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Dissertations / Theses on the topic 'Reading comprehension processes'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Cromley, Jennifer. "Reading comprehension component processes in early adolescence." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.

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

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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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Renaud, André. "On-line study of component processes in reading comprehension." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61795.

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Haenen, Jonathan William. "The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.

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Abstract Successful reading is frequently described as the result of two necessary but inde- pendent processes: text decodmg and ImgUIstlc comprehensIOn. SImIlarly, readmg comprehension disorders are defined across these two dimensions: those that relate to the failure to decode text adequately and those that relate to the failure to under- stand text adequately. The research presented in this thesis explores the possibility that decoding and comprehension abilities, though independent in isolated contexts, influence each other, when processed simultaneously, more than would otherwise be expec

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Greer, Deirdre C. Silvern Steven B. "Logic-mathematical processes in beginning reading." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/GREER_DEIRDRE_28.pdf.

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Mazabel, Ortega Silvia. "Language minority students with poor and good reading comprehension : reading-related processes and use of reading strategies." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42576.

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Few studies have focused on the comprehension performance of language minority (LM) students and their findings are mixed. Some studies show that reading comprehension is an area of weakness and academic difficulty for LM students whereas others show the language status does not make a difference in reading comprehension performance. Various sources of difficulty LM students experience in reading comprehension have been described. The primary purpose of this study was to examine the similarities and differences between LM good and poor reading comprehenders in terms of their reading-related li

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Erlandsson, Tina, and Gutierrez Sara Wallgren. "Incidental Vocabulary Acquisition through Reading : A Literature Review Examining Vocabulary Acquisition, Reading Comprehension and their Connection." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139095.

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In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when l

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Sheikh-Ahmad, Ismail. "Reading comprehension processes and strategies in L1 and L2 in Malaysian primary and secondary schools." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/11227/.

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This study is set in the context of the acknowledged debate, highlighted by the work of Lunzer and Gardner's Schools Council project (1979), concerning the theoretical issue of whether reading comprehension is a unitary competence or consists of identifiable discrete subskills. This long- standing polarised theoretical debate can be traced as far back as the sixties and seventies in the position taken by reading experts such as Spache and Spache (1969), Davis (1971) and Thorndike (1973). Spache and Spache and Thorndike concluded that reading comprehension was a unitary competence, not consisti

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Hussein, Ali A. "The impact of visual-verbal relationships on native-nonnative english speakers' reading processes and comprehension." Thesis, Aston University, 1989. http://publications.aston.ac.uk/14826/.

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The aim of this study was to comparatively investigate the impact of visual-verbal relationships that exist in expository texts on the reading process and comprehension of readers from different language background: native speakers of English (LI) and speakers of English as a foreign language (EFL). The study focussed, in this respect, on the visual elements (VEs) mainly graphs and tables that accompanied the selected texts. Two major experiments were undertaken. The first, was for the reading process using the post-reading questionnaire technique. Participants were 163 adult readers represent

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Hannon, Brenda A. "A new tool for measuring and understanding individual differences in the component processes of reading comprehension." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63776.pdf.

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Jooste, Nikki. "Learning through a second language : a comparative study of the performance in reading comprehension and the cognitive-linguistic processes involved in reading comprehension between first-language English learners and second-language English, first-l." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/2921.

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Pinkerd, Tuenjai. "Oral and Silent Reading Strategies and Comprehension Processes Using Expository and Narrative Texts: Case Studies of Six Thai Native Speakers." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740857.

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Hellerstein-Yehezkel, Devora. "Celebrating diversity : the significance of cultural differences on reading comprehension processes of the young adult EFL learner in a matriculation preparation programme in Israel." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44403/.

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Reading comprehension in English as a foreign language (EFL) is a key to success in academic studies in Israel. As Israel is a cultural melting pot, adult students come from widely diverse educational backgrounds, often determined by their cultural environment. They arrive at the university or college classroom with vastly different approaches to learning and reading, in general, and to reading in EFL, in particular. The challenge for the EFL teacher is to help students draw from their cultural toolkits while exposing them to new tools so that they can reach their full learning potential. The

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Overstreet, Christina. "Reading authentic text in the hypermedia environment the effects of question glosses on comprehension processes of intermediate learners of German as a foreign language /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013088.

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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Leek, Emma. "Att läsa på, mellan och bortom raderna : En studie om pedagogers attityd till läsförståelseundervisning i grundskolans tidigare år." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53478.

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The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most

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Botelho, Lilian Pinho. "A leitura significativa pela transformação da forma vocabular em palavra." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14238.

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Made available in DSpace on 2016-04-28T19:33:36Z (GMT). No. of bitstreams: 1 Lilian Pinho Botelho.pdf: 3905629 bytes, checksum: 8a34aac7c1265dee147ca7d3a32067fd (MD5) Previous issue date: 2012-05-10<br>Secretaria da Educação do Estado de São Paulo<br>Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its th

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Dahlman, Yessica. "Läsförståelse på högstadiet : Vägar till god läsförståelse." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28019.

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Syftet med föreliggande uppsats är att visa hur skillnaden ser ut mellan lärarnas praktik och forskningens teori när det gäller att främja läsförståelse på högstadiet. I litteraturgenomgången presenteras läsprocessen och ett antal studier om vad några forskare anser främjar läsförståelse. Följande frågeställningar har varit ledande i undersökningen: Hur ser skolan till att eleverna uppnår en läsförståelse som motsvarar deras ålder/utveckling; hur utvärderar skolan elevernas kunskaper inom ämnet; hur ser forskare på vad som krävs för att förbättra läsförståelsen? Jag har intervjuat en specialpe

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Ramos, Jerónima Isidora Rosado Alexandrino. "Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora." Master's thesis, Universidade de Évora, 2004. http://hdl.handle.net/10174/15047.

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A sociedade dos nossos dias exige dos cidadãos um elevado potencial cognitivo e metacognitivo, do qual a realidade escolar se deve aproximar, estimulando o desenvolvimento das necessárias competências e atitudes. Este estudo centra-se no processo de ensino/aprendizagem da compreensão leitora e procura investigar até que ponto uma abordagem de incidência metacognitiva, mediante estratégias monitorizadas de forma explícita e directa promovem nos alunos uma aprendizagem mais significativa, tornando-os leitores mais eficazes em termos de compreensão. O corpo do trabalho é constituído por duas comp

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Kim, Jeung Deok. "The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445.

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Rasmusson, Maria. "Det digitala läsandet : Begrepp, processer och resultat." Doctoral thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-23667.

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The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was pa

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Åza, Lundgren, and Marie Svennberg. "Läsförståelse är nyckeln till framgång : En kvalitativ undersökning om för- och nackdelar med ett pedagogiskt analysverktyg." Thesis, Linköping University, Department of Thematic Studies, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-3663.

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<p>Syftet med denna uppsats är att undersöka analysverktyg med fokus på LUS (LäsUtvecklingsSchema) samt att söka kunskap om pedagogers nytta med användandet. Vi vill även ta reda på vilken hänsyn man som pedagog tar i användandet av analysverktyget, med tanke på elevers modersmål, tidigare erfarenheter och förståelse av skriftspråket. Genom att använda oss av relevant litteratur och enkäter med öppna frågor, vill vi ge ett kvalitativt resultat av problemområdet. De pedagoger som deltagit i studien har olika erfarenheter av LUS och kan därför ge en nyanserad bild av LUS i praktiken. Uppsatsen b

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Andrée, Victoria. "Intensivläsning som metod för elevers läsutveckling : En interventionsstudie om elevers läsutveckling med intensivläsning som grund." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79597.

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Syftet med denna studie har varit att ta reda på hur en interventionsstudie med intensivläsning under en femveckorsperiod, fyra dagar i veckan, med material som är anpassat efter elevernas intressen påverkar elevernas läsförståelse. Metoder som används i studien är enskilda intervjuer med elever, observationer och DLS- test som är ett diagnosinstrument för att mäta elevers läsoch skrivförmåga. De teoretiska utgångspunkter som undersökningen grundar sig på är den sociokulturella lärandeteorin, kognitivism samt embodied learning. Den sociokulturella lärandeteorin valdes för att eleverna i unders

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Appelgren, Linnéa, and Elina Oldhammer. "Barnbok om AST – Autismspektrumtillstånd : Processen bakom skapandet av en informativ barnbok." Thesis, Högskolan Dalarna, Grafisk teknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22681.

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Idag finns det mycket litteratur om Autismspektrumtillstånd att läsa, men det mesta är riktat till dem som redan har diagnosen eller föräldrar och bekanta. Det finns även många med AST som själva har skrivit böcker om sin diagnos. Det som saknas är en bok för barn utan AST men som möter barn med AST i vardagen och därför valde vi att skapa en bok om AST för barn. Detta för att barn utan kunskap kanske inte vet hur de ska bemöta sina klasskompisar med diagnosen. På ett lärorikt sätt ska barn utan AST kunna läsa och uppleva boken för att få en ökad förståelse om vad det innebär att ha AST. En ba

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Andrén, Kim. "Media form and ESL students’ comprehension : A comparative study between audiobooks and printed text." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41971.

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This study aims to investigate how the choice of media form, i.e. printed format, audiobook or reading and audio combined, affect the ability of ESL students to achieve comprehension, and how different ways of asking questions can affect their comprehension ability. Lastly, the study aims to investigate the relationship between comprehension and students’ proficiency levels in their L2. To answer this question, 155 students were recruited and divided into three groups and assigned one type of media form. The quantitative data was collected through an online comprehension test and analysed. The

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Alves, Janete Fassini. "Implicações do processo de alfabetização na formação do leitor competente." reponame:Repositório Institucional da UCS, 2006. https://repositorio.ucs.br/handle/11338/176.

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Este estudo é uma investigação sobre a relação entre as atividades de leitura praticadas durante o processo de alfabetização e a formação do leitor competente, para isso, inicialmente fez-se necessário considerar os aspectos de formação socioeconômica e cultural dos envolvidos, pertencentes a região colonizada por imigrantes italianos no Nordeste do Rio Grande do Sul, mais precisamente no município de Farroupilha. Em seguida, o mesmo objetivo levou-nos a resgatar a evolução dos métodos de alfabetização, para melhor entender as habilidades e competências de leitura desenvolvidas por esses métod

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Boganika, Luciane. "Le défi de l'éducation au Brésil et en France : Le processus de lecture des jeunes et des adultes en situation de réinsertion scolaire dans la perspective d'une reprise d'études." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL023/document.

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En matière de réinsertion scolaire des jeunes et des adultes, le Brésil met en place l’Éducation des Jeunes et des Adultes (EJA), et la France le Diplôme d’Accès aux Études Universitaires – DAEU. Chacune de ces formations constitue un dispositif pédagogique complet inséré dans le système national d’Éducation avec des programmes officiels, des cours spécifiques, un corps enseignant et des examens avec une visée diplômante. Leurs diplômés ont le droit de postuler aux concours de la fonction publique, ainsi comme au Brésil de postuler pour la sélection des universités publiques et privées, et en

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Helsing, Emma. "Läsning i PISA, nationella prov och Lgr11:s kursplan i svenska : Läsprocesskategorier i PISA-undersökningen 2009, nationella provet 2012/2013 samt kursplanen för årskurs 7-9." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34245.

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This essays aim is to examine the different reading process categories tested in PISA's survey as well as the national test in Swedish and how it is tested. Furthermore, the aim is to compare it with the skills and knowledge regarding reading required in the syllabus and the reading process categories that are included in the knowledge requirements. Three questions have been asked: Which reading process categories are tested in PISA's reading comprehension and how are they tested? Which reading process categories are tested in the national exam in reading comprehension for grade 9 and how are

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Santos, Filho José Raimundo dos. "Proposta de leitura interacionial do gênero conto a partir de um objeto de aprendizagem - quiz." Universidade Federal de Sergipe, 2016. http://ri.ufs.br:8080/xmlui/handle/123456789/6427.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research proposes the development of reading comprehension of students of the 8th grade of elementary school, enrolled in CEJM in an interactionist reading perspective, through the collaborative construction of a learning object (LO), based on studies of Kleiman (2013) among others. The reading comprehension is conceptualized from Solé studies (1998); the conception of genre is from Bakhtins (1992), but mostly considers the contributions of Marcuschi (2008) and Antunes (2003) regarding the work with texts; the concepti

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Yu, Yung-Chia, and 俞永嘉. "The Effects of Integrated Online Specific-task Reading Strategies on Reading Processes and Comprehension." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19982400069761973015.

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碩士<br>國立臺灣師範大學<br>資訊教育學系<br>98<br>Because of the rapid development of the internet, reading method has been change. This study modify of the model, design SSI online reading comprehension model, and design SSI-based online reading comprehension strategies. In the experiment, we design the IOR (Integrated Online Reading) System. User can use the system to learn integrated online reading comprehension strategies. The results showed that self-questioning strategy, concept-organization strategy, and key-summary strategy all have significant impact, but student agree online reading strategies

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Bresnahan, Bryson. "Component processes in the predictors of reading achievement direct and indirect effects /." 2006. http://etd1.library.duq.edu/theses/available/etd-11152006-211910/.

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Hayden, Jeffrey J. "Why Johnny can read Chinese working memory, cognitive processes, and reading comprehension /." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=813773021&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1234488914&clientId=23440.

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"Reading processes and implications for the design of a reading comprehension programme for Hong Kong primary students." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887708.

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Ho Fuk-chuen.<br>Questionnaires in Chinese.<br>Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993.<br>Includes bibliographical references (leaves 103-110).<br>Chapter 1 --- INTRODUCTION --- p.1<br>Background --- p.1<br>Context of Study Problem --- p.2<br>Purpose of Study --- p.5<br>Significance of Study --- p.5<br>Chapter 2 --- REVIEW OF LITERATURE --- p.7<br>Component Processes of Reading --- p.7<br>Decoding --- p.7<br>Literal Comprehension --- p.8<br>Inferential Comprehension --- p.11<br>Comprehension Monitoring --- p.16<br>Differences between Good and Poor Readers in Reading

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Potylycki, Lisa J. "The reader's mind's eye : the relationship between visual imagery processes and the reading comprehension and listening comprehension of fifth grade students /." Diss., 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9732873.

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Liang, Chih-Wei, and 梁志偉. "The Distinguishment of Reading Comprehension Processes between Students with Learning Disabilities and with Mental Retardation." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/29446627631909664150.

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碩士<br>國立東華大學<br>特殊教育學系<br>101<br>The purpose of the article attempted to explode the dimensions of the curriculum-based measurement in reading(R-CBM), and to distinguish performances between sthudents with learning disabilities and with mental retardation in the R-CBM. The research involved a self-adapted R-CBM, comprised of three testlets concerning four types of comprehension processes. 85 eight-graded participants were chosen from resources classrooms of junior high schools in the northern Kaohsiung. The quantitative analysis of the study was conducted through descriptive statistics, S-P t

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Johnston, Amber M. "Reading Comprehension, Bridging Inferences, and their Relation to Working Memory Processes in Children in Grades Three through Eight." Thesis, 2012. http://hdl.handle.net/10214/5242.

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Reading comprehension (RC) is a complex, dynamic process by which readers interact with text to construct meaning. It relies on word-level decoding and vocabulary skills, text-level skills such as inference, and general-purpose cognitive processes such as working memory (WM). Bridging inferences, which connect different parts of text to maintain semantic coherence, are necessary for comprehension. WM is thought to provide the mental workspace that allows readers to comprehend text, including making bridging inferences. This dissertation includes two studies that investigate related but unique

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Kuo, Chiao-ning, and 郭巧寧. "The Relationship between Learning Processes and Reading Comprehension regarding Science of Fifth-grade Students in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/19370514499191384639.

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碩士<br>國立屏東教育大學<br>化學生物系<br>99<br>This study aimed to examine the effects of different learning processes on elementary students’ scientific reading comprehension, the original content of the textbook is contrasted with the four scales. Furthermore, a semi-structured interview was conducted to understand students’ scientific reading comprehension. The subjects were 166 students from elementary school in Kaohsiung City. In this study, independent variables are “reading comprehension of scientific text”, “understaning scientific vocabulary”, “detecting the main idea of the text” , “reasoning

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Liu, Chin-Chih, and 劉晉治. "Good TVES Readers' Comprehension Monitoring Strategies and the Functions of the Researcher's Intervention in Their Reading Processes." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/27195393760273746192.

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碩士<br>國立彰化師範大學<br>英語研究所<br>86<br>The purpose of this study is to investigate the reading strategies of Technological and Vocational Education System (TVES) students when they read an English technical text. More specifically, this study aims to investigate readers' comprehension monitoring strategies. Besides, the functions of the researcher's intervention in readers' reading processesare also discussed. Ten good TVES freshmen participated in this study. This study adopted the think-aloud

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Oliveira, Carla Susana Matos. "Compreensão Leitora e (In)sucesso Escolar." Master's thesis, 2014. http://hdl.handle.net/10400.26/24838.

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Ler, é uma atividade valiosa quer do ponto de vista individual, quer social. As dificuldades de leitura são uma das causas do (in) sucesso escolar. O (in) sucesso na aprendizagem e domínio da leitura influencia a aprendizagem em todas as áreas curriculares e não curriculares, para as quais o domínio desta competência é essencial. No início do 1º ciclo, a aprendizagem da leitura, melhor dito da decifração, é numa ferramenta imprescindível (dada a sua transversalidade) na aquisição de novos conhecimentos. A leitura é uma ferramenta fundamental que permite aos sujeitos leitores aceder a um conj

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LaBelle, Melissa Tobey. "Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students." Thesis, 2019. https://hdl.handle.net/2144/38240.

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Morphological awareness (MA) is the knowledge of word structure and capacity to manipulate the meaningful parts of words (Kuo & Anderson, 2006). This study examined derivational MA in the English reading processes of 85 linguistically diverse middle school students in grades six through eight. 56 participants had a native/home language (L1) of Spanish, Portuguese, Chinese, Haitian Creole, or Cape Verdean Creole (CVC) and were acquiring English as a second language (L2). 29 participants were L1 English speakers, which facilitated comparisons between L1 and L2 English readers in how three pre

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Brandão, Teresa Maria da Silva. "O contributo do manual escolar para a clarificação dos processos de leitura do texto literário." Master's thesis, 2012. http://hdl.handle.net/1822/23925.

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Dissertação de mestrado em Ciências da Educação (área de especialização em Supervisão Pedagógica do Ensino do Português)<br>O trabalho com a leitura deve ser uma prática constante. Sendo a leitura o objeto privilegiado da disciplina de Língua Portuguesa, importa perceber como, na Escola, se ensina a ler e com que instrumentos. Neste âmbito, os manuais escolares constituem um dos materiais de apoio pedagógico mais apadrinhados na sala de aula, visto que reúnem uma série de caraterísticas que os tornam objeto central do processo ensino-aprendizagem. Segundo o Novo Programa de Português do E

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Pereira, Ana Filipa Gomes. "Iniciação das crianças em processos colaborativos da leitura de narrativas com recursos digitais." Master's thesis, 2016. http://hdl.handle.net/1822/43269.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>O presente relatório de estágio tem por finalidade de mostrar o trabalho desenvolvido durante uma de intervenção de tipo investigação-ação intitulada “Iniciação das crianças em processos colaborativos da leitura de narrativas com recursos digitais” no contexto de 1º Ciclo do Ensino Básico. Este projeto teve como objetivos centrais a promoção das práticas de leitura de narrativas e o desenvolvimento de capacidades de compreensão de texto narrativo, que foram sendo articulados com a promoção d

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Martin, Andrea. "Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text." Thesis, 2010. http://hdl.handle.net/1974/5404.

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There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted o

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Jesus, Mariana Matos Cunha Conde de. "Resolução de problemas e histórias infantis." Master's thesis, 2016. http://hdl.handle.net/10400.26/16581.

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Este estudo compreende duas temáticas distintas, histórias infantis e resolução de problemas, tendo como objetivo fundamental compreender o modo como alunos do 2.º ano resolvem problemas. Concretamente pretende identificar as estratégias utilizadas pelos alunos na resolução de problemas, contextualizados a partir de histórias infantis e o modo como as histórias infantis, associadas à resolução de problemas, promovem o desenvolvimento da compreensão da leitura. A fundamentação teórica encontra-se dividida em três secções distintas: resolução de problemas; compreensão da leitura; e, por fim, h

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Costa, Carla Manuela Duarte da Silva. "Iniciando a construção do processo de aprender a aprender : aprender a compreender textos não literários." Master's thesis, 2012. http://hdl.handle.net/1822/21080.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico<br>Este relatório apresenta todo o trabalho realizado ao longo de um processo de intervenção ao nível da compreensão de textos não literários no contexto de 1.º Ciclo do Ensino Básico. Tendo em conta esta temática, neste projeto de investigação o objetivo central foi o de iniciar os alunos na aprendizagem dos processos de leitura de textos não literários e promover a compreensão/reflexão sobre os processos de aprendizagem. Ao longo deste percurso, os alunos aprenderam a construir significados

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Kwon, Hyun Joo. "The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-857.

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This study focused on exploring various dimensions of metacognitive knowledge developed by advanced readers in academic contexts, and explaining their behaviors of using strategies and their languages from metacognitive perspectives. The findings of this study were further discussed with respect to good readers’ characteristics of utilizing their knowledge, strategy and language resources metacognitively in their reading comprehension process. The types of metacognitive knowledge and the ways this knowledge is involved in the reading comprehension process do not seem to vary much according to

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Schöffelová, Miroslava. "Porozumění syntaktickým strukturám u dětí mladšího školního věku." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322596.

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TITLE: Comprehension of syntactic structures in young school-age children ABSTRACT: The thesis deals with the comprehension of syntactic structures in children attending the second grade of elementary school which was part of a larger research project exploring assumptions regarding reading and writing. The comprehension of syntactic structures was studied using an experimental version of a test which monitors the processing of different types of simple phrases and sentences. Data show the level of comprehension of children at this age, how the children understand the sentences, and what the m

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Lategan, Irene Anne Stewart. "Guidelines for the teaching of reading in the intermediate phase within the context of inclusion." Thesis, 1999. http://hdl.handle.net/10500/17172.

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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 instr

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Bacharel, Margarida Guedes de Andrade. "Identidade e representação em textos literários: recursos para a aula de língua estrangeira inglês e de espanhol do 3º ciclo e ensino secundário." Master's thesis, 2016. http://hdl.handle.net/10362/20392.

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Este relatório de estágio supervisionado tem como objetivo equacionar a função do recurso ao texto literário na aula de LE, no ensino secundário, enquanto fonte complementar e legítima de expansão da experiência da leitura e do conhecimento da língua e cultura da LE. Pretende igualmente recorrer ao TL para estimular o autoconhecimento através da exploração do conceito de representação de identidades e do prazer de ler. Partindo da investigação existente sobre a relevância da literatura na sala de aula, com alunos em níveis de língua elementar e intermédio, este estudo de caso teve o propósito

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