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Maderitz, Cecelia R. "A COMPARISON OF SIMPLE AND COMPLEX AUDITORY VISUAL DISCRIMINATION TRAINING." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1348842474.
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Chung, Kin-tim. "The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension of scientific discourse." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21572495.
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Mangvwat, Solomon Elisha. "Cognitive and decoding correlates of reading comprehension in Nigerian children." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13673.
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The aim of this thesis was to better understand English as second language Nigerian children’s reading comprehension attainment, the first such study to be conducted in Nigeria. In the thesis three studies were conducted to investigate the influence of cognitive and decoding/reading skills on the children’s reading comprehension attainment, namely the preliminary study (Chapter-3) with one primary school in Nigeria, the main study (Chapter-4) with 13 state-run primary schools, and the control study (Chapter-5) including four primary schools in London, respectively. It was found that English as second language children’s reading comprehension performance is significantly influenced by cognitive, decoding and chronological age. The development of cognitive skills which is necessary for success in reading comprehension development is also dependent upon chronological age. That is, age-related increase in cognitive skills brings about increased engagement and more efficient reading comprehension attainment in the children. The normal cognitive development of the children had a positive role also on the children’s performance on language tests necessary for text comprehension. The study found that school socioeconomic background played a significant impact in the performance of Nigerian English as second language children – the better the socioeconomic background of the school the higher the reading comprehension attainment of the children. Furthermore gender was not a factor in the performance and development of reading comprehension by English as Second Language Nigerian children. This implies that parents, teachers and schools motivate and support children irrespective of being boys or girls to realise their full potentials without any discrimination. Having reviewed few theories of reading acquisition/development, the Simple view of reading (SVR) was found to be more appropriate for adoption in this study of Nigerian English as second language children’s reading comprehension attainment. The theory postulates that text comprehension is achieved when children have decoding skills and linguistic comprehension knowledge. The results obtained in Chapters 3 and 4 were in line with the Simple view of reading’s assertion – text comprehension depends on decoding and cognitive skills.
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Williams, Alexandra L. Gilbert Juan E. "SimBuilder Science an approach to enhancing reading literacy through visual programming /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.
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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 representing three groups: 77 (LI), 56 (EFL postgraduates); and 30 (EFL undergraduates). The second experiment was for the reading comprehension using cloze procedure. Participants were 123 representing the same above gorups: 50, 33 and 40 respectively. It was hypothesised that the LI readers would make use of VEs in the reading process in ways different from both EFL groups and that use would enhance each group's comprehension in different aspects and to different levels. In the analysis of the data of both experiments two statistical measurements were used. The chi-square was used to measure the differences between frequencies and the t-test was used to measure the differences between means. The results indicated a significant relationship between readers' language background and the impact of visual-verbal relationships on their reading processes and comprehension of such type of texts. The results also revealed considerable similarities between the two EFL groups in the reading process of texts accompanied by VEs. In the reading comprehension, however, the EFL undergraduates seemed to benefit from the visual-verbal relationships in their comprehension more than the postgraduates, suggesting a weak relationship of this impact for older EFL readers. Furthermore, the results showed considerable similarities between the reading process of texts accompanied by VEs and of whole prose texts. Finally an evaluation of this study was undertaken as well as practical implications for EFL readers and suggestions for future research.
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Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.
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Shea, Anne. "Visual Response: A Curriculum Unit Integrating Book Arts and Literature in the Elementary Classroom." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/93.
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This study focused on the integration of book arts in a fifth grade classroom. As an art teacher turned regular education teacher I was interested in the effects of integrating art into the area of reading. The curriculum unit consists of two lessons in which the students were invited to use books arts as a means of expression and comprehension. The lessons correlated with the novel Number the Stars, by Lois Lowry. The results include my observations and reflections as a practicing elementary teacher.
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Chung, Kin-tim, and 鍾建添. "The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension ofscientific discourse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960819.
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Ho, Ping-ping. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36924003.
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Lee, Tsz-wing, and 李子穎. "Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209696.
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Reading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustrations, within-text picture selection tasks, and control. Results indicated that challenges of students with HFASD in Chinese reading comprehension were similar to previous findings. Their performances were no longer statistically differentiable from their peers with visual-cued facilitations. Implication for practice and future direction were discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Lundberg, Fanny. "Hur utvecklar elever i avkodningssvårigheter läsförståelse? : En kvalitativ studie kring fem lärares undervisning i läsförståelse för elever i avkodningssvårigheter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53936.
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Syftet med den här studien har varit att undersöka fem lärares uppfattningar kring hur de skapar en undervisning som bidrar till att utveckla läsförståelsen hos elever i avkodningssvårigheter. Studiens teoretiska utgångspunkt baseras på den sociokulturella teorin enligt vilken elevernas tillägnande av kunskaper sker inom ramen för den närmaste utvecklingszonen. I studien har en kvalitativ metod använts. Materialinsamlingen genomfördes genom kvalitativa semistrukturerade intervjuer. Materialet analyserades med utgångspunkt i den fenomenografiska ansatsen. Resultatet visar att de huvudsakliga temana i lärares arbetssätt för att utveckla läsförståelse hos elever i avkodningssvårigheter är visuellt stöd, modellerande av läsförståelsestrategier och samtalet som redskap.The purpose of this study has been to investigate the perceptions of five teachers regarding their teaching of reading comprehension to students with decoding difficulties. The theoretical starting point of the study is based on the sociocultural theory, where the focus is that the students' acquisition of knowledge takes place within the framework of the zone of proximal development. A qualitative method has been used in the study. Through qualitative semi-structured interviews, material collection was carried out. The material was analysed using a phenomenographic approach. The results show that the main themes in teachers' working methods for developing reading comprehension for students in decoding difficulties are visual support, modelling reading comprehension strategies and to use text-talk to reflect and understand the meaning of a text.
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Kliemann, Karen Karin Ruth. "The Effects of Graphic Organizers on Building Comprehension in Students on the Autism Spectrum." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404584/.
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Many students on the autism spectrum display a strong ability to process and comprehend information at elevated levels when presented with it visually. Despite this, students who have autism are increasingly being educated in general education content classrooms that utilize lessons directed to whole groups of students and limit the use of visually presented material. For some students with an autism spectrum disorder (ASD), this presentation introduces difficulties related to attention as well as comprehension and retention of material. Research indicates promising results associated with using a graphic organizer to increase comprehension accuracy in students who answer wh-questions following the reading of a short passage. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension. The study employed a single-subject multiple baseline design across participants to evaluate if the use of a graphic organizer impacted the correctness of answering wh-questions for grade-level social studies content. Participants included four eighth grade students in an urban public school who had been diagnosed with ASD. Results supported research by showing an increase in comprehension skills with the use of a graphic organizer.
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Nobre, Alexandre de Pontes. "Processamento léxico-semântico : relações com reconhecimento visual de palavras e compreensão de leitura textual." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/101860.
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Esta dissertação teve como objetivo investigar as relações entre reconhecimento de palavras e compreensão de leitura textual e o processamento léxico. A dissertação é constituída de dois estudos. No primeiro estudo, são revisados modelos de leitura de palavras e de texto com o objetivo de examinar o papel do processamento léxico-semântico no reconhecimento visual de palavras e na compreensão de leitura textual. O paradigma de priming semântico é apresentado como uma ferramenta para a investigação da relação entre processamento léxico-semântico e ambos os componentes de leitura examinados. São apresentados os principais modelos teóricos de priming semântico, juntamente com uma revisão dos estudos empíricos que relacionam priming semântico e leitura, e algumas conclusões e perspectivas de investigação são apresentadas. No segundo estudo, foram investigadas empiricamente as relações entre processamento léxico-semântico e leitura (reconhecimento visual de palavras e compreensão de leitura textual) em uma amostra de 68 crianças, de 7 a 12 anos, de escolas particulares de Porto Alegre. O processamento léxico-semântico foi avaliado através de uma tarefa de decisão lexical no paradigma de priming semântico, enquanto as habilidades de leitura foram medidas por uma tarefa de leitura de palavras/pseudopalavras isoladas e uma tarefa de compreensão de leitura textual (resposta a questões e reconto de história). Foram investigadas correlações entre efeitos de priming semântico e desempenho em tarefas de leitura de palavras e compreensão de leitura textual e se o priming semântico prediz o desempenho dos participantes nas tarefas de leitura. Os resultados mostraram que o priming semântico se correlaciona com ambas as medidas de leitura, e que o reconhecimento de palavras medeia parcialmente a relação entre processamento léxico-semântico e compreensão de leitura textual.The aim of this dissertation was to investigate the relationships between word recognition and reading comprehension with lexical-semantic processing. The dissertation is composed of two studies. In the first study, models of word reading and reading comprehension are reviewed in order to examine the role of lexical-semantic processing in visual word recognition and in reading comprehension. The semantic priming paradigm is presented as an instrument for the investigation of relationships between lexical-semantic processing and the components of reading examined. The main theoretical models of semantic priming are presented and a review of studies which relate semantic priming and reading is conducted, and some conclusions and perspectives for investigation are presented. In the second study, relations between lexical-semantic processing and reading (visual word recognition and reading comprehension) were investigated empirically in a sample of 68 children, aged seven to twelve years, from private schools in Porto Alegre, Brazil. Lexical-semantic processing was evaluated by a lexical decision task in the semantic priming paradigm and reading abilities were assessed with a word/nonword reading task and a reading comprehension task (questionnaire and story retelling). Correlations between semantic priming effects and word reading and reading comprehension were investigated, as well as if semantic priming effects predict performance on the reading task. Results showed that semantic priming correlates with both groups of reading measures, and that word reading partially mediates the relation between lexical-semantic processing and reading comprehension.
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Nunes, Tiago Alves. "Do verbal ao imagético: o letramento visual nas abordagens de leitura no ensino de língua portuguesa, inglesa e espanhola." www.teses.ufc.br, 2016. http://www.repositorio.ufc.br/handle/riufc/17694.
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NUNES, Tiago Alves. Do verbal ao imagético: o letramento visual nas abordagens de leitura no ensino de língua portuguesa, inglesa e espanhola. 2016. 147f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2016.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-06-15T11:19:25Z No. of bitstreams: 1 2016_dis_tanunes.pdf: 13566163 bytes, checksum: 14459d5f27d1b5c14186640530388d7e (MD5)
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The image becomes a constituent part of various genres, integrating the vast discursive fields present in the social sphere of human communication and interaction. Therefore, the reader/producer of meanings is required to have specific skills so that he can insert himself in that chain of meaning production, since, as any text, images should be read, and not just displayed/observed. In what concerns education it is known that reading approaches in the classroom are based on assumptions that support the development of the reading comprehension of the learners of native and foreign languages. As the multimodal component is part of the textual displaying mode, it is important that in language classes, from a given reading approach, visual literacy be promoted and, in particular, that it be guided by a sociocultural perspective of reading which makes it possible to explore the image as text. Thus, this research aims at diagnosing reading approaches present in language teaching in the educational context and its implications for the visual literacy. To do so we have investigated the practice of three language teachers (a Portuguese one, a Spanish one and an English one) in a public school, paying attention to the teacher-material-student relationship, and the material used by the teachers. Our research is a qualitative-interpretative one and diagnostic based; and, with regard to the materials and methods used, a field study; we have resorted thus to the questionnaire, to the class observation, to the field notes and to the analysis of teaching materials as methodological tools to complete the investigation. At the end of the collection and generation of the corpus, we triangulated the data. As to the theoretical foundation, we have based this study, with regard to visual literacy (ELKINS, 2009), in the theoretical and analytical assumptions of the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006) and, in respect to reading approaches, in the studies of Cassany (2006), as well as in the studies on critical literacy (BAPTISTA, 2010, 2012, 2014; LUKE, 2012; CAZDEN et al., 1996). After the analysis, it is possible to say that the concept of reading established in the classroom is primarily psycholinguistic and linguistic, focusing thereby in formal aspects, so that the sociocultural aspects permeate the teaching practice infinitely. Moreover, the treatment given to the image is in general of an accessorial nature in the composition of the multimodal text when it is not perceived, although teachers are aware that the image is text and that the relationship between verbal and non-verbal text is one of complementation. Therefore, the development of visual literacy, from a sociocultural perspective, is incipient in the teaching of native and foreign languages in the context investigated.
A imagem, como parte constitutiva de diversos gêneros textuais, integra os vastos domínios discursivos presentes na esfera social da comunicação e interação humanas. Assim sendo, se requerem do leitor/produtor habilidades específicas para que ele possa se inserir nessa cadeia de produção de sentidos, visto que, como qualquer texto, as imagens precisam ser lidas, e não apenas visualizadas/observadas. No tocante ao ensino, sabe-se que as abordagens de leitura em sala de aula se orientam por determinados pressupostos que corroboram o desenvolvimento da compreensão leitora dos aprendizes de línguas materna e estrangeiras. Como o componente multimodal faz parte do modo de apresentação textual, é importante que nas aulas de línguas, a partir de dada abordagem de leitura, se fomente o letramento visual e, em especial, norteadas por uma perspectiva sociocultural de leitura que permita explorar a imagem como texto. Assim, esta investigação objetiva diagnosticar as abordagens de leitura presentes no ensino de três línguas no contexto educacional, a saber, português, espanhol e inglês, com ênfase na análise de possíveis implicações para o incremento do letramento visual na sala de aula. Para tanto, investigamos a prática de três professoras dessas línguas (uma de língua portuguesa, uma de língua espanhola e uma de língua inglesa) realizadas em uma escola pública, priorizando nesse exame descrever e interpretar como se dá a relação professor-material-aluno e, ainda, como o material usado pelos docentes sugere ou não atividades que favoreçam o tratamento da imagem e, em especial, o letramento visual. Do ponto de vista metodológica, a pesquisa é de caráter qualitativo-interpretativista, de base diagnóstica; e, no que diz respeito aos materiais e métodos empregados, trata-se de um estudo de campo. Recorremos, para fins de coleta/geração de dados, ao questionário, à observação de aula, às anotações de campo e à análise de material didático e os dados gerados foram entrecruzados na posterior análise. Como fundamentação teórica, ancoramo-nos, no que diz respeito ao letramento visual (ELKINS, 2009), nos pressupostos teórico-analíticos da Gramática do Design Visual (KRESS, VAN LEEUWEN, 2006) e, no que concerne às abordagens de leitura, nos estudos de Cassany (2006) bem como nos estudos sobre letramento crítico (BAPTISTA, 2010, 2012, 2014; LUKE, 2012; CAZDEN et al., 1996). Depois das análises, pode-se afirmar que as concepções de leitura instauradas em sala são, primordialmente, a psicolinguística e a linguística, com especial destaque para os aspectos formais, de sorte que os socioculturais perpassam infimamente a prática docente. Ademais, o trato dado à imagem, em geral, é de natureza secundária na composição do texto multimodal, quando não percebida, embora os professores tenham consciência de que a imagem é texto e de que a relação entre texto verbal e não verbal é de complementaridade. Portanto, o fomento do letramento visual, desde uma perspectiva sociocultural, é incipiente no ensino de línguas materna e estrangeiras no contexto investigado.
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Altman, Jodi Beth. "Irlen Syndrome and the reading process." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2169.
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The purpose of the project was to determine if a school-wide intervention for students demonstrating symptons of Irlen Syndrome would result in improvements in reading skills and a reduction in physical symptoms that might impede visual processing necessary for successful reading.
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Ho, Ping-ping, and 何冰冰. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36924003.
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Nascimento, Suelene Silva Oliveira. "A construÃÃo multimodal dos referentes em textos verbo-audiovisuais." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12650.
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nÃo hÃEste trabalho tem como objetivo geral analisar a construÃÃo referencial de um texto verbo-audiovisual com base em categorias da metafunÃÃo composicional na GramÃtica do Design Visual (KRESS & VAN LEEUWEN, 2006). Partimos do princÃpio de que o sentido dos signos nÃo està completamente prÃ-definido antes de fazer parte de um enunciado. Os objetos do mundo, ao serem referidos pelo falante, passam pela percepÃÃo do indivÃduo, que, como cada um dos outros falantes da lÃngua, tem uma experiÃncia particular de vida e carrega sua bagagem de conhecimento, moldada pelas imposiÃÃes culturais e ideolÃgicas de sua sociedade e de sua Ãpoca. Assumimos os pressupostos fundamentais da GramÃtica do Design Visual (GDV), oriundos da GramÃtica SistÃmico-Funcional. Para verificar esse entrelaÃamento entre as semioses verbal e visual, elegemos o sociocognitivismo, a partir do qual propomos um redimensionamento das anÃlises efetivadas em LinguÃstica Textual (LT). Em um primeiro momento, verticalizamos alguns estudos sobre a multissemiose que jà tÃm tido uma tÃnica no campo da LT. Em um segundo momento, articulamos a teoria da referenciaÃÃo e a da multimodalidade com outros campos teÃricos, como o da compreensÃo leitora, com o intuito de fortalecer o nosso escopo de investigaÃÃo, elastecendo as pesquisas jà realizadas e, em especial, ultrapassando o plano exclusivamente verbal. Para a realizaÃÃo do presente estudo, analisamos um curta-metragem, Vida Maria, de MÃrcio Ramos, produzido em computaÃÃo grÃfica. A opÃÃo por esse gÃnero se deu em virtude da natureza do nosso instrumento de investigaÃÃo â entrevista por pautas ou semiorientada, uma vez que tencionamos analisar como se explica a construÃÃo dos referentes do filme no momento da exibiÃÃo das cenas do curta, e como tal reconstruÃÃo dos referentes em um texto verbo-audiovisual mobiliza certas estratÃgias de leitura.
This work has as main objective to analyze the referential construction of an verb audiovisual text based on verb categories of compositional metafunction in the Grammar of Visual Design (KRESS and VAN LEEUWEN, 2006). We assume that the meaning of things is not completely pre - set before being part of an utterance. The objects of the world, to be referred to by the speaker, are perceived by the individual, who, like each of the other speakers of the language, has a particular life experience and carries their knowledge, shaped by cultural and ideological constraints of their society and their times. We assume the fundamental assumptions of the Grammar of Visual Design (GDV), derived from the Systemic Functional Grammar. In order to verify this entanglement between the verbal and visual semiosis, we elected sociocognitivism, from which we propose a scaling effect in Linguistics Textual analysis (LT). At first, some studies verticalizes multissemioses who have already had a tonic in the field of LT. In a second step, we articulated the theory of multimodality and referral to other theoretical fields such as reading comprehension, in order to strengthen the scope of our research, establishing the studies already conducted and, in particular, exceeding the plan exclusively verbal. To carry out this study, we analyzed a short film, Vida Maria, MÃrcio Ramos, produced in computer graphics. The choice of this genre was due to the nature of our research tool â interview guidelines or semioriented, since we intend to analyze how is it related to the construction of the film at the time of display of short scenes, and as such reconstruction referents in a verbal-visual text mobilizes certain reading strategies.
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Gilles, Amanda M. "The Benefits of Learning Math Vocabulary with Context Strategies Alone Versus with Comics as a Visual: Case Study." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1334934661.
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Nunes, Tiago Alves. "Do verbal ao imagÃtico: o letramento visual nas abordagens de leitura no ensino de lÃngua portuguesa, inglesa e espanhola." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17068.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorA imagem, como parte constitutiva de diversos gÃneros textuais, integra os vastos domÃnios discursivos presentes na esfera social da comunicaÃÃo e interaÃÃo humanas. Assim sendo, se requerem do leitor/produtor habilidades especÃficas para que ele possa se inserir nessa cadeia de produÃÃo de sentidos, visto que, como qualquer texto, as imagens precisam ser lidas, e nÃo apenas visualizadas/observadas. No tocante ao ensino, sabe-se que as abordagens de leitura em sala de aula se orientam por determinados pressupostos que corroboram o desenvolvimento da compreensÃo leitora dos aprendizes de lÃnguas materna e estrangeiras. Como o componente multimodal faz parte do modo de apresentaÃÃo textual, à importante que nas aulas de lÃnguas, a partir de dada abordagem de leitura, se fomente o letramento visual e, em especial, norteadas por uma perspectiva sociocultural de leitura que permita explorar a imagem como texto. Assim, esta investigaÃÃo objetiva diagnosticar as abordagens de leitura presentes no ensino de trÃs lÃnguas no contexto educacional, a saber, portuguÃs, espanhol e inglÃs, com Ãnfase na anÃlise de possÃveis implicaÃÃes para o incremento do letramento visual na sala de aula. Para tanto, investigamos a prÃtica de trÃs professoras dessas lÃnguas (uma de lÃngua portuguesa, uma de lÃngua espanhola e uma de lÃngua inglesa) realizadas em uma escola pÃblica, priorizando nesse exame descrever e interpretar como se dà a relaÃÃo professor-material-aluno e, ainda, como o material usado pelos docentes sugere ou nÃo atividades que favoreÃam o tratamento da imagem e, em especial, o letramento visual. Do ponto de vista metodolÃgica, a pesquisa à de carÃter qualitativo-interpretativista, de base diagnÃstica; e, no que diz respeito aos materiais e mÃtodos empregados, trata-se de um estudo de campo. Recorremos, para fins de coleta/geraÃÃo de dados, ao questionÃrio, à observaÃÃo de aula, Ãs anotaÃÃes de campo e à anÃlise de material didÃtico e os dados gerados foram entrecruzados na posterior anÃlise. Como fundamentaÃÃo teÃrica, ancoramo-nos, no que diz respeito ao letramento visual (ELKINS, 2009), nos pressupostos teÃrico-analÃticos da GramÃtica do Design Visual (KRESS, VAN LEEUWEN, 2006) e, no que concerne Ãs abordagens de leitura, nos estudos de Cassany (2006) bem como nos estudos sobre letramento crÃtico (BAPTISTA, 2010, 2012, 2014; LUKE, 2012; CAZDEN et al., 1996). Depois das anÃlises, pode-se afirmar que as concepÃÃes de leitura instauradas em sala sÃo, primordialmente, a psicolinguÃstica e a linguÃstica, com especial destaque para os aspectos formais, de sorte que os socioculturais perpassam infimamente a prÃtica docente. Ademais, o trato dado à imagem, em geral, à de natureza secundÃria na composiÃÃo do texto multimodal, quando nÃo percebida, embora os professores tenham consciÃncia de que a imagem à texto e de que a relaÃÃo entre texto verbal e nÃo verbal à de complementaridade. Portanto, o fomento do letramento visual, desde uma perspectiva sociocultural, à incipiente no ensino de lÃnguas materna e estrangeiras no contexto investigado.
The image becomes a constituent part of various genres, integrating the vast discursive fields present in the social sphere of human communication and interaction. Therefore, the reader/producer of meanings is required to have specific skills so that he can insert himself in that chain of meaning production, since, as any text, images should be read, and not just displayed/observed. In what concerns education it is known that reading approaches in the classroom are based on assumptions that support the development of the reading comprehension of the learners of native and foreign languages. As the multimodal component is part of the textual displaying mode, it is important that in language classes, from a given reading approach, visual literacy be promoted and, in particular, that it be guided by a sociocultural perspective of reading which makes it possible to explore the image as text. Thus, this research aims at diagnosing reading approaches present in language teaching in the educational context and its implications for the visual literacy. To do so we have investigated the practice of three language teachers (a Portuguese one, a Spanish one and an English one) in a public school, paying attention to the teacher-material-student relationship, and the material used by the teachers. Our research is a qualitative-interpretative one and diagnostic based; and, with regard to the materials and methods used, a field study; we have resorted thus to the questionnaire, to the class observation, to the field notes and to the analysis of teaching materials as methodological tools to complete the investigation. At the end of the collection and generation of the corpus, we triangulated the data. As to the theoretical foundation, we have based this study, with regard to visual literacy (ELKINS, 2009), in the theoretical and analytical assumptions of the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006) and, in respect to reading approaches, in the studies of Cassany (2006), as well as in the studies on critical literacy (BAPTISTA, 2010, 2012, 2014; LUKE, 2012; CAZDEN et al., 1996). After the analysis, it is possible to say that the concept of reading established in the classroom is primarily psycholinguistic and linguistic, focusing thereby in formal aspects, so that the sociocultural aspects permeate the teaching practice infinitely. Moreover, the treatment given to the image is in general of an accessorial nature in the composition of the multimodal text when it is not perceived, although teachers are aware that the image is text and that the relationship between verbal and non-verbal text is one of complementation. Therefore, the development of visual literacy, from a sociocultural perspective, is incipient in the teaching of native and foreign languages in the context investigated.
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Wejrum, Marie. "Lästriangeln – en modell för systematisk läsundervisning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61048.
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International student assessments show that reading comprehension among Swedish pupils has decreased and the Swedish school system has become less successful in compensating for the variety of pupils’ background. The aim of this study is to examine whether the reading triangle, which is an adaption of the text triangle, provides a beneficial model to use at lower secondary level to enhance advanced reading comprehension and to systematize the teaching of reading on the basis of models developed in research on writing. The study draws on Anglo-Saxon and Nordic research on the teaching of reading and writing, as well as theories of metacognition and visual learning. The results show that the reading triangle, after some modifications, can serve as a tool to make pupils aware of their reading process and at what level they read and analyse texts. Moreover, the model can be a tool for teachers to systematize their teaching of reading and clarifying on what levels they need to focus when planning their teaching of reading.
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Simonsson, Kim, and Elin Kraaijenbrink. ""En bild säger mer än tusen ord" : Hur tre olika skönlitterärt uppbyggda läroböcker utformat bildstöd för årskurs 1." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96754.
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Den här kvalitativa studien syftar till att undersöka hur bildstöd är utformat i tre skönlitterärt uppbyggda läroböcker på ingångsnivå riktade mot årskurs 1 i svenska för att stödja elevers läsinlärning. Studien tar avstamp i Richard E. Mayers (2014) teori om multimodal inlärning: Cognitive Theory of Multimedia Learning. Teorin bygger på idén att människor lär bättre och djupare från text och bild än från enbart text. Läroböckerna analyseras utifrån Lundh och Limbergs (2012) kategorier när det gäller bildstöd: dekorativ, illustrativ, narrativ och förklarande. I läroböckerna analyseras även förhållandet mellan text och bild samt vilka tidigare kunskaper eleverna behöver för att förstå bildstödet. Resultatet visar att alla de tre läroböckerna använder sig av bildstöd i berättelsen. Det bildstöd som används mest i läroböckerna är narrativt, samtidigt som dekorativt bildstöd saknas helt. Förhållandet mellan bild och text ser genomgående olika ut i läroböckerna men visar sig ha stor betydelse speciellt för elevernas läsförståelse. Precis som med allt annat i vardagen behöver eleverna ha tidigare kunskaper för att kunna “läsa” och förstå bilderna i läroböckerna. Av studiens resultat kan slutsatsen dras att läroböckerna använder sig av bilder avsiktligen för att stödja läsningen, att bilderna ger bäst stöd om de berättar samma sak som texten gör samt att eleverna måste kunna ”läsa” och förstå bilderna för att få full läsförståelse.
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Stifel, Jessica L. "Beyond visual imagery and imagination : a connection between art-making and the reading process /." 2004. http://www.consuls.org/record=b27083305.
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Thesis (M.S.)--Central Connecticut State University, 2004.Thesis advisor: Cora Marshall. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 148-159). Also available via the World Wide Web.
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Hsu, Chung-wen, and 許瓊文. "A Study of Visual Mapping on Taiwanese EFL Fifth Graders’ Reading Comprehension." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/42836987709705832930.
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碩士國立彰化師範大學
兒童英語研究所
96
The major purpose of the present study was to explore the effect of visual mapping strategy through story reading instruction on Taiwanese EFL fifth graders’ reading comprehension. The effect of visual mapping combined with reading instruction on these primary students’ reading proficiency was also probed. The participants were sixty-four fifth-graders from two homogeneous intact classes of a public elementary school in central Taiwan. They were divided into the control group and the experimental group, and received story reading instruction with or without visual mapping strategy respectively. Both groups received seventeen story reading instruction from the same instructor during the nineteen-week treatment. Overall pre-, during-, and post-test of reading proficiency tests and story immediate posttests were also employed. At last, a questionnaire was administered to investigate the learners’ attitude toward visual mapping. The outcomes from the reading proficiency posttest and reading comprehension tests indicated that, subjects who received visual mapping strategy instruction outperformed those who had mere story reading instruction. On the other hand, through the analysis of the questionnaire, subjects from the experimental group expressed positive affirmation in the response to visual mapping activities. They affirmed that visual mapping activities helped them grasp story main ideas, enhance their vocabulary leaning and facilitate their reading ability. On the basis of the findings, it is consequently suggested that story reading instruction combined with visual mapping strategy assists the students in improving their reading comprehension ability and reading proficiency.
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Free, Wendy Paige Anderson Tom. "Pictures and words together using illustration analysis and reader-generated drawings to improve reading comprehension /." 2004. http://etd.lib.fsu.edu/theses/available/etd-07042004-170803.
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Thesis (Ph. D.)--Florida State University, 2004.Advisor: Dr. Tom Anderson, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Sept. 22, 2004). Includes bibliographical references.
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"The effective visual field in different Chinese reading tasks." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888957.
Full textAbstract:
Chi-kong Tang.Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 47-50).
Appendixes in Chinese.
Acknowledgments --- p.i
Abstract --- p.ii
Table of Contents --- p.iii
List of Tables --- p.v
List of Figures --- p.vi
List of Appendices --- p.vii
Introduction --- p.1
Eye Movement Control and Effective Vision in Reading English --- p.1
Comparison of Chinese and English --- p.4
Effective Vision in Chinese Reading --- p.5
Research Questions of Present Study --- p.6
Research Design of Present Study --- p.9
EXPERIMENT1 --- p.11
Method --- p.12
Results --- p.19
Discussion --- p.21
EXPERIMENT2 --- p.24
Method --- p.24
Results --- p.26
Discussion --- p.28
EXPERIMENT3 --- p.31
Method --- p.32
Results --- p.34
Discussion --- p.37
General Discussion --- p.41
Conclusion --- p.46
References --- p.47
Appendices --- p.51
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Mour, Chou Hung, and 周鴻謀. "THE EFFECT OF VISUAL AIDS ON ELEMENTARY SCHOOL 5TH GRADERS' ENGLISH READING COMPREHENSION." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/58800860025473673818.
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碩士國立臺北教育大學
兒童英語教育研究所
94
ABSTRACT This study explored if there were significant effects of visual aids (picture) on elementary 5th graders’ English reading comprehension. And analyzes if there were significant effects of visual aids (picture) on reading performance for students with different proficiency levels.High and lower achiever subgroups of the experimental group, after the reading comprehension shall answer the questions.The respond of the questionnaire will analyzed by the writer. One hundred and thirty-four elementary 5th graders’ from Tao-yean County joined the test. According to the subjects’ scores in the English proficiency test, they were divided into the experimental and control groups by the technique of statistical S-shape distribution. Each group had sixty-seven subjects. Meanwhile, each group was further categorized into high and low achievers subgroups. The subjects took reading comprehension tests in three weeks. This test contained five reading passages and twenty five multiple choice questions. The experimental group had visual aids (picture) assist. The method of statistical, independent-sample t-test was used to analyze the subjects’ scores in the reading comprehension test. The different opinions between high-and-low achievers were analyzed in terms of frequency and percentage. The 0.05 level of significance was used in all analyses as the criterion level for determining the significance differences. The results of the study were summarized as follows: 1. There were no significance differences in the reading comprehension between the experimental and control groups. The experimental added picture, but had not promoted their reading performance. 2. There was no significant difference in the reading comprehension between the high-achievers in the experimental group and those in the control group. Although the visual aids (picture) were added, the high-achievers didn’t have the significant improvement in reading performance. 3. There was significant difference in the reading comprehension between the low-achievers in the experimental group and those in the control group. Apparently, the visual aids (picture) were added, the lower-achievers had the significant improvement in reading performance. 4. The result of the questionnaire showed that most subjects (high-and-low) achievers perception toward the effects of visual aids (picture) improved their reading comprehension proficiency. In the light of the findings, pedagogical implication have been suggested and directions for the future research.
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"Reading in Chinese: some preliminary studies." Chinese University of Hong Kong, 1995. http://library.cuhk.edu.hk/record=b5888452.
Full textAbstract:
by Au-Yeung Lai Hung.Running title: Chinese reading.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 125-130).
Acknowledgements
Abstract
Table of Contents
List of Tables
List of Figures
List of Appendices
Introduction --- p.1
The Chinese Language and Some of Its Major Features --- p.4
The Role of Parafoveal Visual Information in Chinese Reading: Implications on Eye Movement Control and the Characteristics of the Perceptual Span --- p.7
General Views of Language Comprehension Processes --- p.13
General theoretical backgrounds --- p.13
Functional roles of Chinese word categories --- p.18
Research Problems and Method --- p.20
Experiment I --- p.23
Method --- p.27
Results and Discussion --- p.32
"Comprehension performance, reading time, and reading efficiency" --- p.32
Component processes in Chinese reading --- p.40
Overall mean RT analyses --- p.42
Separate analyses for each session --- p.47
Experiment II --- p.51
Method --- p.58
Results and Discussion --- p.60
Comprehension performance and reading time --- p.60
Component processes in various display conditions --- p.66
Experiment III --- p.73
Method --- p.76
Results --- p.80
Results for SVO sentence structure --- p.81
Results for SOV sentence structure --- p.88
Results for OSV sentence structure --- p.96
Discussion --- p.103
Lexical access and sentence comprehension --- p.103
Verb violation --- p.105
Noun violation --- p.108
Clause boundary effect --- p.111
Differential effects of the types of violation on word types --- p.113
The interactive nature of Chinese processing --- p.113
Evaluations of the results from various word orders --- p.114
General Conclusion --- p.116
References --- p.125
Appendices --- p.131
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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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Bopape, Makgale Joas. "Pictorial information in reading comprehension: a comparative study in two rural schools." Thesis, 2010. http://hdl.handle.net/10210/3526.
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M.Ed.The research problem addressed in this project focuses on the role of pictorial information in reading comprehension of grade six pupils in rural primary schools in the Northern Province. The investigation was carried out with the aim of identifying and exploring the possible influence pictures might have in helping to contextualise the reading text. The inquiry was conducted by means of a quasi experimental design study, which included both quantitative and qualitative methods for data collection. The research population was divided into experimental and control groups. The over-riding rationale which initiated the investigation came about as a result of the observation that young children are able to interpret and understand television programmes communicated to them through the medium of second languages. Teaching reading comprehension to pupils in a rural environment was assumed to need additional teaching and learning media than the teacher's oral instruction plus the verbal text to help pupils to contextualise and understand the written text. The hypothesis underlying the study is that the use of pictures in reading comprehension can improve pupils' reading performance as well as facilitate the learning of English second language within a particular context at the same time. The literature review in this investigation was confined to the role of schema or background knowledge in relation to understanding of reading content and also a brief review of socio-cultural influences on the reading process. The literature review stresses the pedagogical significance of relevant schema and culturally based reading text as well as the role of pictorial information assisting text comprehension. Data collection took place in the classroom set-up. The data were collected from three major sources namely test scores, interviews and observation. The investigation indicated that there appeared to be some positive relationships between the use of pictures in reading comprehension and reading performance for grade six pupils in the experimental group. The findings of the investigation can be used as a stepping stone towards implementing communicative teaching strategies as well.
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Ashton, Aleksandra A. "Mental imagery and reading comprehension proficiency in English second language learners : an exploratory study." Thesis, 2013. http://hdl.handle.net/10539/12443.
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Reading comprehension proficiency is vital for learners to be successful in their academic career, however, South African studies have revealed that reading comprehension skills are severely underdeveloped in secondary school learners. Local research has investigated many contributing factors such as multilingualism and deficits with the national curriculum standards. Far fewer studies have examined the cognitive underpinnings that differentiate between English second language (ESL) learners who are proficient in reading comprehension and those who are not. Certain multi-coding theories assert that the integration of visual mental imagery and verbal information is essential for the formation of a comprehensive mental model, which forms the basis of reading comprehension. This study explored the relationship between visual reasoning ability and the reading comprehension proficiency in a group of 83 ESL learners from two urban Gauteng schools. One school represented learners who are proficient readers whilst the second group represented learners who are developing readers. The Non-Verbal Reasoning and the 3D Spatial Manipulation subtests from the Differential Aptitude Test (DAT) battery were used to explore the learners’ ability to reason using visual-object and visual-spatial mental imagery. The Verbal Reasoning test was used to establish a baseline for the learners’ language skills. The items of the Reading Comprehension subtest of the Stanford Diagnostic Reading Test battery (SDRT-RC) were evaluated for textual factors that contribute toward word concreteness effects. The relationships between the DAT subtests and the SDRT-RC Mixed, Abstract and Concrete Items subtests were discussed in light of multi-coding models of reading comprehension.
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Hsieh, Wei-yu, and 謝維毓. "The Effect of VDT Color Combination and Luminance Contrast on Reading Comprehension, Visual Fatigue and EEG." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/97459076632294590214.
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碩士國立臺灣科技大學
工業管理系
97
After the sentence “tech is from humanity”, many companies have fierce competition in human interface. They wonder how we can design man-suited high techs. It’s necessary to own tech products in normal life. The media play an important role in communication between human and computer because of it’s speed and efficiency. You will see a book all imbedded in e-paper. The study will investigate the effect of screens’s color combination and luminance contrast on reading comprehension, visual fatigue and EEG. The results showed the effect of screens’s color combination and luminance contrast on reading comprehension, visual fatigue and EEG are not significant. It may be the human’s adaptation in long-term contaction with computer. So It’s no differences. And the EEG also showed no significant signals. In the future, We need to have more knowledge and skills to research EEG phenomenon.
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Stone, Deborah. "The legibility of text on paper and laptop computer a multivariable approach /." 1997. http://books.google.com/books?id=uJTgAAAAMAAJ.
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Wick, Jennifer Bernadette 1971. "Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool." 2006. http://hdl.handle.net/2152/13117.
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Richterová, Kristýna. "Práce s ilustrací v mateřské škole jako podpora porozumění předčítanému textu." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397099.
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This diploma thesis deals with the topic of work with illustration in kindergarten as support to understanding a text that is read aloud. The aim is to design and verify methods of working with illustrations in kindergarten that support the understanding of a text that is read aloud to preschool children. In the theoretical part of the thesis, I deal with illustration, visual literacy, method of working with a book, understanding a text (read aloud) and the characteristics of preschool children with regard to the topic of the thesis. Subsequently, I apply this knowledge in the practical implementations. In the practical part, I propose and verify methods of working with illustration in kindergarten which should support the understanding of a text that is read aloud to preschool children. The thesis is focused on qualitative research in which I compared differences between research and experimental group sample. First, I tested the level of skill of all twenty children when working with illustrations and understanding of a text read aloud (both research and experimental group samples). Then I put together seven preparations where I focused on the development of reading strategies and I supported the children in the understanding of the text read aloud on the basis of selected expected outcomes...