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Dissertations / Theses on the topic 'Reading materials'
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Kiefer, Marvin R. "An ESP Reading Course: Methods and Materials." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1708.
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Thesis (M.A.)--Indiana University, 2008.Title from screen (viewed on August 27, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, Aye Nu E. Duerksen, Honnor Orlando. Includes vita. Includes bibliographical references (leaves 68-70).
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Rupsingh, Shahidah Ishmael. "Understanding first-grade teachers' use of materials for reading instruction /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.
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This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation.
Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation’s AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval.
Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading.
The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.
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Adler, Kajsa, and Rebecca Ljundahl. "How does text design affect reading comprehension of learning materials?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41021.
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All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.
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Champley, Jill Leslie Scherz Julie. "An analysis of reading materials and strategies used by older adults." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
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Thesis (Ph.D.)--Wichita State University, College of Education."May 2005." Title from PDF title page (viewed on August 21, 2006). UMI number: AAT3189237 Thesis adviser: Julie Scherz. Includes bibliographic references (leaves 61-68).
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Lonsdale, Maria dos Santos. "Effects of the typographic layout of reading examination materials on performance." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428297.
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McCormick, Floyd G., David E. Cox, and Glen M. Miller. "Effectiveness of Instructional Materials Altered for Students with Varying Reading Abilities." College of Agriculture, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/607099.
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Jones, Danielle N. "Selecting And Utilizing Recreational Reading Materials For The Middle School Classroom." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237835249.
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Guns, Christine. "A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2893.
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Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.
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Juréen, Tim, and Sigrid Karlsson. "Automation of powder level reading in a tap density test." Thesis, KTH, Materialvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-298426.
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When using metal powder in any form of production, it needs to be stored, handled and transported. To do this effectively, it is of importance to know how the powders flow and this is governed by a behaviour called flowability. One method of assessing powder flowability is by comparing changes in powder density. The different types of densities are obtained from a tap density test, in which the reading of the powder volume is done through eye measurements. This report aimed to automate the volume reading of the test through image analysis, in order to increase the consistency and reliability of the test. The automation was done using the software ImageJ, where a macro was written to which a videorecording of a tap density test could be uploaded and automatically analysed. The result was a fully functioning macro, capable of analysing the entire test. Placing a strip of electrical tape around the cylinder enabled the powder volume to be tracked continuously. The automated readings were concluded able to provide additional information on how the powder behaved during the test itself and with a higher accuracy than using eye measurements. The method was also deemed less dependent on the person performing the test, despite a manually calibrated volume-scale. The macro achieved optimal results through some prerequisites, involving altering the lighting, background colour and camera placement.När metallpulver används inom någon form av produktion måste det lagras, hanteras och transporteras. För att göra detta effektivt är det viktigt att veta hur ett pulver flödar och detta styrs av en egenskap som kallas flytbarhet (eng. flowability). En metod för att bedöma ett pulvers flytbarhet är genom att observera förändringar i pulvrets densitet, i ett så kallat tappdensitetstest, där avläsningen av pulvervolymen görs med ögonmått. Denna rapport ämnade att automatisera testets avläsning genom bildanalys för att öka testets tillförlitlighet och göra avläsningen mer konsekvent. Automatiseringen gjordes med hjälp av programvaran ImageJ, där ett makro skrevs, till vilket en videoinspelning av ett tappdensitetstest kunde laddas upp och automatiskt analyseras. Resultatet var ett fullt fungerande makro som kunde studera hela testet, och genom att placera en remsa eltejp runt cylindern kunde pulvervolymen analyseras kontinuerligt. De automatiska avläsningarna ansågs kunna ge ytterligare information om hur pulvret betedde sig under själva testet med en högre noggrannhet än genom ögonmått. Testet ansågs också vara mindre beroende av den som genomförde experimentet, trots att volymskalan kalibrerats manuellt. Makron uppnådde optimala resultat genom att ändra vissa parametrar i experimentets uppställning som ljussättning, bakgrundsfärg och kamerans position.
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Lu, Zhongshe. "Readability in reading materials selection and coursebook design for college English in China." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/11160/.
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This thesis studies the application of readability in reading materials selection and coursebook design for college English in an EFL context in China. Its aim is to develop rationales which coursebook writers can utilise in selecting materials as texts and as a basis for designing tasks. This study, through a combination of quantitative and qualitative research methods, argues that readability is applicable in the EFL Chinese context, and readability plays a important role in determining the selection of materials and the task design for college English. As the term readability is used in a more comprehensive sense which includes text factors as well as reader factors, existing measures of readability should be critically examined. Objective and statistical measures such as readability formulae need to be refined in line with recent research into the relationship between lexico-grammar and discourse organisation, and with recent research into second language/ foreign language acquisition. Ease of reading can be manipulated by highlighting the use of discourse signals in the text, and by raising high order questions. It is argued that high-order-tasks such as "thinking skill" activities facilitate students' interaction with the text and the development of language awareness. The application of three highly regarded formulae and the analysis of language features of the chosen texts indicate that word difficulty and sentence complexity are significant in materials selection. However, the findings in the questionnaires and interviews show that readability formulae in use today ignore the critical functions of discourse signals and organisation. Nor do they consider cognitive processing factors such as exercise design, readers' interest, motivation and prior knowledge which play an equally important part as word difficulty and sentence length. Consequently, the suggestion is that both objective and subjective research methodologies are necessary in setting up new criteria. Objective statistics gained from appropriate readability formulae serve as an index to the difficulty of a text in terms of language. However, subjective opinion from experienced teachers on reader factors functions as an aid, and exercise design functions as an adjustment to students' comprehensibility. Among the three, exercise or task design deserves more exploration and experimentation from coursebook writers. Process-based and activity-centred approaches are suggested in raising questions and designing tasks, because they focus on the reader and emphasise developing students' interpretation of the relations between forms and meanings. It is argued that they lead students into the process of learning - learn to learn, which is the ideal goal of English teaching, to which coursebook writers of college English have so far paid insufficient attention. Therefore, new criteria for materials selection and coursebook design for college English are proposed: • The textbooks have to meet the requirement stated in the National English Syllabus. • The chosen passages have to be authentic. • The chosen texts have to be interesting in topic, and substantial in content. • The texts have to be right in difficulty level from the linguistic point of view. • The tasks designed should provide students with opportunities to make use of their prior knowledge to interact with the text. • The exercises should lead the students to deeper, more personal engagement. It is hoped that these criteria will function as basic guidelines for future coursebook writing in college English.
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Eade, Frederick Robert. "The graphic language of vernacular literacy primers in West Africa." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359789.
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Cohick, Mikel William. "Academic Achievement and the Ability of Post-Secondary Students to Read Assigned Materials." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331457/.
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This study provides a rationale for adopting course materials. It demonstrates the relationship between ability to read assigned materials and academic achievement, and that selection of materials creates two groups having different probabilities of success. The sample was selected from a population of all students enrolled in Principles of Economics courses at North Texas State University in the spring semester of 1986. The Nelson-Denny Reading Test was used to determine reading ability. Assigned materials were analyzed for readability. A frustration level was determined and used to divide the sample: the group of interest, those with reading abilities below the frustration level who underwent the treatment of reading materials written above their ability to comprehend; and the comparison group, those with reading abilities above the frustration level who did not undergo the treatment.
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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.
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Sudajit-apa, Melada. "Systematising EAP materials development : design, evaluation and revision in a Thai undergraduate reading course." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2674.
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Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learners’ involvement and motivation and maximise their learning opportunities. The materials integrated the learners’ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved students’ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacher’s questionnaires, learning journals, interviews and classroom observations. In addition to users’ positive comments on the usefulness of strategies, collaborative work, text topic and a variety of learning tasks, analysis of the findings indicated linguistic difficulties, insufficient amount of time and support from the teacher, difficulties in expressing ideas in English and uncertainty about reading purposes and task procedures. This led to two versions of materials revision—text simplification (TS) and procedural modification (PM). In the second cycle, the materials, revised in response to the first-cycle users’ feedback, were re-implemented and re-evaluated through the same procedures, with the addition of pre-and post-tests, by four groups of Thai students taught by two different teachers. Analysis of the learners’ perceptions showed that the second-cycle materials had met their learning needs, in reference to their comments about reading improvements and the usefulness of reading strategies, and that collaborative work helped increase their awareness of strategy use, text understanding and motivation. Classroom variables, particularly teachers’ scaffolding, played a significant role in enhancing learners’ motivation in terms of their perceptions of text difficulty, text understanding, and text and task enjoyment, as well as positively affecting their task performance. There was no significant difference between the students’ perceptions of the TS and PM materials, except that the TS groups had significantly more perceived text understanding, as they found language use in the texts significantly more accessible. In terms of progress, all TS and PM groups made improvements in their post-test, with Group 1 (PM) and Group 4 (TS) gaining significantly higher means in the post-test. These two cycles of implementation and evaluation offer clear evidence that the reading materials featuring explicit strategy training and collaborative work could raise the Thai students’ awareness of reading strategy use, enhance their reading performance and increase the level of task enjoyment. The present study also suggests the benefits of integrating text simplification and the use of L1 in the reading materials and instruction, as these two measures could build up the students’ motivation as well as level of text understanding. Additionally, to increase motivation and involvement, it is worthwhile focusing on the selection of interesting and challenging text topics, on the design of a task response format which does not require grammatical knowledge and on producing materials with colourful illustrations. Teachers’ careful scaffolding and the clarity of task purposes and procedures were shown to be important variables affecting the classroom atmosphere and the students’ level of task achievement, and thus, need to be taken into consideration when planning guidance for teachers involved in teaching reading course such as that investigated in this study.
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Lindsey, Martha A. "Implications of Literacy Related to Comprehension of Environmental Health Materials." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193851.
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Health literacy involves basic reading and numeracy, allowing people to function as health care consumers, reading, understanding, evaluating and using information in health documents. For thirty years, the gap between the reading level of most of the public, eighth grade, and the reading level of most written health information, above the tenth grade, has been perceived to prevent people from comprehending health instructions or educating themselves about health conditions.This study examined comprehension of health materials, using print environmental public health information about relatively obscure aspects of arsenic and ultraviolet light contamination. The research question was "to what extent are print materials for environmental health promotion comprehensible by the target audience of readers at the eighth grade reading level?" This study tested a hypothesis that materials written at the seventh grade level would be more comprehensible than those written at the twelfth grade level for individuals with an average reading level.Materials were located, assessed for reading level, rewritten to the seventh grade reading level, and vetted by environmental health experts. The mean reading level of the participants was eighth grade. The study used a pretest / posttest design with follow up interviews to asses some participants' perception of the reading materials and test. Data was analyzed using repeat measures ANOVA and content analysis.Contrary to anticipated results, the study showed when people with average reading ability read twelfth grade material, they were able to comprehend it as well as they did seventh-grade material. Two follow-up interviews provided anecdotal evidence indicating people with an average reading level would not voluntarily choose to read the twelfth grade material.Although the results of this small exploratory study found individuals, with average reading levels, can read and comprehend written information about environmental health topics, health literacy professionals cannot stop being concerned about the perceived mismatch between the reading levels of American adults and reading levels of environmental health information. It is important to undertake additional studies to better understand how much of an encumbrance hard-to-read information may be placing on individuals with a need to know about environmental hazards and their health.
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Keskin, Eda. "Läsinlärning i årskurs 1 : En kvalitativ jämförelsestudie om läsinlärning hos svenska och turkiska lågstadielärare." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37950.
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The purpose of this study is to compare methods and working materials that a number of Swedish and Turkish educators are using in order to teach reading skills in first grade. It also aims to examine how educators stimulate students’ interest in reading. The study is based on four interviews with teachers from both Sweden and Turkey, where they all teach in first grade. Differences and similarities in the answers from the interviews are compiled in a table. The results of the study shows that the educators uses several different methods in order to teach reading skills. We can also see in this study is that the methods that the educators choose to work with is not essential for the result. It is the competence of the educators that is the most important object to teach reading skills. The results also shows that the process of learning to read in Sweden and Turkey do not differ significantly from each other. It was found that almost all educators uses reading books, books letter, reading for home works and reading aloud in reading lesson. The study also shows that the biggest difference between Turkey and Sweden in way of teaching reading skills is the curricula for the reading skills.
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Kingsriter, Marilyn G. "The effects of instructional methods and materials which integrate music and literacy on reading attitudes and interests of second graders /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901252.
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Folkesson, Maja, Anna Sjökvist, and Lina Johansson. "Förutspå, förklara, föreställ dig! : En analys av läsförståelsestrategier i läromedel för årskurs 4-6 i ämnet svenska." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100631.
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Syftet med detta arbete är att undersöka hur läsförståelsestrategier kommer till uttrycki två läromedel för ämnet svenska i årskurs 4–6 genom en läromedelsanalys. För attundersöka detta studeras utvalda läsförståelsestrategier från En läsande klass:Spågumman, Detektiven och Konstnären. Tidigare forskning definierarläsförståelsestrategier som mentala redskap som används av läsaren för att förutspå,förklara och föreställa sig en texts innehåll. Forskningen är samstämmig kringläsförståelsestrategiernas positiva effekter på elevers läsförståelse och läsförmåga. Ivår läromedelsanalys har resultatet sammanställts genom en analys av ett utvalttextstycke med tillhörande uppgifter i respektive läromedel. Dessa har sedan förts ini en tabell (se bilaga 1) för att strukturera resultatet och få en överblick. Resultatetvisar att båda läromedlen tar upp samtliga av de utvalda läsförståelsestrategierna, menmed varierande uttrycksformer och frekvens. I läromedlet Aktiv läsning varfördelningen mellan läsförståelsestrategierna jämn. I ZickZack var fördelningen mervarierande då de flesta uppgifter fokuserade på läsförståelsestrategin Konstnären.Resultatet visar även att placeringen för uppgifterna i relation till texten varierade, dåvissa strategier kom till uttryck före läsningen i ett läromedel respektive under ochefter läsningen i det andra läromedlet. I diskussionen problematiserasläsförståelsestrategierna i förhållande till lärarens roll samt till elevers olikaförutsättningar för att lära. Slutsatser som kan dras är att kontexten utgör en väsentligdel i undervisningen om läsförståelsestrategier, där faktorer somgruppsammansättning och förutsättningar för samtal spelar stor roll. En annan slutsatssom dras är att läromedel bör inkludera läsförståelsestrategier för att främja eleversläsförståelse.
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Hu, Jie. "An investigation into designing online language learning materials to support the academic reading of international Masters degree students." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3911/.
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This thesis provides a case study of a new approach to courseware design described as a mixed approach. This mixed approach is based on orientation to a problem (or opportunity) and rounds of design, implementation and evaluation. The mixed approach is informed by principles of being iterative, understanding the perspective of users, listening to feedback, being stakeholders, and involving users from the commencement and draws on an understanding of instructional design, user-centred design and participatory design. The context in which the study took place is the support of international students with English as a second or foreign language following Masters degree programmes at an Institute of Education within a local university. Courseware was developed which aimed to develop students’ reading skills and fluency in reading academic texts. The context is a topical issue, with increasing numbers of international students coming to study in universities in the UK. In the orientation phase of the courseware development, the nature and scope of the problem were explored through interviews with students and tutors. A wider orientation to the problem was then achieved through a review of learning theory (general orientation), reading and language issues (linguistic orientation) and the main ICT themes (applied orientation). Drawing together the orientation enabled the design and development of the first version of the courseware 2006-2007. This was evaluated through mixed methods: interviews with users (n=6), observations and computer test scores. Interviews, however, were the primary source. Data was coded and aggregated, then compared and contrasted. It was found that students reported positively on their use of the courseware product (titled CAR 1), however suggestions for improvement were made including providing more guidance and more explicit reading skills support. The courseware was adapted in line with this feedback and further evaluated (2007-2008). The revised product (CAR 2) was more positively received. A key difference between the two versions was the adoption of an explanation, practice, feedback model in CAR 2. Issues relating to the design of courseware are discussed. Two models of courseware development are provided. The first is a prescriptive framework set out the steps to be undertaken when following the mixed model. The second is a holistic model developed after the study which sets out the various factors which came together to shape the design and implementation of the courseware. It was found that the design is not ‘value free’ but shaped by the context and by the designer’s past experiences and tacit beliefs about teaching and learning. Issues relating to the development of reading skills are discussed throughout the thesis, though it is stressed that the trials were too short and the methodology was not appropriate for identifiable gains in reading fluency to be evidenced. The mix of cultural and social problems, language processing problems, L2 acquisition and training background problems, support problems which students faced are, however, described. The research showed that there were particular features of academic texts which students should not be assumed to understand. It was also found that some tutors felt that the language demands were too intense for some students. As regards the courseware, students felt that it was useful in supporting the development of reading skills. They valued the explicit teaching of skills and strategies and modelling of strategies such as skimming, scanning and speed reading. Useful features, or affordances, within the courseware were interactive feedback, easy access to several authentic texts, repeated practice, and links to opportunities for further study. However, the courseware needed to be integrated more fully into the course programme, and there needed better branching so that users could follow personal routes to and through material. Context remained important and online support might only mitigate the structural difficulties which international students’ face. Recommendations are made towards better support for international students.
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Sztankovics, Linda. "Shifting powers, prospects and perspectives? : A critical reading of the European Union’s geopolitical reasoning on critical raw materials." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9700.
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Global energy transitions and rises in demand for critical raw materials (CRMs) are predicted to reshape global politics in yet uncertain but profound ways. With CRMs being vital for Europe’s decarbonization process, the present study sets out to examine the EU’s geopolitical discourse by taking an inquisitive yet critical stance focusing particularly on the new “geopolitical” Commission’s geopolitical reasoning on CRMs. Building upon critical geopolitics, a discourse analysis was conducted on 9 European Commission communications (2019–2020). Three key observations were made: first, a ‘geopolitical’ and ‘assertive’ EU is crucial in an increasingly ‘fragile’, ‘polarized’ and ‘competitive’ world. Second, securing CRMs is a ‘security question’, requiring ‘strategic approaches and partnerships’, notably with ‘resource–rich regions’ and particularly with Africa. Third, the EU’s narrative is ambiguous. While classical geopolitical assumptions are distinguishable, it remains questionable whether the EU will depart from its familiar path of liberal cooperation, multilateralism and trade when scouting for CRMs, although its role as a “benign ally” can be questioned. Further studies on the EU’s geopolitical reasoning, along with its actual practice in the area of CRMs, are warranted. Likewise, a critical reading of reports and foresight preceding EU policymaking is encouraged, to better comprehend how the EU’s dominating geopolitical discourse on CRMs and subsequent practice is produced in the first place.
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Terrett, Matthew Andrew. "Exploring an exam-practice approach to teaching academic reading and writing in China : teacher perspectives and materials analysis." Thesis, Open University, 2014. http://oro.open.ac.uk/44913/.
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This study explores teacher perceptions of an approach to teaching academic reading and writing that focuses on local English for Academic Purposes (EAP) exams (the Exam-Practice Approach) and presents a textual analysis of the teaching materials. The research context is the EAP component of an international foundation year programme for undergraduate students embarking on Business or Engineering pathways at a British university operating in China. Semi-structured interviews were conducted with English teachers and analysed thematically. This data was enhanced through participant observation, documentary evidence and a survey. Findings indicate concerns regarding the separation of academic reading and writing skills, and a mismatch between course aims and assessment. Contextual factors influencing the development of the local EAP programme are identified and concerns are raised over a perceived lack of purpose in teachers’ professional roles. Corpora were constructed from the reading input in the EAP materials divided according to the students’ disciplinary studies (Business and Engineering) and a keyword analysis conducted using the British Academic Written English (BAWE) reference corpus. This was supported through the manual analysis of rhetorical functions in reading materials. Findings indicate that the reading input does not provide a coherent model of target situation writing and that the local academic reading materials contain language features that directly contradict local writing instruction. The primary implication of the findings of this study for pedagogical and professional practice is that course assessment can greatly influence the development of an English for Academic Purposes programme. Focus on English-language test practice risks alienating teachers and reinforcing a deficit model of Chinese students. The purpose of the EAP programme therefore needs to be clear and assessment should reflect that purpose.
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Aschenbeck, Geraldine H. "Aliteracy: The Relationship Between the Electronic Culture and Voluntary Reading." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/56.
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Aliteracy, the term used to describe those who can read but choose not to do so, has become a grave concern in this country. A review of the literature indicates Americans are choosing to use their leisure time to interact with the electronic media to gather information instead of reading to gain knowledge. The skills of critical thinking and decision making are at stake. Schools and homes who have been successful in teaching the skill or reading must now instill the value of reading in order to preserve the democratic process upon which this country was founded.
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Marsnäs, Nathalie. "Läsförståelse : En jämförelse av två läromedel och ett nationellt prov." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30080.
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In the last few years there have been many reports on students lack of reading comprehension in Sweden. Reading comprehension is crucial in today’s society. It is as central for school as it is for being able to be a part of society and work. The aim of the study is to compare and examine whether there is correspondence between two reading comprehension text books and the national test of reading comprehension in 2012. Through text analysis and theories of readability, question types and reading strategies the comparison was made. The text analysis is performed in accordance with Hellspong (2001) and Hellspong och Ledin (1997) model for text analysis, where the language formation is studied. The following research questions are answered: Which similarities and differences are found regarding the readability of the narrative texts and the factual texts? Which similarities and differences are found regarding the type of questions that are asked in relation to the narrative texts and to the factual texts? Which reading strategies are tested in the national test and which reading strategies are practiced through the teaching materials? The results of the analysis show both similarities and differences between the national test and the textbooks. The texts in the national test are less easily read while the textbooks consist of more types of questions and enables practice of more reading strategies. In the textbooks multiple reading strategies was found to be required in order to answer the questions, whilst the national test generally only needed one strategy for most questions. In this way partial correspondence is found between the textbooks and the national test. However, the textbooks are useful for practicing reading comprehension since they have a lot more type of questions and reading strategies, than the national test. A conclusion up for discussion is that the textbooks leave it to the teacher to provide practice of more complicated and longer texts since the texts in the national tests has shown to be more complicated to read.
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Gattolin, Sandra Regina Buttros. "O vocabulario na sala de aula de língua estrangeira : contribuições para a elaboração de uma teoria de ensino-aprendizagem." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269571.
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Orientador: Matilde Virginia Ricardi ScaramucciTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: A aquisição da competência lexical tem sido considerada um dos maiores desafios encontrados por professores e alunos de inglês como língua estrangeira. Após o contato com palavras novas nos livros didáticos e nas atividades de sala de aula, são freqüentes os casos de aprendizes que não conseguem usá-las novamente por desconhecimento das mesmas. Os professores reconhecem a necessidade de ajudar seus alunos nesse sentido, mas, aparentemente, não sabem como lidar com o problema; aqueles que insistem em encontrar uma solução acabam sentindo um retorno às antigas práticas já conhecidas por sua limitada eficiência. Assim, evidências da necessidade de uma maior atenção destinada ao léxico nas aulas de língua inglesa motivaram as pesquisas em busca da construção de uma teoria de aquisição de vocabulário, e não são poucas as contribuições teóricas disponíveis na literatura. Poucos pesquisadores, entretanto, têm buscado demonstrar como operacionalizar tais teorias dentro de uma abordagem de ensino com foco na comunicação. Visando minimizar essa lacuna, o objetivo desta pesquisa, de natureza interventiva, foi investigar, entre alunos universitários brasileiros, seu processo de aprendizagem de vocabulário mediado por um material de leitura para fins específicos, produzido com o foco voltado para a formação de leitores autônomos. As atividades de vocabulário constantes desse material foram fundamentadas no conceito rico de vocabulário, proposto por Richards (1976) e estendido por Scaramucci (1995). Os dados coletados são de natureza quantitativa e qualitativa. Os dados de natureza quantitativa foram obtidos por meio da aplicação de duas baterias de testes para verificação do conhecimento lexical dos participantes do estudo. Os resultados obtidos no pré-teste e no pós-teste foram comparados e analisados estatisticamente através das técnicas do teste de Friedman e teste-t, evidenciando que, ao término do curso, a extensão do vocabulário dos participantes era significativamente maior do que no início dele. Os dados de natureza qualitativa foram obtidos por meio de um questionário para levantamento das estratégias de aprendizagem de vocabulário, diários dialogados e observações em sala de aula gravadas em áudio. Essa triangulação permitiu inferir que a interação promovida pelo material desenvolvido para o curso, com foco na profundidade do conhecimento do léxico, foi um dos aspectos da sala de aula que mais contribuíram para a construção desse conhecimento. Permitiu inferir também que o professor tem papel fundamental nesse processo. Entre as contribuições oferecidas por este estudo está o conjunto de princípios que subjaz à construção do conhecimento acima referido
Abstract: One of the greatest problems teachers and students face when teaching and learning a foreign language concerns vocabulary acquisition. After meeting certain words in books and/or class activities, students are not able to use these words again. Although teachers realize they should do something to help their students, they seem not to know how to deal with this problem; the ones who attempt very often feel they are falling back on audiolingual practices. Researchers have long tried to build a theory to fill this gap, and much has already been done, but, so far, few professionals have shown how to produce knowledge with the knowledge acquired from research, specially how to approach theory-based vocabulary activities in a communicative way. Aiming at reducing this gap, the objective of this study was to investigate the vocabulary learning process of a group of Brazilian university students using an English for Specific Purpose material produced not only to enable the development of the reading skill but also to help learners be aware of the aspects involved in knowing a word so that they could continue building their lexical knowledge autonomously. The material designed for the course included both reading activities and activities which focused on systematizing vocabulary teaching and learning, all of which based on the rich concept of vocabulary acquisition, proposed by Richards (1976) and extended by Scaramucci (1995). Quantitative and qualitative data were collected. The former were obtained in two sets of six vocabulary knowledge scales, accomplished by the participants at two distinct points in time. Their answers were compared and statistically analyzed with the use of Friedman test and t-test techniques. Results have shown that at the end of the intervention students knew a significantly higher number of words than they did at the beginning of the course. Qualitative data were collected with the use of three different types of research instruments: a questionnaire, diaries and classroom observation. Qualitative analysis allowed inferring that the interaction promoted by the material was one of the aspects which most contributed to the building of this knowledge. Similarly important was the role of the teacher in this process. Among the contributions offered by this research is a set of principles that seemed to have underlain these students¿ vocabulary acquisition
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada
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Wesso, Iona. "Science text: Facilitating access to physiology through cognition-based reading intervention." University of the Western Cape, 1995. http://hdl.handle.net/11394/8485.
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Philosophiae Doctor - PhDReading and understanding science text is the principal means by which students at tertiary level access scientific information and attain scientific literacy. However, understanding and learning from science texts require cognitive processing abilities which students mayor may not have. If students fail to understand scientific text, their acquisition of subject knowledge and expertise will be impeded and they will fail to develop into thinking and independent learners, so crucial for academic progress and achievement. A major assumption in this study is thus that in order to increase access to science subjects there is a need to explicitly teach the thinking abilities involved in learning science from text. A review of the literature showed that while reading to learn from scientific text poses special challenges to students faced with this unfamiliar genre, little is known about reading (and thinking) for science learning. A synthesis of current research which describes the neglected interface between science learning, science reading and cognition is given in the literature review of this study. This synthesis highlights, in particular, the parallel developments in research into science learning and reading; the lack of integration of research in these areas; the absence of investigations on science reading located within the cognitive domain; and the absence of research into reading as it affects cognition and cognition as it affects reading in subject-specific areas such as physiology Possibilities for improving students' cognitive performance in reading to learn through intervention were considered from a cognitive perspective. From this perspective, students' observable intellectual performance can be attributed to their underlying knowledge, behaviour, and thought processes. Accordingly, the mental processes involved in comprehending scientific concepts from text and the cognitive processes which the students bring to the learning situation become highly relevant to efforts to improve cognitive skills for learning science Key questions which were identified to serve as a basis for intervention included: a) What cognitive abilities are needed for competent reading comprehension as demanded by physiology text?; b) How adequate is the cognitive repertoire of students in dealing with physiology text? With regard to these questions a catalogue of cognitive functions as formulated by Feuerstein et al (1980) was identified as optimally suited for establishing the cognitive match between reading tasks and students. Micro-analyses of the cognitive demands of students' textbook material and the cognitive make-up of second-year university students revealed a profound mismatch between students and their learning material. Students lacked both comprehension fostering and comprehension monitoring abilities appropriate to the demands of the learning task. The explication of the cognitive requirements which physiology text demands served as a basis for systematically designing instruction whereby appropriate intellectual performance for scientific comprehension from text may be attained Subsequent intervention was based on the explicit teaching of thinking abilities within the context of domain-specific (physiology) knowledge. An instructional framework was developed that integrated cognitive learning theories and instructional prescriptions to achieve an effective learning environment and improve students' cognitive abilities to employ and extend their knowledge. The objective was that the instructional model and resultant instructional methods would ensure that students learn not only the desired kinds of knowledge by conceptual change, but also the thought processes embedded and required by reading scientific material for appropriate conceptual change to take place. Micro-analysis of the cognitive processes intrinsic to understanding physiology text illuminated cognitive demands such as, for example, the ability to: transform linearly presented material into structural patterns which illuminate physiological relationships; analyse conceptually dense text rich in "paradoxical jargon"; activate and retrieve extensive amounts of topic-specific and subject-specific prior knowledge; to visualise events; and contextualise concepts by establishing an application for it. Within the above instructional setting, the study shows that the notion of explicitly teaching the cognitive processes intrinsic to physiology text is possible. By translating the cognitive processes into cognitive strategies such as assessing the situation, planning, processing, organisation, elaboration, monitoring and reflective responses, the heuristic approach effectively served to guide students through various phases of learning from text. Systematic and deliberate methods of thought that would enhance students problem-solving and thinking abilities were taught. One very successful strategy for learning from physiology text was the ability to reorganise the linearly presented information into a different text structure by means of the construction of graphic organisers. The latter allowed students to read systematically, establish relationships between concepts, identify important ideas, summarise passages, readily retrieve information from memory, go beyond the given textual information and very effectively monitor and evaluate their understanding In addition to teaching appropriate cognitive strategies as demanded by physiology text, this programme also facilitated an awareness of expository text conventions, the nature of physiological understanding, the value of active strategic involvement in constructing knowledge and the value of metacognitive awareness. Also, since the intervention was executed within the context of physiology content, the acquisition of content-specific information took place quite readily. This overcame the problem of transfer, so often experienced with "content-free" programmes. In conclusion, this study makes specific recommendations to improve science education. Inparticular, the notion of teaching the appropriate cognitive behaviour and thought processes as demanded by academic tasks such as reading to learn physiology seems to be a particularly fruitful area into which science educational research should develop and be encouraged.
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Naelitz, Samantha L. "Girls just want to have fun connecting girls in grades six through eight with reading materials they want to read /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206150164.
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Chau, Ka-wah Anna, and 周嘉華. "Imaginary spaces in children's fantasy fiction: a psychoanalytic reading of Lewis Carroll's Alice Booksand Philip Pullman's His Dark Materials Trilogy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31364986.
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Ma, Chunhui. "Textbooks, a vivid mirror of culture : a comparative study of animal materials in American elementary reading textbooks and Chinese elementary language textbooks." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845935.
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Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China.Department of Anthropology
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Chau, Ka-wah Anna. "Imaginary spaces in children's fantasy fiction a psychoanalytic reading of Lewis Carroll's Alice Books and Philip Pullman's His Dark Materials Trilogy /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31364986.
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Kwan, Kit-man Kitty. "An evaluation of students' language difficulties in using history and integrated science materials in form I in an Anglo-Chinese secondary school." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626597.
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Waddell, Heather. "Reading with thought and effort : Philip Pullman's His Dark Materials trilogy, and its connections to the works of John Milton and William Blake /." Connect to online version, 2007. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2007/245.pdf.
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Guntek, Duygu. "An Evaluation Of The Effectiveness Of The Eng 101, Development Of Reading And Writing Skills 1 Course." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606333/index.pdf.
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ABSTRACT
AN EVALUATION OF THE ENG 101, DEVELOPMENT OF READING AND
WRITING SKILLS 1
Güntek, Duygu M.A., Department of English Language Education Supervisor : Prof. Dr. Hü
snü
Enginarlar July 2005, 134 pages The purpose of this study was to evaluate the ENG 101, Development of Reading and Writing Skills 1, and find out about the effectiveness of this course in terms of the goals and objectives, methods and materials and evaluation procedures. To fulfill that aim, three questionnaires and an interview document were designed and given to 21 ENG 101 instructors and 255 students taking the couse. In addition to the questionnaires, interviews were held with 9 ENG 101 instructors and 1 administrator, and feedback was obtained from the end-of the term evaluation meeting. Another questionnaire to evaluate the coursebook, English for Academic Purposes 1 was designed and given to 19 instructors who taught the ENG 101 course. It was prepared to collect feedback about the newly-written coursebook of the ENG 101 in detail. To analyse quantitative data, descriptive statistics, one-way ANOVA and t-test were conducted. The qualitative data gained from the interviews, open ended questions and feedback from the end of course meeting were analysed via content analysis. The results of the study revealed that the participants were generally satisfied with the course since most of the answers given in the questionnaires were around 3 (out of 4) &ldquo
moderately&rdquo
, which meant that all parties had generally favourable perceptions about the effectiveness of the ENG101 regarding the achievement of the objectives, effectiveness of the methods, materials and evaluation procedures as well as the coursebook. However, there were some complaints stemming from teachers&rsquo
workload and time constraints including too many writing tasks and insufficient language input for which certain administrative academic decisions were taken and work on relevant modifications started.
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Laba, Amal. "AN EXAMINATION OF TEXT AUTHENTICITY USED AT KENT STATE UNIVERSITY ESL CENTER: READING MATERIALS, THE INSIGHTS AND PERCEPTIONS OF ESL/EFL STUDENTS AND INSTRUCTORS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416412199.
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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.
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Kwan, Kit-man Kitty, and 關潔文. "An evaluation of students' language difficulties in using history and integrated science materials in form I in an Anglo-Chinese secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626597.
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Cloe, James H. Jr. "An Evaluation of Electronic Annotated Readers for First Graders in Chinese Dual Immersion to Improve Reading Comprehension and Character Recognition." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3401.
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This study is an evaluation of online annotated readers developed for first grade students enrolled in Chinese immersion. The electronic readers were created to provide additional input to immersion students, who had little time in class for Chinese character reinforcement. The students accessed online readers from their homes and took assessments before and after each reader to test for improved character comprehension. In addition, students were divided into treatment and control groups. The treatment group had annotated electronic readers with audio and games. Conversely, the control group did not have annotations but audio was included. Results demonstrate a significant difference between preliminary and post-assessments, suggesting that students comprehended more characters after reading. No significant differences were detected between the control (non-annotated) and treatment (annotated) groups. Additional data collected from parent surveys provide useful demographics about subjects' socio-cultural and language variables as well as highlight parental desires for more support and help-aides. Computer Assisted Language Learning (CALL) in relationship to young immersion students learning Chinese is also discussed. Results suggest that online annotated readers can be an important resource for students who have limited instructional time in the classroom and little opportunity to receive help at home.
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Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
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Patel, Subash C. "Assessment of Existing Mercury Fact Sheets for Development of a Revised Mercury Fact Sheet." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/iph_theses/94.
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Introduction:
A mercury fact sheet that contains essential information and can be clearly understood by majority of adults is needed. In Fiscal Year 2009, EPA responded to more releases related to mercury than any other release. Since 2003, EPA has responded to more than 200 mercury releases. The American Association of Poison Control Centers estimate more than 50,000 people have been exposed to mercury vapors from 2003 to 2008, and 19,000 mercury cleanups have occurred from 2006 to 2008.
Purpose:
To determine what information needs to be included in a mercury fact sheet and how it should be created to inform adults who may be important in preventing and limiting exposure during accidental mercury release in the United States.
Methods:
The Flesch-Kincaid Grade Level Formula Data and the Suitability Assessment of Materials (SAM) tool were used to determine readability and appropriateness of twelve fact sheets related to elemental mercury. Length of fact sheets and illustration coverage percentage were also assessed. In addition, surveys were performed with four people who were involved in response to mercury releases in 2007 to 2009. The information they provided was also summarized to determine important elements that should be included in the fact sheets.
Results:
Information in a fact sheet should include the background of mercury, procedures in the event of a release, and ways to prevent releases. Based on the Flesch-Kincaid Grade Level, the literacy levels required to comprehend the 12 facts sheets was 11.4 on average. The majority of adults cannot comprehend the twelve fact sheets evaluated. Based on the evaluation of the material using SAM, none of the fact sheets scored higher than adequate with SAM. Only two fact sheets were written on one page and none of the fact sheets used relevant, simple illustrations with captions.
Discussion:
An effective mercury fact sheet needs to be about one page long and focuses on background, procedures, and prevention of exposure during a mercury release. Information obtained from interviews found that people focused the majority of their attention on the first page only. The fact sheet needs to be written at a sixth grade reading and to be able to receive a superior rating when assessed with SAM. This will ensure that the fact sheet is readable and comprehendible by the majority of adults and include the necessary information that the public must know regarding mercury. A new fact sheet was developed and assessed using both Flesch-Kincaid level and SAM and was found to have a 6.6 reading grade level and received a superior score under SAM. This fact sheet will be used by EPA along with the existing more comprehensive fact sheets at state agencies, and poison control centers for future releases and will be given to schools to educate and prevent future releases.
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Lundin, Evelina. "Att läsa och inte förstå är som att plöja och inte så : En innehållsanalys av läromedel i läsförståelsestrategier och texttyper i svenska för årskurs 4." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35488.
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The purpose of this study is to analyze four teaching materials in the Swedish subject for students in grade 4 to see the variety of different types of texts and strategies for reading comprehension that are found in the teaching materials. • What reading comprehension strategies are represented in the study's chosen teaching materials? • What are the similarities and differences between the chosen teaching tools regarding reading comprehension strategies? • What types of texts are present and how much is the variation in the chosen study material of the study? The result showed that two of the teaching materials contained all the reading comprehension strategies that the study examined. Furthermore, the result showed that one of the teaching materials had a large variety of different types of texts, while another teaching material had little variation. The analysis showed that a teaching material with few reading comprehension strategies also had a small variety of texts. The analysis then showed that the teaching materials that contained many reading comprehension strategies also had a greater variety of different types of texts.
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Nilsson, Therese. "En läsande klass : En studie av ett läromedels teoretiska förankring och praktiska användning i två klassrum." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45764.
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Studiens syfte är att granska de forskningsbaserade modeller som läromedlet En läsande klass bygger på i förhållande till tidigare forskning inom området läsförståelse, samt genom observationer få en bild av det praktiska arbetet med läromedlet i klassrummet. Klassrumsobservationerna genomfördes i årskurs tre. Resultatet från läromedelsgranskningen visar att En läsande klass bygger på tre forskningsbaserade modeller för undervisning om läsförståelse – Reciprokal teaching (RT), Transactional Strategies Instruction (TSI) och Questioning the Author (QtA). Resultatet visar vidare på goda kopplingar mellan modellerna och forskning inom området. De forskningsbaserade modellerna personifieras av fem figurer, och överensstämmelsen mellan modellerna och figurerna är tydlig för fyra av figurerna men mindre tydlig för den femte. Observationerna visar lektioner där lärarna arbetar med undervisning utifrån de fem figurerna i En läsande klass. Resultatet visar att det arbetssätt som föreslås i läromedlet följs till övervägande del. Texterna som används i undervisningen kommer från såväl En läsande klass, som andra läromedel och skönlitteratur.The aim of the study is to examine the research-based models on which the teaching material En läsande klass (A Reading Class) is based in relation to earlier research in the field of reading comprehension, and through observations to obtain a picture of the practical work with the teaching material in the classroom. Classroom observations were performed in grade three. The result of the examination shows that En läsande klass builds on three research-based models for teaching reading comprehension – Reciprocal Teaching (RT), Transactional Strategies Instruction (TSI) and Questioning the Author (QtA). The result further demonstrates good links between the models and research in the field. The research-based models are personified in five figures, and the agreement between the models and the figures is clear for four of the figures, less clear for the fifth. The observations revealed lessons where the teachers base their teaching on the five figures in En läsande klass. The result shows that the method suggested in the teaching material is for the most part followed. The texts used in tuition come not only from En läsande klass but also from other teaching materials and literature.
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Furtado, Daniela Tubini. "Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19453.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Previous studies showed that Cognitive Psychology has been contributing a lot for the development of the scientific knowledge about the initial learning of reading and writing. Many intervention programs have proved that working with metalinguistics abilities can accelerate the initial learning of writing and reading, especially when it is referred to phonological awareness and, specifically to the phonemic awareness. According to the literature, the present study verified the effects of a learning program of an alphabetic system using Montessorian materials that correspond to the characteristics of the metalinguistic approach, to impel the learning process of six-year-old children that present lower performance in reading and writing when compared to children the same age and school. The research was accomplished in a private school located in the ABC paulista area. The participants were 40 students enrolled in the Year 1 of the Elementary School, with average of 6 and a half years old. There were two groups: Intervention Group (IG), composed by 20 children who presented lower performance in the reading and writing ability in an initial assessment done in March by the teacher from Year 1; and the Comparison Group (CG), composed by 20 children that were randomly chosen among the ones with medium to above medium performance in the same assessment done in March. The data collection was composed of four moments: the initial assessment, done in March by the teachers from the regular classes; the assessment before the intervention program, done only for the IG, in June, by the researcher; the partial assessment of reading and writing, done in September by the researcher in both groups, IG and CG; and the final assessment, done in December by the researcher, also in both groups. The intervention program was composed by 30 Montessorian Literacy games, and only the children from the IG group participated in this program. The results showed positive effects of the intervention program on the development of the IG children in the writing abilities as well as the reading ones, when a comparison was made. But, when the children from both groups were compared, there was no statistically significant difference, which makes us conclude that, after the intervention, the children from IG presented a performance as good as the children from CG
Estudos anteriores demonstraram que a Psicologia Cognitiva vem contribuindo muito para o desenvolvimento do conhecimento científico sobre a aprendizagem inicial da leitura e da escrita. Diversos programas de intervenção têm comprovado que o trabalho com habilidades metalinguísticas pode acelerar o aprendizado inicial da escrita e da leitura, principalmente no que se refere à consciência fonológica e, especificamente, à consciência fonêmica. Com base na literatura, o presente estudo verificou os efeitos de um programa de ensino do sistema alfabético utilizando materiais montessorianos, que correspondem às características do enfoque metalinguístico, para impulsionar a aprendizagem das crianças de seis anos que apresentaram menor desempenho em leitura e escrita quando comparadas a crianças de mesmas idade e escola. A pesquisa foi realizada em uma escola da rede privada localizada na região do ABC paulista. Participaram desse estudo 40 alunos matriculados no 1° ano de Ensino Fundamental, com média de seis anos e meio de idade. Foram constituídos dois grupos: Grupo de Intervenção (GI), composto por 20 crianças que apresentaram menor desempenho nas habilidades de leitura e escrita em uma avaliação inicial realizada no mês de março pelas professoras titulares do 1º ano; e Grupo de Comparação (GC), composto por 20 crianças que foram sorteadas entre as que tiveram desempenho médio ou acima da média, na mesma avaliação realizada no mês de março. A coleta de dados foi composta por quatro momentos: a avaliação inicial, aplicada no mês de março pelas professoras titulares das salas regulares; a avaliação antes do programa de intervenção, aplicada somente para o GI, no mês de junho, pela pesquisadora; a avaliação parcial de leitura e escrita, aplicada no mês de setembro pela pesquisadora, nos dois grupos, GI e GC; e avaliação final, aplicada no mês de dezembro pela pesquisadora, também nos dois grupos de alunos. O programa de intervenção foi composto por 30 jogos de alfabetização montessorianos, e somente as crianças do GI participaram desse programa. Os resultados mostraram efeitos positivos do programa de intervenção sobre o desempenho das crianças do GI tanto nas habilidades de escrita quanto nas de leitura, porém, quando foi feita a comparação entre as crianças dos dois grupos, não houve diferença estatisticamente significativa, o que nos permite afirmar que, após a intervenção, as crianças do GI apresentaram desempenho tão bom quanto as crianças do GC
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Wenström, Caroline. "Digitala läromedel som redskap för fonologisk medvetenhetsträning : En multimodal läromedelsanalys utifrån framgångsfaktorer i träning av fonologisk medvetenhet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49658.
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Fonologisk medvetenhet krävs för en framgångsrik läsinlärning. Samtidigt digitaliseras skolan och digitala redskap blir allt vanligare. Syftet med denna studie är att undersöka om och hur digitala läromedel kan fungera som medierande verktyg för utveckling av läsinlärningen och mer specifikt av den fonologiska medvetenheten hos elever. Syftet uppfylls genom följande frågeställningar: Hur svarar digitala läromedel upp mot vad forskningen menar är framgångsfaktorer vid utveckling av elevens fonologiska medvetenhet? Behöver digitala läromedel kompletteras med annan undervisning och inom vilka områden behöver de i så fall kompletteras för att utveckla elevens fonologiska medvetenhet? Genom en kvalitativ innehållsanalys med en sociokulturell syn samlades data från fyra digitala läromedel in, kategoriserades och ett resultat togs fram. Samtliga analyserade läromedel innefattar övningar som tränar den fonologiska medvetenheten. Läromedlen svarar också upp mot flertalet av framgångsfaktorerna i fonologisk medvetenhetsträning, exempelvis genom en explicit undervisning. Dock är inget av de analyserade läromedlen utformade för att ge en komplett undervisning i fonologisk medvetenhet. Resultat pekar således mot att de analyserade läromedlen kan vara ett redskap som till viss del förändrar lärarens roll, men som inte ersätter läraren.To successfully learn to read phonological awareness is required. At the same time, schools are being digitized and digital tools are becoming more common. The purpose of this study is to investigate whether and how digital learning materials can act as a mediation tool for the development of reading skills and more specifically of the phonological awareness of students. The aim is fulfilled by the following issues: How do digital learning materials respond to what research believes are success factors in the development of the student's phonological awareness? Do digital learning materials need to be complemented by other teaching form and in what areas do they need to be supplemented to develop the student’s phonological awareness? Through a qualitative content analysis with a sociocultural view, data from four digital learning materials was collected, categorized and a result was produced. All analyzed learning materials include exercises that train the phonological awareness. The learning materials also correspond to the majority of the success factors in phonological awareness training, for example through explicit teaching. However, none of the analyzed learning materials are designed to provide a complete teaching of phonological awareness. The result points out that the analyzed learning materials can be a tool and to some extent change the role of the teacher, but not replace the teacher.
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Chukro, Maylin. "Genom högläsning och boksamtal utvecklas elevers språk : En kvalitativ studie om hur lärare beskriver att de använder högläsning och boksamtal för att främja elevers språkutveckling." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44756.
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Syftet med denna studie är att ta reda på hur lärare beskriver högläsning och boksamtal i klassrummet i praktiken och hur dessa kan utveckla elevers språk. Syftet är även att undersöka hur lärare beskriver att de får med alla elever i boksamtal. För att uppnå studiens syfte har empiriskt material samlats in med utgångspunkt i Brymans (2011) förslag på kvalitativ metod med semistrukturerade intervjuer. Studien grundar sig på den sociokulturella teorin som redogör för att elever lär sig i samspel och genom kommunikation med andra. Slutsatsen utifrån studiens resultat är att lärare beskriver att högläsning och boksamtal har stor betydelse för elevers språkutveckling. Elevers språk utvecklas när de får möjlighet att i grupp eller individuellt stärka sig i att lyssna och återberätta en uppläst text. För att främja språkutvecklingen hos elever i samband med boksamtal använder sig lärarna av olika läromedel för att anpassa undervisningen. Lärarna är avgörande för att möjliggöra att elever utvecklas och lyckas och därför kan de anpassa högläsningen och boksamtalsstunderna till elever på olika sätt.The aim of this study is to find out how teachers describe reading and book conversations in the classroom in practice and how these can develop pupils' languages. The aim is also to investigate how teachers describe that they engage all pupils' in book conversations. In order to achieve the aim of the study, empirical material has been collected on the basis of Bryman's (2011) proposal for a qualitative method with semi-structured interviews. The study is based on the socio-cultural theory that explains that pupils learn in interaction and through communication with others. The conclusion based on the study's result is that teachers describe that reading and book conversations are of great importance for pupils' language development. Pupils' language is developed when they are given the opportunity to, in groups or individually, strengthen themselves in listening and retelling a spoken text. In order to promote language development among pupils in connection with book conversations, the teachers use different teaching aids to adapt the teaching. The teachers are crucial for enabling pupils to develop and succeed, and therefore they can adapt the reading and book talk occasions to pupils in different ways.
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Dalquist, Rasmus. "English Speaking Cultures in Middle School Reading Material." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34602.
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This study is an attempt to discuss and reflect over which cultures that are present in the reading material in the English language education in the years four to six at in a school outside of Malmö. The concept of culture is discussed from an educational perspective. The cultures present in the learners reading material and the teachers perspective on foreign cultures is also discoursed. Relevant previous research is highlighted and used to examine the collected material. The data is collected from interviews with three middle school teachers and from an analysis of the reading material that is used in the English education. The results reveal that British or American culture is heavily over-represented. The three teacher’s education is based almost solely on the textbook and therefore the textbook is given great mandate on which cultures that are present in the classroom. The results led to the argumentation that the English education in Sweden ought to be challenged. The endonormative perspective that places a clear emphasize on the native speaking norm, and revolves around inner circle cultures in the English classroom does not suffice as a foundation for our young learners. To solely focus on an English or American context will not prepare our pupils for the global challenges that lies ahead. English as an international language is spoken in all the corners of the world and all these corners ought to be invited into our classroom.
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PIN, HUANG CHIN, and 黃金萍. "Developing Reading Materials of Inference Strategies for Fifth Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2h56th.
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碩士國立臺東大學
進修部暑期國語文補救教學碩士班
104
The study intends to develop materials suitable for teaching inference strategies to fifth graders, and helps students improve their reading comprehension effectively by instructing inference strategies. The materials contain two self-compiled texts based on inference strategies: one narration article named “People’s Characteristics” and one exposition article named “Secrets of Animals.” The teaching activities include “finding supporting reasons in texts,” “inferring people’s characteristics,” “inferring cause and effect,” and “inferring main ideas of the article” to assist students to exercise inference strategies. Teachers can use the teaching manual to guide students on inference strategies while students can learn them by using the learning manual. The developed reading materials contain: (1) one textbook, including two story texts and two exposition articles (2) one teaching manual, including four lessons of text analyses and design of teaching activities (3) one learning manual, including four worksheets of inference strategies.
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Feng, Chen Yi, and 陳怡楓. "Research of Implementing Process for Elementary Students’ Reading Comprehension Materials." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/5n275t.
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碩士國立臺東大學
教育學系(所)
98
Teaching materirals are the learning media for children, and its appropriateness could affect the learning effects. With using second-grade students from Blue Sky elementary school as target, this study is therefore conducted by action research and planed into 16 texts, a total of 19 classes as the implementing process of reading comprehension materials. By then to explore the learning experience of children in reading and reading comprehension learning, in order to evaluate the appropriateness of reading comprehension materials. The results show that: 1. Difficulties of reading comprehension children may face are: disfluency of reading and decoding, poor ability to extract text messages, unable to understand the thrust of article, lack of reading comprehensison strategies, and passive learning. Reading comprehension could be able to improve through teachers’ strategic guidances and continuesly practices from children. 2. The implementing of reading comprehension materials and design elements should build on a clear teaching model, use of strategic guidances, enhance learning successes and feedbacks. 3. The implanting of reading comprehension materials could build childrens’ ability to extract text messages. However, teachers should also overcome other factors such as time pressure, lack of teaching experiences, childrens’ lack of prior knowledge, childrens’ emotion disturbance, and poor performance with peers. 4. Stories and narrations of reading comprehension materials teacher has developed should meet the teaching objectives and student needs. 5. From their teaching experiences, teachers realize the deficiencies on their choice of reading comprehension materials and their teaching. By then, encourage them to increase the willingness of enhancing teaching effectiveness, and see helping children overcome their learning difficulties as missions.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Thesis, 2000. http://hdl.handle.net/2263/24451.
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Reading is a complex, communicative, integrative and interactive act and one of the most important s kills any learner has to acquire in the formal learning situation. It forms a primary basis for learning. Timeous identification of possible reading difficulties, with the emphasis on enhancing effective initial instruction rather than on providing learning support later, implies that the reading assessment of learners in the Foundation Phase should be regarded as an intrinsic part of the early instruction of reading. Since no formal, locally developed English reading instrument exists for all South African learners in the Foundation Phase, the aim of the research was to develop diagnostic English reading materials for the heterogeneous population of South African learners in Grades 1 to 3 in English schools, to be used by the regular class teacher. In order to design appropriate reading assessment materials, a literature survey was conducted on the latest developments in the theory of reading assessment and test construction. Theory was integrated with praxis and practice, using case studies to illustrate views adopted, resulting in syntheses for the requirements and criteria for the design of the diagnostic reading materials. Two comparable sets of materials in the multiple-choice question format and a user's manual were developed, starting with the recognition of initial letters in words and progressing to complex paragraph reading, with the emphasis always on comprehension. A pilot study was conducted, items were refined and scrutinised by a panel of experts and the materials were experimentally administered to 726 learners at four schools. The responses were coded, the data were captured and statistically computated, and an item analysis and selection, as well as a frequency distribution analysis of errors per error type were conducted. Conclusions were drawn from the findings. <-p> The reading assessment materials were concluded to be practical, valid and reliable. In final form, the materials held the promise of valuable contributions to the understanding of reading development and reading difficulties. Final recommendations were made concerning the final design and the adminis¬tration and use of the materials.Thesis (PhD (Educational Psychology))--University of Pretoria, 2007.
Orthopaedic Surgery
unrestricted
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Shu-chen, Joy Huang. "Effects of Attention-oriented Pre-reading Materials on Situational EAP Reading Motivation and Analysis of Learner Preference." 2004. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200712104447.
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