit, teaching Portuguese for private students of freedom in the form of Education of Young and Adult (EJA), always reflect on the theme of reading and worried me in how to motivate them a constant practice. The research topic was defined in reading the literary genre tale. Justify the choice of narrative, tale feature as a permanent dialogue with life. The tale excites and stimulates ideas in discussions. The research geral objective I propose is to (re)signification of reading stories to young people and adults deprived of freedom. How to (re)signified, I understand a new reading with positions and a meaning that goes beyond the text of the speech and interact with life and with others. Some questions guided this research: How to include in the pedagogical practices, sociointeractional reading conception as social practice? How to propose pedagogical practices that enable the student to (re)signify the story read? As from the reading of short stories motivate writing, giving voices to these students? Initially, I made a short theoretical base on literature as a human right, essential in the process of humanization of people, dialoguing with authors such as Candido (2004) and Cosson (2012). In theoretical basis, I sought to analyze the different conceptions of reading, based on Bakhtin (2003); Koch and Elias (2012); Sole (1998) and Geraldi (1997). As conception of reading to support both classes taught, as the analysis of these, I have chosen one sociointeractional and reading as a social practice design. For this purpose, the authors that dialogue are: Rojo (2004); Kleiman; Moita Lopes (1995) and Fairclough (2001). The research method focused on Applied Linguistics guidelines following a qualitative-interpretative approach. To this end, I performed a didactic intervention project in the perspective proposed by Gasparin (2012), in other words, the Plan for Teaching Work (PTD). Analysis of the classes was carried through my diary and student written productions. As a result, the application of lessons shows the voices of the students in both oral (in listening moments of his interpretations) as in times of writing in which students produce other stories, poems, phrases and illustrations. The students were able to (re)signify the reading of tales read in accordance with the relations established with their impressions of the world, as well as listening to their own colleagues and realizing that we can weave different understandings about what we read. Thus, students extend this continuity of meaning out of school sphere and this implies the reading as a social practice<br>O tema desta dissertação surgiu de minhas inquietações como professora de Unidade Penal, lecionando Língua Portuguesa para alunos privados de liberdade na modalidade de Educação de Jovens e Adultos (EJA). Inserida nesse contexto, reflito sempre sobre o tema da leitura e preocupo-me em como motivá-los a uma prática constante. Delimitei meu tema de pesquisa na leitura do gênero literário conto. Justifico a escolha pela narratividade, característica do conto, como diálogo permanente com a vida. O conto emociona e estimula discussões de ideias. O objetivo geral de pesquisa que proponho é a (re)significação da leitura de contos para jovens e adultos privados de liberdade. Como (re)significado, entendo uma nova leitura com posicionamentos e um significado que extrapole o discurso do texto e interaja com a vida e com as outras pessoas. Alguns questionamentos nortearam esta pesquisa: Como incluir, nas práticas pedagógicas, uma concepção sociointeracional da leitura como prática social? Como propor práticas pedagógicas que possibilitem ao aluno (re)significar o conto lido? Como, a partir da leitura dos contos, motivar a escrita, dando voz a esses alunos? Inicialmente, fiz um breve embasamento teórico sobre a literatura como direito humano, imprescindível no processo de humanização das pessoas, dialogando com autores como Candido (2004) e Cosson (2012). Na fundamentação teórica, busquei analisar as variadas concepções de leitura, baseando-me em Bakhtin (2003); Koch e Elias (2012); Solé (1998) e Geraldi (1997). Como concepção de leitura para respaldar tanto as aulas ministradas, como a análise dessas, elegi uma concepção sociointeracional e da leitura como prática social. Para tanto, os autores com que dialogo são: Rojo (2004); Kleiman; Moita Lopes (1995) e Fairclough (2001). O método de pesquisa centrou-se nas orientações da Linguística Aplicada, seguindo uma abordagem qualitativainterpretativista. Para tanto, realizei um projeto de intervenção didática na perspectiva proposta por Gasparin (2012), ou seja, o Plano de Trabalho Docente (PTD). A análise das aulas foi realizada por meio de meu diário de campo e das produções escritas dos alunos. Como resultado, a aplicação das aulas mostrou as vozes dos discentes tanto na oralidade (nos momentos de escuta de suas interpretações) como nos momentos de escrita em que os alunos produziram outros contos, poemas, frases e ilustrações. Os discentes puderam (re)significar a leitura dos contos lidos de acordo com as relações estabelecidas com suas impressões do mundo, assim como ouvindo os próprios colegas e percebendo que podemos tecer compreensões diferentes sobre o que lemos. Dessa forma, os alunos estendem essa continuidade de significados para fora da esfera escolar e isso implica na leitura como prática social.

The purpose of this study is to analyze a relationship between adult, male inmate's criminal attitudes and reading level. Data is derived from the secondary assessments, Criminal Sentiments Scale-Modified (CSS-M) and the reading scores from the Test of Adult Basic Education (TABE). The sample size is 112 adult, males incarcerated at California State Prison, Solano (CSP-SOL). A general understanding of an association between reading level and criminal attitudes, and how age and race may influence this association, provides insight into the interaction of risk factors associated with programming and treatment needs, as well as general and specific responsivity. This study examines the association and variance between reading level, criminal sentiments, and race and age. Based on the results, there is insufficient evidence to support that reading level and criminal sentiments are associated, or that reading level or criminal sentiments vary with race or age, even when a moderation analysis is conducted. The relationship between criminal sentiments and reading level; however, approaches statistical significance for those under 29 years of age, suggesting that as reading levels increase, criminal sentiments decrease for this age group.

Purpose: The purpose of this thesis is to understand the relationship between mammographic performance based on actual clinical reading and performances at screen read test-sets, as well as to examine the potential causal agents for any lack of correlation. Methods: This study was designed to encompass three facets. The first element investigated the extent to which test-set reading can represent actual clinical reporting in screening mammography. The second element examined the manner that the location where reading takes place and the availability of prior images can impact upon performance in breast test-set reading. The third element considered the reading workstation monitors and the viewing environment available within BreastScreen New South Wales centres to determine whether consistent reporting conditions were provided to breast screen readers. Results: Moderate or acceptable level of agreement (W = 0.69–0.73, P < 0.01) were shown between actual clinical reporting and test-set conditions when describing group performance. The agreement was enhanced when prior images were available. The location where reading takes place and the availability of prior images showed acceptable levels of agreement (W = 0.75–0.79, P < 0.001) between group performance although both factors had a varying impact when examining the results of individual reader. The final aspect demonstrated an overall good adherence of reading workstation monitors and the viewing environment to published guidelines. Conclusions: Test-set readings in clinical and laboratory settings can be used to represent radiologic group performance in the clinic to a reasonable level particularly if prior images are available. If individual efficacy is being examined, some observers do demonstrate differences between test-sets and clinical performance, as well as differences between test-set situations even when viewing conditions are generally adhering to international standards.

La présente étude a pour but d’examiner l’amitié de Montaigne pour La Boétie dans la perspective de la lecture. Dans la première partie « Nous lecteurs de Montaigne », nous nous interrogerons sur la lecture et l’interprétation. À la suite d’A. Compagnon qui a étudié la question de lecture à travers les Essais de Montaigne, nous prendrons pour paradigme l’exégèse d’Augustin qui s’inspire des anciennes rhétorique et grammaire. Le rapport tel que l’évêque d’Hippone le conçoit entre l’Ancien et le Nouveau Testament permettra de réfléchir davantage sur le point de vue « Montaigne et La Boétie ». Dans la deuxième partie « Montaigne éditeur de La Boétie », nous tenterons de rendre compte des publications en 1570 des œuvres de La Boétie par les soins de Montaigne. Comme elles suivent de près la traduction de la Théologie naturelle de Raymond Sebond et la retraite de l’éditeur, il conviendra de les situer d’abord dans le contexte biographique de Montaigne. Ensuite, nous essayerons de comprendre le principe éditorial de la Mesnagerie qui l’aurait conduit à publier les œuvres de l’ami, accompagnées des lettres-préfaces qu’il a jugé bon de placer en tête, avant de nous pencher sur les dernières paroles qu’il attribue à La Boétie. Dans la troisième et dernière partie « Montaigne lecteur de La Boétie », nous aborderons d’abord le problème du centre du Livre I des Essais, prétendument réservé au Discours de la servitude volontaire. Ensuite, nous envisagerons le rapport que Montaigne aurait voulu établir entre son propre ouvrage et le chef-d’œuvre de l’ami, avant d’examiner la présence de ce dernier dans les Essais à travers la comparaison de leurs ouvrages<br>This study aims to examine Montaigne’s friendship with La Boétie from the perspective of readership. The first part, “We the readers of Montaigne”, reflects upon reading and interpretation. Following A. Compagnon’s studies on the question of reading in Montaigne’s Essays, we will adopt as paradigm Augustine’s exegesis which draws inspiration from ancient rhetoric and grammar. The relationship that the Bishop of Hippo observed between the Old and the New Testament will enable further reflection regarding « Montaigne and La Boétie ». The second part, “Montaigne editing La Boétie’s Editor”, attempts to survey La Boétie’s works published in 1570 by Montaigne. As these publications closely follow his translation of Raymond Sebond’s Natural Theology and the retirement of the editor, it is necessary to first situate them in context of Montaigne’s biography. We will proceed to consider the editorial principal of the Mesnagerie, which led Montaigne to publish his friend’s works, accompanied by the letter-prefaces which he saw fit to place at the beginning, before investigating the last words he attributed to La Boétie. The third and last part, “Montaigne reading La Boétie”, will first approach the problem of the center of Book I of the Essays, supposedly reserved to La Boétie’s Discourse on Voluntary Servitude. We will proceed to consider the relationship that Montaigne had wished to establish between his own work and his friend’s masterpiece, before examining this latter’s presence in the Essays by comparing their works

Introduction and aim: Culturally and socially conditioned prior knowledge of text content can constitute a significant factor for teaching reading comprehension. This relationship is made visible and has gotten more consideration in education. Therefore, this essay has aimed to investigate how teachers in the subject of teaching Swedish perceive and draw attention to the importance of students 'socio-culturally conditioned prior knowledge, with a focus on students' reading comprehension. Method: When conducting this study, interviews and observation studies have been carried out at two different schools where four interviews have been conducted with primary school teachers teaching pupils participating in grade 4-6. Results: The results show that the teachers notice that the lessons and the students' reading comprehension are positively affected by the fact that they have a certain prior knowledge about the text content. Therefore, teachers choose to work towards supporting students to link the text content to something they recognize. The teachers emphasize that vocabulary and language skills can complement reading comprehension if students don’t have enough prior knowledge, thus stating that a text can be understood by combining the linguistic knowledge they have, to gain a greater understanding of the text. The study results from the observations showed that all teachers review the students need for reading comprehension, which their respective lessons were based on. Conclusion: Teachers perceive socio-culturally conditioned prior knowledge as an important part of teaching reading comprehension. The teachers' working methods showed several support structures such as guidance and modeling of strategies through communication and interaction in teaching. It also showed that they are teaching the application of different strategies for reading and understanding fiction.

Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.

Urban Aboriginal students often come to school with a different set of cultural and language learnings than those of their non- indigenous peers. These differences can pose major barriers for the primary- aged Aboriginal student trying to access the curriculum which is based on Standard Australian English (SAE). Aboriginal students often come to school speaking a recognised dialect of English, Aboriginal English (AE) which has its own grammatical, phonological, pragmatic and socio- cultural standards which at times are quite different from those of classroom language interactions. The mismatch between the language of the home (AE) and the language of the classroom (SAE) can have dramatic effects on the literacy learning of Aboriginal students and hence their ability to effectively read in Standard Australian English. This study aims to explore the question of whether changes would be evident in urban Aboriginal students (who speak Standard Australian English as a second dialect), following a targeted reading intervention program. This reading intervention program, called an "Integrated Approach" combined existing strategies in reading and second language I second dialect teaching and learning, with cultural understandings, in a methodology aimed at improving the reading ability of the participating Aboriginal students. The students who were the 5 case studies were part of a larger cohort of students within a wider study. Students were drawn from primary schools in urban localities within the Catholic Archdiocese of Brisbane in Queensland, Australia. Qualitative data collection procedures were used to observe the 5 case study students over a period of 6 months and quantitative measures were also utilised to support this data for the purposes of triangulation. Both data collection sources for the case studies and the wider study showed that the reading intervention program did have significant effect on reading accuracy, reading comprehension and the affective area of learning. The study revealed that by using the teaching I learning strategies described in the intervention program, combined with socio-cultural understandings which include respect for the students' home language and an understanding of the effects of learning English as a Second Dialect (SESD), educators can assist Aboriginal students m improving their abilities to read in SAE. Other positive effects on students' behaviours during the intervention program which were recorded during the study included: an improved attitude to reading; a new willingness and confidence in reading; an improved willingness to participate in language activities both in tutorial sessions and back in the classroom; improved use of decoding skills and an improved control over SAE grammatical structures in writing tasks. This study emphasises the need for educators to work ardently at increasing their own understanding of how best to assist Aboriginal students in becoming competent literacy learners in SAE. Closing the gap created by the mismatch between home and school language can only be achieved by educators exploring eclectic pedagogical options and valuing the Aboriginal student's home language as a vital learning tool in gaining this competence in SAE literacies. KEYWORDS Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students; Standard Australian English; English as a Second Language; Standard English as a Second Dialect; Aboriginal English; Standard Australian English; home language; socio- cultural; culture; language; oral language; oral culture; prior knowledge; literacy; reading; reading comprehension; reading strategies; modelling reading; literature; learning styles; mechanics of reading; code switching; standardised assessment.

Made available in DSpace on 2016-04-28T19:33:44Z (GMT). No. of bitstreams: 1 Rosangela Maria de Carvalho.pdf: 813092 bytes, checksum: b0e0d78b9c31782d4c4dfbe9bba441bd (MD5) Previous issue date: 2013-11-07<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This work is in the line of research Reading, Writing, and Teaching and is themed on the teaching of reading in the Education of Youth and Adults (EJA), in the city of Floriano (PI). We show, by means of observation of 20 Portuguese classes and analysis of a questionnaire applied to five educators, as is the teaching of reading in the EJA in the city of Floriano. The aim of this work is to contribute to the improvement of teaching reading in Youth and Adults (EJA) in the state of Piauí. The specific objectives are: to analyze how teaching reading in the fourth stage of Youth and Adults (EJA) the municipal education in the city of Floriano; reading propose guidelines that may contribute to the development of reading the Education of Young and Adults (EJA) the municipal education of said city. To achieve the objectives of this research, embasamo us in studies on teaching reading considering two approaches: the first refers to the treatment given to reading the Textual Linguistics, based on the studies of Adam (2011), Beaugrande (1997), Koch (2009), Koch & Elias (2010), Koch & Travaglia (2011), Marcuschi (2008), Van Dijk (2004, 2012) and by studies of cognition, based on Kleiman (1993, 2011), Kato (1998, 1999) and Smith (1999), the second refers to the reflection on the teaching of reading based on studies of Cintra (2008 ), Cintra and Passarelli (2012 ), Koch (2002 , 2009), Koch & Elias (2010), Lopes, Cobucci & Machado (2012), Marcuschi (2001) , Marquesi (2004, 2007), Solé (1998). The results show the need to work reading taking into account, on the one hand, the mediating action of the educator, the other, the prior knowledge of the reader. Therefore, we present guidelines for reading that can lead learners to develop reading comprehension and thus contribute to a new approach to teaching reading<br>Esta dissertação situa-se na linha de pesquisa Leitura, Escrita e Ensino e tem como tema o ensino de leitura na Educação de Jovens e Adultos (EJA), na cidade de Floriano (PI). Evidenciamos, por meio da observação de 20 aulas de Língua Portuguesa e da análise de questionário aplicado a cinco educadores, como é o ensino de leitura na EJA na cidade de Floriano. O objetivo geral deste trabalho é contribuir para o aprimoramento do ensino de leitura na Educação de Jovens e Adultos (EJA) no estado do Piauí. Os objetivos específicos são: analisar como é o ensino de leitura na quarta etapa da Educação de Jovens e Adultos (EJA) da rede municipal de educação do município de Floriano; propor orientações de leitura que possam contribuir para o desenvolvimento da leitura na Educação de Jovens e Adultos (EJA) na rede municipal de educação da referida cidade. Para atingirmos os objetivos desta pesquisa, embasamo-nos em estudos sobre o ensino da leitura considerando dois enfoques: o primeiro refere-se ao tratamento dado à leitura pela Linguística Textual, baseado nos estudos de Adam (2011), Beaugrande (1997), Koch (2009), Koch & Elias (2010), Koch & Travaglia (2011), Marcuschi (2008), Van Dijk (2004, 2012) e pelos os estudos da cognição, baseado em Kleiman (1993, 2011), Kato (1998, 1999) e Smith (1999); o segundo refere-se à reflexão sobre o ensino da leitura com base nos estudos de Cintra (2008), Cintra & Passarelli (2012), Koch (2002, 2009), Koch & Elias (2010), Lopes, Cobucci & Machado (2012), Marcuschi (2001), Marquesi (2004, 2007) e Solé (1998). Os resultados obtidos evidenciam a necessidade de trabalharmos a leitura levando em conta, de um lado, a ação mediadora do educador, de outro, o conhecimento prévio do leitor. Diante disso, apresentamos orientações de leitura que podem levar os educandos ao desenvolvimento da compreensão leitora e, dessa forma, contribuir para uma nova abordagem de ensino da leitura

Thesis ( M.A. (English Studies) --University of Limpopo, 2014<br>Research shows that successful readers make use of prior knowledge. This is supported by schemata theory (Herczog & Porter, 2012; Xigo-hui, Jun & Wei-hua, 2007; Zhang 1993). In this study, the researcher intended to increase the schema of the selected sample and test the theorem. Two groups were selected as samples comprising an experimental group and a control group. The experimental group had the advantage of being exposed to a topic over a month and on the day of the test the two groups were combined and the results from the test were analysed. The outcomes showed that the experimental group out-performed the control group proving that prior knowledge increases chances of comprehension. In the initial test both groups had performed poorly. Many learners in the experimental group would have performed better if they could comprehend the English language. The students who used their schema on the experimental group did better than those who did not.<br>the National Research Foundation

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-23T16:08:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese original para UFF - PDF.pdf: 4954001 bytes, checksum: d1ab6d7fa73274b195794a76cd6879c1 (MD5)<br>Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-25T19:26:27Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese original para UFF - PDF.pdf: 4954001 bytes, checksum: d1ab6d7fa73274b195794a76cd6879c1 (MD5)<br>Made available in DSpace on 2017-05-25T19:26:27Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese original para UFF - PDF.pdf: 4954001 bytes, checksum: d1ab6d7fa73274b195794a76cd6879c1 (MD5)<br>Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro, Campus Arraial do Cabo, RJ<br>Partindo dos pressupostos teóricos da Abordagem Global, preconizados pelo grupo de autores franceses que se dedicam ao estudo dos problemas de ordem textual e à operacionalização dos constructos teóricos para o ensino de língua, sob a ótica da Linguística Aplicada em Língua Materna, este trabalho possui como objetivo migrar do “restritivamente linguístico” para o “globalmente comunicativo”, buscando trazer novas sugestões de atividades práticas para o ensino de Leitura em nossas escolas, através de oficinas, realizadas com alunos do 1º. e 3º. anos na faixa etária entre 15 e 17 anos, em regimes de internato e semi-internato do Ensino Médio integrado ao Técnico de uma escola pública federal – Instituto Federal Sul de Minas- Câmpus Muzambinho/MG. Essas atividades estão baseadas nas cinco capacidades da Competência Comunicativa- conceito preconizado pelos autores acima mencionados- e nas dez estratégias de leitor maduro ou de sucesso da autora inglesa Hosenfeld. Como pano de fundo pedagógico, utilizamo-nos das orientações da Pedagogia Simbólica de Byington, cuja teoria nos orienta para a valorização dos sentidos, da mente e do corpo na construção do saber, aqui, especificamente, no estudo de Leitura em nossas salas de aula. Assim, o trabalho busca conjugar mente/mãos; cognitivo/afetivo; subjetivo/objetivo; abstrato/concreto. Uma forma por nós encontrada para a viabilização desse processo de conjugação foi a utilização dos conhecimentos prévios dos alunos e a proposta preliminar de construção de objetos concretos que servirão como uma espécie de detonadores anamnésicos capazes de funcionar como ganchos retentivos das experiências vividas<br>Starting from the theoretical assumptions of the Global Approach, advocated by the group of French writers who are dedicated to the study of the problems of textual order and the operationalization of theoretical models for the theaching of language from the viewpoint of Applied Linguistics in Native Language constructs and considering that this study has the goal of migrating from a “strictly linguistic” view to an “overall communicative” vision, seeking to bring new suggestions for practical activities for teaching reading in our schools through workshops conducted with students from 1 st. and 3 rd. years of high school, between the ages of 15 and 17 in boarding and semi-boarding high schools integrated to a Federal technical school – Instituto Federal do Sul de Minas – Câmpus Muzambinho/MG. These activities are based on the five capabilities of Communicative Competence concept advocated by the authors mentioned above and the ten strategies for developing mature or successful readers displayed by the English author Hosenfeld. As a pedagogical background, we use us the guidelines of Symbolic Pedagogy by Byington, whose theory guides us to the enhancement of the senses, the mind and body in the construction of knowledge, here, specifically in the study of reading in our classrooms. The study seeks to combine mind / hands; cognitive / affective; subjective/ objective; abstract / concrete. Finding a way for us to achieve this conjugation process with the use of prior knowledge of the students and preliminary proposed construction of concrete objects that serve as kind of anamnestic detonators capable of functioning as retentive hooks of experiences

Made available in DSpace on 2016-04-28T19:34:42Z (GMT). No. of bitstreams: 1 Miriam da Silva Arruda.pdf: 3825221 bytes, checksum: 8270e24a8b622240d0d9a89ff791a400 (MD5) Previous issue date: 2009-10-19<br>Secretaria da Educação do Estado de São Paulo<br>Registered in this dissertation studies were developed in the programme of postgraduate studies in the Portuguese language and its theoretical PUCSP is anchoring the assumptions of linguistic textual strand guided socio-cognitive-, on an interface with those developed by Lexicology.The theme developed are textual production processes-discursive written language-in this case, Portuguese, idiomizada and conceived as a communicative not tense, standard by Marcos sociocultural history of the Brazilian people-study and learning object proficiency whereby teachers must meet in this discipline, or middle school. The purpose-to contribute to school institutions may cooperate with the movements of Brazilian society recontextualização by critical review discursive practices, including those pertaining to the teacher's teaching practices of mother tongue, to be reinterpreted by contemporary linguistic parameters ranging research into the field of education linguistic. The problem limited to the results of evaluation diagnosis concerning education proficiency written production practices that are registered in the SARESP, was considered in relation to own knowledge of the object browser in its role as a teacher, whose area of such practices were not part of the curriculum of its vocational training. You can say that this goal was achieved, insofar as it could be measured by the following specific objectives: (a) organize theoretical underpinnings capable of providing an understanding of principles concerning linguistic textual-enabled browser to understand the assumptions relating to: 1) text inseparable from design conception of speech: the methodological procedures; 2) accounted for him to situate the language elements such as patida point for the treatment inensivo reading practices; a. 3) operate with the principle of Intertextuality to extend its own previous knowledge; b) recognise writer proficiency skills through the use of grammatical lexicon-strategies in written record of the text-product, as well as those that answer by the need to learn to talk with the author-producer; c) identify text produced by secondary written production skills which have not yet been developed during the process of their escolarizações-the same procedures methodological employees to discover the writer/producer strategies proficiency, guided reading the treatment of texts produced by students-writers who underwent the assessment of Saresp. Comparing the data of the results obtained in chapter II and those that could last chapter, considers that the skill set developed by students-not writers was essentially those tabling incomprehensible to the browser itself, in a time leading up to this survey<br>Registered in this dissertation studies were developed in the programme of postgraduate studies in the Portuguese language and its theoretical PUCSP is anchoring the assumptions of linguistic textual strand guided socio-cognitive-, on an interface with those developed by Lexicology.The theme developed are textual production processes-discursive written language-in this case, Portuguese, idiomizada and conceived as a communicative not tense, standard by Marcos sociocultural history of the Brazilian people-study and learning object proficiency whereby teachers must meet in this discipline, or middle school. The purpose-to contribute to school institutions may cooperate with the movements of Brazilian society recontextualização by critical review discursive practices, including those pertaining to the teacher's teaching practices of mother tongue, to be reinterpreted by contemporary linguistic parameters ranging research into the field of education linguistic. The problem limited to the results of evaluation diagnosis concerning education proficiency written production practices that are registered in the SARESP, was considered in relation to own knowledge of the object browser in its role as a teacher, whose area of such practices were not part of the curriculum of its vocational training. You can say that this goal was achieved, insofar as it could be measured by the following specific objectives: (a) organize theoretical underpinnings capable of providing an understanding of principles concerning linguistic textual-enabled browser to understand the assumptions relating to: 1) text inseparable from design conception of speech: the methodological procedures; 2) accounted for him to situate the language elements such as patida point for the treatment inensivo reading practices; a. 3) operate with the principle of Intertextuality to extend its own previous knowledge; b) recognise writer proficiency skills through the use of grammatical lexicon-strategies in written record of the text-product, as well as those that answer by the need to learn to talk with the author-producer; c) identify text produced by secondary written production skills which have not yet been developed during the process of their escolarizações-the same procedures methodological employees to discover the writer/producer strategies proficiency, guided reading the treatment of texts produced by students-writers who underwent the assessment of Saresp. Comparing the data of the results obtained in chapter II and those that could last chapter, considers that the skill set developed by students-not writers was essentially those tabling incomprehensible to the browser itself, in a time leading up to this survey<br>Os estudos registrados nesta Dissertação foram desenvolvidos no Programa de Estudos Pós-graduados em Língua Portuguesa da PUCSP e sua fundamentação teórica tem por ancoragem os pressupostos da Linguística Textual da vertente sócio-cognitivo-interativa, numa interface com aqueles desenvolvidos pela Lexicologia. O tema desenvolvido são os processos de produção textual-discursiva em língua escrita - nesse caso, a portuguesa, idiomizada e concebida como padrão coloquial não tenso, pelos marcos sócio-históricoculturais do povo brasileiro objeto de estudo, ensino e aprendizagem proficiente pelo qual devem responder os professores dessa Disciplina, seja no Ensino Fundamental ou Médio. O objetivo geral contribuir para que as instituições escolares possam cooperar com os movimentos de recontextualização da sociedade brasileira pela revisão crítica de suas práticas discursivas, situando entre elas aquela referente às práticas de docência do professor de língua materna, para serem reinterpretadas pelos parâmetros da Linguística contemporânea situa a investigação no campo da Educação Linguística. O problema, circunscrito aos resultados da avaliação diagnóstica referente ao ensino proficiente das práticas de produção escrita registradas em dados divulgados pelo SARESP, foi considerado em relação aos próprios conhecimentos do pesquisador, na sua função de professor, cujo domínio dessas práticas não fizeram parte do currículo da sua formação profissional. Pode-se afirmar que tal objetivo foi alcançado, na medida em que ele pôde ser mensurado pelos seguintes objetivos específicos: a) organizar fundamentos teóricos capazes de facultarem a compreensão de princípios referentes à linguística textual possibilitou ao pesquisador compreender pressupostos referentes à: a.1) concepção de texto indissociável da concepção de discursivo; a.2) procedimentos metodológicos que lhe asseguraram situar os elementos linguísticos como ponto de partida para o tratamento intensivo e extensivo das práticas de leitura; a.3) operar com o princípio da intertextualidade para estender seus próprios conhecimentos prévios; b) reconhecer habilidades de um escritor proficiente pelo uso de estratégias léxico-gramaticais em registro escrito do textoproduto, bem como aquelas que respondem pela necessidade de aprender a dialogar com o autor-produtor; c) identificar em textos produzidos por alunos do Ensino Médio quais habilidades de produção escrita deixaram de ser desenvolvidas, durante o processo de suas respectivas escolarizações os mesmos procedimentos metodológicos empregados para descobrir as estratégias do produtor-escritor proficiente, orientaram o tratamento dispensado à leitura analítica dos textos produzidos pelos estudantes-escritores que se submeteram à avaliação do Saresp. Da comparação entre os dados dos resultados obtidos no Capítulo II e aqueles desse último Capítulo, foi possível considerar que o conjunto de habilidades não desenvolvidas pelos estudantes-escritores equivaliam àquelas que se faziam incompreensíveis para o próprio pesquisador, em um tempo que antecedeu a esta pesquisa<br>Os estudos registrados nesta Dissertação foram desenvolvidos no Programa de Estudos Pós-graduados em Língua Portuguesa da PUCSP e sua fundamentação teórica tem por ancoragem os pressupostos da Linguística Textual da vertente sócio-cognitivo-interativa, numa interface com aqueles desenvolvidos pela Lexicologia. O tema desenvolvido são os processos de produção textual-discursiva em língua escrita - nesse caso, a portuguesa, idiomizada e concebida como padrão coloquial não tenso, pelos marcos sócio-históricoculturais do povo brasileiro objeto de estudo, ensino e aprendizagem proficiente pelo qual devem responder os professores dessa Disciplina, seja no Ensino Fundamental ou Médio. O objetivo geral contribuir para que as instituições escolares possam cooperar com os movimentos de recontextualização da sociedade brasileira pela revisão crítica de suas práticas discursivas, situando entre elas aquela referente às práticas de docência do professor de língua materna, para serem reinterpretadas pelos parâmetros da Linguística contemporânea situa a investigação no campo da Educação Linguística. O problema, circunscrito aos resultados da avaliação diagnóstica referente ao ensino proficiente das práticas de produção escrita registradas em dados divulgados pelo SARESP, foi considerado em relação aos próprios conhecimentos do pesquisador, na sua função de professor, cujo domínio dessas práticas não fizeram parte do currículo da sua formação profissional. Pode-se afirmar que tal objetivo foi alcançado, na medida em que ele pôde ser mensurado pelos seguintes objetivos específicos: a) organizar fundamentos teóricos capazes de facultarem a compreensão de princípios referentes à linguística textual possibilitou ao pesquisador compreender pressupostos referentes à: a.1) concepção de texto indissociável da concepção de discursivo; a.2) procedimentos metodológicos que lhe asseguraram situar os elementos linguísticos como ponto de partida para o tratamento intensivo e extensivo das práticas de leitura; a.3) operar com o princípio da intertextualidade para estender seus próprios conhecimentos prévios; b) reconhecer habilidades de um escritor proficiente pelo uso de estratégias léxico-gramaticais em registro escrito do textoproduto, bem como aquelas que respondem pela necessidade de aprender a dialogar com o autor-produtor; c) identificar em textos produzidos por alunos do Ensino Médio quais habilidades de produção escrita deixaram de ser desenvolvidas, durante o processo de suas respectivas escolarizações os mesmos procedimentos metodológicos empregados para descobrir as estratégias do produtor-escritor proficiente, orientaram o tratamento dispensado à leitura analítica dos textos produzidos pelos estudantes-escritores que se submeteram à avaliação do Saresp. Da comparação entre os dados dos resultados obtidos no Capítulo II e aqueles desse último Capítulo, foi possível considerar que o conjunto de habilidades não desenvolvidas pelos estudantes-escritores equivaliam àquelas que se faziam incompreensíveis para o próprio pesquisador, em um tempo que antecedeu a esta pesquisa

Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

La thèse contribue à comprendre le rapport qui peut s'établir entre expérience spécifique de la culture et relation à la culture, dans le cas particulier de la visite muséale. C'est la notion d'ajustement qui est proposée pour rendre compte de ce rapport. Celle-ci désigne un régime d'interaction au cours duquel, l'acteur social s'engage dans un corps-à-corps avec un dispositif de communication et interprète la situation en mobilisant des représentations de cette situation et de son rôle de visiteur. Aussi la première partie montre - grâce à un détour par les théories de l'ethnométhodologie, des représentations sociales et de l'interaction médiatisée - comment le cadre méthodologique de la thèse a été construit pour appréhender la pratique du visiteur en train de se déployer. Deux terrains ont été choisis pour cette analyse : une exposition temporaire, dans les salles du musée du Louvre, qui engage une situation postulée comme une expérience de visite ; et un jeu pédagogique sur téléphone portable, mené dans les salles du musée des arts et métiers, qui ébranle, précisément, ce prérequis. La deuxième partie présente ainsi une analyse qui met en regard l'étude de la préfiguration des situations de communication par les dispositifs pour chacun des terrains, et la dynamique de leur redéfinition par les visiteurs, dans un ajustement progressif. L'exemple du texte, en tant qu'il est un opérateur de médiation aux objets et aux savoirs, permet de voir comment le visiteur s'ajuste à une double anticipation (l'activité de lecture et l'activité de visite), dans une tension entre la caractérisation de ses postures de lecture, la retextualisation des propositions et la reformulation permanente du projet général de la visite. La troisième partie consiste alors à regarder comment le visiteur caractérise la situation qu'il est en train de vivre, non plus seulement à partir de son expérience de lecture, mais à partir de sa compréhension de son activité générale de visite. On observe alors que les visiteurs vivent profondément une situation d'interaction médiatisée, c'est-à-dire qu'à la fois ils postulent une forme de dialogue avec un concepteur qui leur " parle " et en même temps ils identifient en permanence le geste expographique qui consiste à mettre en scène un espace. Cette situation est vécue dans un jeu d'attention très forte aux caractéristiques sémiotiques de l'exposition et de suspension volontaire de l'incrédulité. Pour terminer, l'analyse a permis de mettre au jour trois formes d'ajustement caractéristiques : (1) la mobilisation et construction de figures de parcours et de figures de visiteurs qui médiatisent le rapport de l'acteur à sa propre pratique et qui lui permettent de juger la situation de communication qu'il est en train de vivre. (2) La prise de rôle qui s'élabore à partir de la nécessité de trouver un cadre pertinent d'interprétation pour l'activité. (3) Et enfin, le jeu entre description de l'activité et cadre général d'interprétation qui permet au visiteur de construire un rapport plus général à la culture.

This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish. A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction. The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course. Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load. The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.

MA (English Literature)<br>Department of English<br>This study examines a selection of Post-2000 Southern African prison narratives. It primarily focuses on fictional narratives that were written in South Africa and Zimbabwe. Little critical attention has been given to fictional prison writing in Southern Africa considering that much critical attention has been accorded to autobiographies by political prisoners. The demise of autobiographical writing has led to the rise in the production of prison novels, hence the need to examine this evolving genre. This study is driven by the need to examine the construction and representation of subjectivity in the selected narratives. It explores how the prison is experienced, by paying attention to issues of criminality, identity, gender and power. This study begins with the examination of criminality and the representation of the function of the prison in Red Ink by Angela Makholwa (2007), followed by the exploration of gender and identity issues in A Book of Memory by Petina Gappah (2015). It further examines how the notions of power and counter-discourse are portrayed in The Violent Gestures of Life by Tshifhiwa Given Mukwevho (2014). This study employs the method of close textual analysis of the selected narratives. It is underpinned by post-colonial theory, the paradigm of the Panopticon which is foregrounded by Michel Foucault in Discipline and Punish: The Birth of Prison (1977) and Daniel Roux’s perceptions of the prison in Doing Time under Apartheid (2013). This study contends that notions of detention and imprisonment continue to play a central role in the production of selfhood in literary works. It is clear in the study that the prison is used as an institution to critique different phenomena regarding the prison experience. In this study, I clearly show that the selected narratives can be read as platforms for resistance against social ills that prevail in the post-apartheid/post-colonial society. I also argue that there is a thin line between fiction and non-fiction, apartheid/colonial and post-apartheid/post-colonial prison systems. The narratives I explore in this study reveal more continuities than discontinuities from the apartheid/colonial prisons.<br>NRF

The purpose of this study was to determine if there was a difference in the resources and library services in men's and women's state prison facility libraries, and to determine to what extent the librarians who administer services to inmates in prisons believe the resources available are adequate in giving library service to the inmates. A questionnaire was sent to the librarians in charge of the library in all women's institutions in the United States and to a random sample of men's institutions. A total of seventy-three questionnaires were completed and returned; thirty-nine from male institutions, twenty-three from female institutions, and eleven from co-ed institutions. The data from the questionnaires were tabulateds-using the Statistical Package of the Social Sciences (SPSS-PC). Major comparisons between the male and female institutions included: 1) the size of the institutions with the size of the library collection, 2) the size of the institutions with the resources available to inmates, and 3) the comparison of resources and services between the men's and women's institutions. Based on the results of the study, the following conclusions were reached: 1) men's institutions had much larger inmate populations than women's institutions, 2) men's institutions had only slightly more books and journals than women's institutions, and 3) because there were fewer females per institution, females had many more resources available per inmate than men. A second analysis was performed to compare male and female institutions within categories of similar size to determine whether or not the differences in the materials and services which were found to be outstanding or significantly different in the first analysis would remain valid. Data from both analyses indicated that women's institutions, in most cases, had more resources and services available than men's institutions regardless of the size of the institution. The majority of librarians in both men's and women's institutions believed they were able to support their goals and objectives, and most were satisfied with the services they were able to provide. A review of the literature indicated that similar problems have existed in prisons from the early 1800's to the present. Those problems, still recurrent, are theft, insufficient funding, overcrowding, and lack of administrative support for prison libraries.<br>Graduation date: 1991

Weird fiction criticism has been largely focused on either analyzing texts via the biographies of weird fiction authors, or concentrating on the words on the page to a degree that ignores all outside context. Although these approaches are valuable, more utility is to be found in analyzing weird fictions via their specific historical locations. This dissertation demonstrates the validity of this approach by surveying the works of five American weird fiction authors from the Twentieth Century (Lovecraft, Smith, Howard, Bloch, and Ligotti), and giving new interpretations that are based on an understanding of their placement within specific historical milieus (respectively, anti-WWI sentiment, surrealism and the problem of representation, Southern and Southwestern regionalism, pastiche and publishing culture, and metafiction and genre fiction). This survey supports the need for a new critical approach to weird fiction as described in this dissertation, and furthers our understanding of weird fiction by investigating hitherto unexplored perspectives on weird texts.

碩士<br>國立臺北大學<br>犯罪學研究所<br>99<br>The Learning Effect of Reading Club on Female Inmates: A Case Study of Taoyuan Women’s Prison by CHEN, MEI-LAN July 2011 ADVISOR(S): Dr. JOU, SU-SYAN DEPARTMENT: GRADUATE SCHOOL OF CRIMINOLOGY MAJOR：CRIMINOLOGY DEGREE：MASTER OF LAW Correctional measures within prison are quite diversified, but any correctional measures should, for the best, work with psychological mindset so as to enhance the self-control capability of the convict and their self-awareness capability before these measures can have realized the effect of counseling.Research has shown that the advantage of reading is that it can help us to overcome our present difficulty with other’s experience, enhance capability of individual to suffer setback, and stimulate oneself to start once again. Starting from 1994, after the Ministry of Education has listed reading club as the substantive measure of life-long education, 77 reading club had, in 1995, stage the first reading club in Taichung Detention Center among other prisons and detentions center throughout the country. By 1999, there are a total of 55 prisons and detention centers that echoed to the trend and set up reading club. Taoyuan Women’s Prison set up reading club in 2000. Unlike most other prisons and detention centers that allow its inmates to apply on their own will, Taoyuan Women’s Prison has facilitated entire prison to carry out the policy in order to realize the cultivation task of reading. Since the population is enormous and the number of reading-guided teachers is limited the model of hierarchical reading for reading club was thus established. At every factory, there will be a professional teacher who conducts guidance, and each cell is found as a team of reading club. Then, each cell will select a seeding participant, and they will receive reading guidance techniques from the professional teachers, then such seeding teachers will conduct small group reading and discussion as they return to the cell. The purpose of this study is to investigate the learning effect of reading club upon female inmates. 280 inmates are sampled as subjects of survey, and it is found that learning effect the best stabilizing inmate emotion and stimulating their reading motive, whereas reading achievement, pleasure, and provision of reflection effect are considered to be most obscure. Besides, the learning effect among senior inmates and those who are with lower educational background are reckoned to be most prominent. During 1 to 2 years of imprisonment for inmates, the effect of learning club is found to be most significant. As for the model of hierarchical guidance for reading club, the inmates are, in general, happy with it. The most critical factor of reading club that affects inmates is considered to be the content of teaching materials. At the end, this study has put forth such suggestions to the operation and future development of reading club at prison and retention centers are: cost is low implementing reading club at prison and retention but with high effect, and it quite convenient for implementation, while effect can be observed within short period of time so that it retains much for implementation. For implementation of reading club at female prison, the inmates are found with high degree of cooperation, and it is easy for facilitation, and the effect is quite favorable. Besides, the selection of reading materials should be more diversified and close to life experiences of inmates, so that learning effect can be much better. In addition, the implementation of reading club conducted in hierarchy must be exact to avoid the exercise of reading club into mere formality or venue to release emotion. It is hoped that the Ministry of Justice can help establish the mechanism of general survey regarding implementation effect of reading club for prisons and detention centers nationwide, and research a set of function index to learning effect of prison reading club. Keywords: prison reading club; women’s prison;learning effect

This thesis deals with convicted women´s attitude towards books, reading and literature. The goal of this thesis was to find out what kind of relation have chosen inmate women in prison in Světlá nad Sázavou towards literature and books. We also asked and responded the question, if insufficient or missing reading habits could be predictable factor of criminal behavior, because we think that insufficient reading habits and possibility to commit a crime could be somehow connected.

Il lavoro di ricerca ha come oggetto di studio la comprensione della lettura, in particolare la lettura per lo studio, come strumento di implementazione di conoscenze. La ricerca prende le mosse dai lavori sulla della comprensione del discorso di stampo cognitivista, che attraverso la teoria degli schemi hanno evidenziato come lo studio della lettura non possa essere scisso dalla memoria e dagli schemi mentali soggiacenti al pensiero. Il principale pregio di questo modello teorico è stato il riconoscere la complessità di interrelazione fra mente e linguaggio che è alla base della lettura, fornendo uno schema generale di funzionamento dei flussi di ragionamento che corrono fra testo e lettore. Tra i modelli elaborati, il modello di costruzione-integrazione di Walter Kintsch è fra quelli che maggiormente ha dimostrato il suo potere esplicativo e rappresentativo dei processi sottesi alla lettura. A questo approccio si è affiancato il contributo della sociolinguistica che, a partire da Bernstein, ha sottolineato il ruolo di medium sociale del linguaggio, evidenziando al contempo come la padronanza di tale strumento sia strettamente correlata con fattori ambientali e di posizionamento sociale dell’individuo. La comprensione della lettura inoltre, specie per testi complessi o che sono alla base delle attività di apprendimento, è fortemente influenzata dalle conoscenze pregresse degli individui, ossia da quella sorta di archivio delle parole e delle cose che ognuno di noi ha acquisito attraverso la sua esperienza di vita. Moltissimi studi hanno dimostrato che le conoscenze enciclopediche sono uno dei fattori che maggiormente spiega la padronanza in lettura (dal 20% al 70% della varianza in un test di comprensione della lettura), e che anzi non considerarlo può portare a forti effetti distorsivi nelle misure. Nella nostra ricerca abbiamo quindi definito la lettura come un processo che si realizza nell’intersezione fra gli schemi mentali acquisiti nella nostra relazione con la società e le conoscenze che abbiamo assimilato, giuste o sbagliate, nell’esperienza di vita e di studio pregressi. Sulla base di questa analisi, l’obiettivo principale della ricerca è stato costruire un test di comprensione della lettura che possa restituire la complessità sopra descritta. L’ipotesi di ricerca è che a partire da testi culturalmente connotati, sia possibile costruire un test di comprensione della lettura che dia conto contemporaneamente dell’abilità di lettura e delle conoscenze enciclopediche, e che quest’ultime, all’interno di un’analisi correlazionale, siano un fattore predittivo dell’abilità di lettura e un indicatore attendibile dei livelli di profitto generali ottenuti dagli studenti. Per realizzare tale obiettivo sono stati individuati testi di contenuto culturalmente rilevante, che mettessero cioè alla prova quanto gli studenti, attraverso la lettura, riuscissero a integrare il contenuto del testo con le loro conoscenze. Per questa ricerca è stato messo a punto un test di comprensione della lettura con le seguenti aree di verifica: 1. individuazione di nuove informazioni dal testo; 2. la capacità di compiere inferenze semplici e complesse; 3. la capacità di estrarre il senso generale del testo; 4. possibilità di richiamare, da parte dello studente, le conoscenze enciclopediche di base necessarie alla comprensione del testo. La ricerca ha assunto come popolazione di riferimento gli studenti iscritti all’ultimo anno dei licei statali classici e scientifici di Roma, pari a 9686 studenti. Si è proceduto con un campionamento statistico stratificato, basato sull’appartenenza della scuola all’indirizzo classico o scientifico (I strato) e all’estrazione socioeconomica prevalente degli studenti frequentanti le scuole (II strato). La ricerca ha complessivamente raggiunto 23 scuole, 12 licei classici e 11 scientifici per un totale di 61 classi e 1016 studenti. A seguito del riproporzionamento del campione abbiamo ottenuto un campione di 723 studenti, con un errore di campionamento pari all’1,52%. I principali dati risultanti dalla ricerca sono i seguenti: - La provenienza socioeconomica degli studenti frequentanti i licei di Roma è estremamente alta: la percentuale di genitori laureati è 4 volte superiore alla media nazionale, calcolata nella fascia 40-54 anni. In Italia le donne occupate sono soltanto il 47,2%, al contrario nel nostro campione il 90% delle madri lavora. Anche il profilo professionale è estremamente elevato, di conseguenza il milieu culturale di questi studenti risulta particolarmente stimolante, come confermato anche dal possesso di libri a casa: quasi il 30% ha più di 500 libri a casa, contro il 13,8% del campione italiano dell’indagine Pisa 2006. - Esiste nonostante questo una forte varianza interscolastica e interclasse dei risultati al test. Il fattore scuola determina il 9% della varianza, e quello legato alla classe ne spiega il 13%, il valore più alto dopo il fattore socioculturale di appartenenza. - La ricerca ha rilevato una differenza nei punteggi al test a favore dei ragazzi, laddove tradizionalmente alle ragazze viene riconosciuta una maggiore facilità in lettura. Tale differenza può essere scomposta in due elementi, da una parte l’abilità di lettura, in cui pur essendoci una superiorità dei ragazzi non è statisticamente significativa, e dall’altra il possesso di conoscenze enciclopediche, che sono possedute in modo molto significativamente maggiore dai ragazzi rispetto alle ragazze e dagli studenti di periferia rispetto quelli del centro. - L’analisi della regressione ha dimostrato che all’interno di un modello esplicativo della retta dei punteggi del test di comprensione della lettura, che consideri come fattori determinanti il contesto socioculturale dello studente, la positività verso l’attività della lettura e l’andamento scolastico, l’inserimento della variabile “Conoscenze Enciclopediche” contribuisce ad aumentare la percentuale di varianza spiegata dal modello, ed è anche il fattore che assume maggior peso nella spiegazione. L’ipotesi di ricerca è dunque stata verificata. La ricerca dimostra la necessità di uno sviluppo di strumenti specifici per la rilevazione delle conoscenze enciclopediche, senza il quale l’analisi dei processi di comprensione della lettura risulta incompleta. Sarebbe auspicabile inoltre che i risultati della ricerca potessero essere presi in considerazione dalle scuole: l’analisi dei risultati ha evidenziato come spesso non esistano le condizioni per la comprensione locale del testo. Questa difficoltà è ragionevolmente legata ad una scarsa disponibilità di quelle che nella ricerca sono state definite conoscenze enciclopediche. Ampliare lo spettro di parole, fatti, nozioni del mondo da portare a conoscenza dello studente è centrale per costruire i significati, così come è fondamentale verificare che tale processo avvenga con strumenti adeguati.

Relatório de Estágio do Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras<br>The Explicit Education of Strategies: Prior Knowledge and Inferences in the Literary TextIn Portuguese schools, students present notorious difficulties in comprehension and textual analysis. For obvious reasons, the discipline of Portuguese is the field where the textual analysis reveals more deficient levels due to the complexity of the literary texts under study, as well as the fact that most of the classes are dedicated to textual analysis. Taking into account the difficulties presented by students, started to emerge various strategies that are intended to help students overcome the obstacles. Two of the seven reading comprehension strategies presented by the author Judi Moreillon in the work “Collaborative Strategies for Teaching Reading Comprehension” (2007) were chosen as the theme to develop in this research work.The selected strategies to the present monography were activation of prior knowledge and making inferences, which were studied in detail and developed, based on a case study.In the initial phase of this report, the socioeconomic context of the school where the internship was carried out will be described, as well as the description and critical reflection of the supervised teaching practice of the trainee teacher. This is followed by a monographic section, in which the intention is to discuss, from a theoretical and practical point of view, the explicit teaching of reading comprehension strategies. The last part will be dedicated to the analysis and interpretation of data collected during the internship period, having as instruments of data collection the applied questionnaires and the observation of classes. Data analysis reveled that, although the students did not acquire the full metacognition of the strategies, they understood its utility and relevance. The students demonstrated a different approach to the text, by revealing an attitude, sensitivity and effort to comprehension, something that was not initially verified.In conclusion, the activation of prior knowledge and making inferences strategies proved to be relevant in textual comprehension, as well as giving students greater independence in understanding the text. The case study also revealed that the strategies, in addition to the two under study, should be more present in the classroom, so that students can acquire their metacognition and to use them in a way, first conscious and then intuitive, since the results of its application were positive.<br>O Ensino Explícito de Estratégias: Conhecimento Prévio e Inferências no Texto LiterárioNas escolas portuguesas os alunos apresentam notórias dificuldades de compreensão e análise textual. Por razões óbvias, a disciplina de Português é a área em que a análise textual revela níveis mais deficitários, devido à complexidade dos textos literários em estudo, como também pelo facto de grande parte das aulas serem dedicadas à análise textual. Tendo em conta as dificuldades apresentadas pelos discentes, começaram a emergir várias estratégias que têm o intuito de auxiliar os alunos a ultrapassar os obstáculos. Posto isto, foram eleitas duas das sete estratégias de compreensão leitora, apresentadas pela autora Judi Moreillon, na obra “Collaborative Strategies for Teaching Reading Comprehension” (2007), como temáticas a desenvolver neste trabalho de pesquisa.As estratégias selecionadas para a presente monografia foram a ativação de conhecimento prévio e a realização de inferências, que foram estudadas de forma pormenorizada e desenvolvida, a partir de um estudo de caso. Numa fase inicial deste relatório, será descrito o contexto socioeconómico da escola em que foi realizado o estágio, como também será desenvolvida a descrição e reflexão crítica da prática letiva supervisionada da professora estagiária. Segue-se uma secção monográfica, em que se pretende discutir, do ponto de vista teórico-prático, o ensino explícito das estratégias de compreensão leitora. E por fim, a última parte será dedicada à análise e interpretação dos dados recolhidos durante o período do estágio curricular, tendo como instrumentos de recolha de dados os questionários aplicados e a observação de aulas. A análise de dados revelou que, apesar de os alunos não adquirirem a metacognição total das estratégias, perceberam a sua utilidade e pertinência. Os discentes também demonstraram uma abordagem diferente perante o texto, ao revelarem uma atitude, sensibilidade e esforço de compreensão, algo que não se verificava inicialmente.Em conclusão, as estratégias de ativação do conhecimento prévio e realização de inferências demonstraram-se pertinentes na compreensão textual, assim como também conferiram aos alunos uma maior independência na análise do texto. O estudo de caso também revelou que as estratégias, para além das duas em estudo, deveriam estar mais presentes em sala de aula, de forma a que os alunos adquiram a sua metacognição e para que as utilizem de forma, primeiro consciente e, depois, intuitiva, uma vez que os resultados da sua aplicação foram positivos.

In my dissertation Theory of Petrified Worlds on the Example of Anti-Utopian and Dystopian Literature, I deal with anti-utopian and dystopian literature, which has been largely neglected by Czech scholarship. After the introduction to the issue I deal with the detailed analysis of the novel We by Yevgeny Zamyatin, after which I devote my attention to the theoretical definition of terms, including the historical mapping of previous research. I focus on the historical context of the emergence of the genres, including a deeper analysis of its beginnings, i.e. the development of utopian literature from Plato to William Morris and Herbert George Wells, and in detail describe the emergence of anti-utopian literature primarily as an opposition to utopian tendencies and its evolution into dystopia. A major part of the work deals with a specific semiotic analysis of the characteristic and constitutive features of the genres of anti-utopian and dystopian literature of the 20th and 21st centuries. This includes, among other things, the closed and petrified world of the novels, which gave the name to the presented theory, the strict division of society, the existence of newspeak, the characteristics of the main and secondary characters, as well as the social and political context of the analysed works. In...

Le sujet de ce mémoire traite des questions qui touchent la prise de parole sous forme écrite dans le contexte technico-médiatique du numérique. Le numérique inaugure une série de pratiques culturelles, de pratiques d’écritures et de pratiques de lectures qui redéfinissent les différents rôles médiatiques qu’ont instaurés l’imprimé et ses cinq siècles de règne. Ce mémoire propose d’observer la nature de ces pratiques et de voir de quelles façons elles se trouvent en rupture ou en continuation avec celles qui ont cours dans la culture de l’imprimé. On verra aussi comment ces pratiques et la technologie qui les permet reconfigurent les espaces de parole qui prolifèrent à l’ère numérique et comment ils se distinguent de ceux qui prévalaient sous l’imprimé. Il s’agira entre autre d’identifier quels types d’écrivants émergent dans ces espaces, de voir sous quelles modalités ceux-ci prennent parole et aussi, quels sont les effets que produisent sur la parole elle-même les modes de circulations admis par le numérique.<br>The subject of this memoir addresses the questions of the written word in a digital context. The digital allows a series of cultural, writing and reading practices that redefines a number of roles that the printed media had assigned during its five hundred years reign. This memoir proposes to define these practices and explores where they find themselves in rupture or in continuation with those that prevailed with the printed media. It will be discussed how these practices and the technology that permits them opens new spaces for writing and how these spaces differs from those that existed in printed culture. This memoir also tries to identify the new types of writers that emerge in these particular spaces. It shows under which conditions they write and how the digital media affects the word itself.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion.<br>Educational Studies<br>D. Ed. (Orthopedagogics)

Many researchers (e.g., Nation, 2001, 2015; Schmitt, 2000) have recognized the importance of vocabulary learning in second language (L2) or additional language (AL) acquisition. The strong effects of lexical and background knowledge on L2reading comprehension have similarly been found in various studies (e.g., Hu & Nation, 2000; Rokni & Hajilari, 2013). In the case of Japanese language, the opportunities for acquiring the lexical and background knowledge associated with Japanese history and culture, especially traditional culture, are scant, because only a small number of Japanese pedagogical materials deal minimally with these topics. Meanwhile, many learners are motivated to study Japanese because of their interest in Japanese history and culture, according to a survey conducted by the Japan Foundation in 2012. This project aimed to increase the opportunities for learning Japanese history and traditional culture through the development of new pedagogical materials based on kabuki, and then the empirical evaluation of the developed pedagogical materials. Nine Chinese-as-a-first-language Japanese learners at the upper-intermediate level participated in the nine-week online course, including the pre- and post-course tests in the first and last weeks. Employing a multi-method research approach, the study examined the changes in learners’ lexical and background knowledge related to Japanese history and culture, their reading comprehension, and their interest in kabuki. Four kinds of multiple-choice tests were administered to collect the quantitative data. In addition, the qualitative data were gathered through the pre- and post-course questionnaires and post-course individual interviews. Overall, the findings indicated that almost all participants increased their background knowledge of kabuki, as well as their vocabulary related to kabuki and general theatrical performances. The results in other areas, such as historical vocabulary, vocabulary depth, reading comprehension, and historical background knowledge were mixed. Further, concerning the depth of vocabulary knowledge, it was found that the learning of vocabulary depth was more difficult than learning of vocabulary breadth. Likewise, the knowledge of use, such as collocations and register constraints, was found to be more difficult to learn than other aspects of vocabulary depth. The participants’ reports in the post-course questionnaire and individual interviews showed that most participants seemed to have increased their interest in kabuki. Overall, the first-of-their-kind developed pedagogical materials contributed to the development of lexical and background knowledge, specifically knowledge associated with Japanese traditional culture and history. This study may provide a model for an evidence-based approach to the development of pedagogical materials that practitioners can adopt or adapt.<br>Graduate

Le présent mémoire expose les effets de l’enseignement réciproque sur la compréhension en lecture en français langue seconde d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire, scolarisés dans des classes d’accueil au secondaire. Deux groupes expérimentaux et un groupe contrôle ont pris part à la recherche. Deux modèles d’intervention en enseignement réciproque ont été proposés aux groupes expérimentaux, soit une intervention traditionnelle ou une intervention qui favorise l’ouverture aux langues maternelles. Un questionnaire administré en grand groupe ainsi que des entretiens individuels menés auprès de 11 élèves sous forme d’études de cas ont permis de mesurer les effets des interventions et de présenter des portraits de lecteurs. Les résultats au questionnaire valident que les interventions ont eu des effets significatifs sur la compréhension en lecture des élèves des groupes expérimentaux comparativement aux élèves du groupe contrôle. De plus, les 11 études de cas vont dans le même sens et révèlent que les élèves des groupes expérimentaux, au post-test, se sont améliorés dans la mise en place des stratégies cognitives et métacognitives. Finalement, lorsque les deux groupes expérimentaux sont comparés entre eux, les deux présentent des gains significatifs sur le plan de la compréhension en lecture. Cependant, le groupe ayant participé à des interventions avec une ouverture aux langues maternelles présente des changements de perceptions plus positifs et explicites à l’égard de la relation, en lecture, entre les langues.<br>The present thesis explores the effects of reciprocal teaching on the reading comprehension of French as a second language learners who are recent immigrants with limited prior schooling educated in welcoming classes at the secondary school level. Two experimental groups and a control group took part in this research. In the experimental groups, two intervention models were proposed to the students, one which consisted of a traditional reciprocal teaching method and another with an intervention designed to foster openness to the first languages of the students. A questionnaire was administered to the three groups as well as 11 individual interviews which enabled the researcher to measure the effects of the interventions and to create reading portraits of the 11 individuals through case studies. The results of the questionnaire confirm that the interventions in reciprocal teaching had significant effects on the reading comprehension of the students in the two experimental groups in comparison to the students of the control group. Moreover, while the case studies support the same conclusions as of the questionnaire, the post-test results show that the students who took part in the experimental groups improved their cognitive and metacognitive strategies. Finally, when the two experimental groups are compared, both present positive gains in reading comprehension scores. However, the group which received an intervention with the added value of fostering openness to the first languages of the students showed a more positive and explicit perception of the relationship in reading between the first and second languages.