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Hamilton, Stephen T. "Reading comprehension in adults : component skills; false memories; and judgements of coherence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6339/.
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The aim of this thesis was to investigate some of the processes that contribute to the effective comprehension of text in an adult population. The thesis begins with an assessment of component skills that are of theoretical relevance to reading comprehension skill. Experiment One explored the relation between gist-based memory processes and reading comprehension skill. Weaknesses in semantic processing have been shown to contribute to comprehension difficulties both in childhood (e.g. Nation & Snowling, 1999), and adulthood (e.g. Perfetti, Yang & Schmalhoffer, 2007). Weekes, Hamilton, Oakhill & Holliday (2008) used the false memory (DRM) paradigm developed by Deese (1959); Roediger and McDermott (1995) to assess the relation between reading comprehension and memory processes in children. In the DRM, subjects memorise lists of semantically related words (e.g. bed, rest, awake) for later recall. During recall, it is typical to see intrusions of semantically related but non-presented items (e.g. ‘sleep' is often falsely recalled following presentation of the above). Weekes et al. (2008) found that children with comprehension difficulties produced fewer such intrusions than did good comprehenders, suggesting that poor comprehenders have difficulty extracting the central theme or ‘gist' from the word lists, a deficit that was attributed to weakness in semantic processing and memory. Experiment One demonstrated that this effect was not replicable in an adult population. Although there is evidence that deficits in semantic processing contribute to reading comprehension difficulties in adulthood, these appear to be too subtle to manifest themselves in the DRM paradigm. In Experiment Two, measures of vocabulary, word-level skills (orthography and decoding), working memory and verbal IQ were taken from a population of young adult readers. These measures were used as predictors of comprehension skill in multiple regression analyses. Moderate support for the Verbal Efficiency/Lexical Quality Hypothesis (Perfetti, 1985; 2007) was obtained, in that word-level skills and vocabulary size accounted for unique portions of variance in comprehension skill. Experiments Three and Four explored the processes involved in on-line reading comprehension and, specifically, in a comprehension task that demanded integration. In both experiments, subjects took part in a coherence judgement task (Ferstl, Guthke & von Cramon, 2002; Ferstl, 2006) in which they had to verify whether two sentences cohered with one another or not. Four conditions that resulted from crossing coherence and cohesion (i.e. the presence of a lexical connection), were used: Coherent and cohesive (where sentences cohered, and a cohesive tie made their coherence explicit); coherent and incohesive (where sentences cohered, but coherence had to be inferred on the basis of pragmatic information rather than lexical cohesion); incoherent and cohesive (where sentences that do not cohere were erroneously linked with a cohesive tie); and incoherent and incohesive (where sentences did not cohere, and were not erroneously linked with a cohesive tie). Typically, the paradigm elicits an interaction between coherence and cohesion in reading times for the second (target) sentence: Targets in coherent and cohesive trials are read more quickly than targets in coherent and incohesive trials; and targets in incoherent and incohesive trials are read more quickly than are targets in incoherent and cohesive trials. Experiment Three replicated this interaction, and demonstrated that variance in its size was predicted by working memory capacity, with high working memory readers showing larger interaction effect sizes than low capacity readers. The interaction was interpreted as a monitoring effect that was triggered by target sentences in the atypical conditions (i.e. incoherent and cohesive; coherent and incohesive). It was proposed that high capacity readers were better able to engage in this monitoring. Experiment Four sought to explore the semantic deficit hypothesis in relation to this effect, with the proposal that efficient semantic processes, rather than working memory capacity, contributed to variance in the size of the interaction. Performance on a semantic fluency task was found to predict unique variance in the size of the interaction effect, over and above that accounted for by working memory capacity. This finding suggests that the effect is better explained by semantic processing than by working memory capacity, and that the interaction may be better described as a semantic elaboration effect rather than a comprehension monitoring effect. The conclusion of this thesis is that reading comprehension in adult readers relies upon efficient and accurate lexical access, comprising both lower-level processes such as accurate word recognition and decoding skill, and higher-level processes of semantic elaboration and integration.
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McGarry, Theresa, and R. Marotta. "Songs and Memories for Expanding Vocabulary and Grammar." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6152.
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Book Summary: New Ways in Teaching With Humor explores the whole gamut of possibilities for using humor in English language teaching. Find ideas for beginning to advanced students, 5-minute activitiesto start a class on a humorous note to multiday projects, and silly English puns and jokes to activities for examining controversial social issues. Topics covered include: Humor and Language Development; Wordplay and Puns; Comics and Cartoons; Jokes and Joke Telling; Sitcoms and Movies; Internet Resources and Digital Literacy; and Parody, Satire, and Sarcasm.What all these lessons have in common is that they all use humor to enhance the English learning experience and provide English language learners with the linguistic and cultural knowledge they need to become more proficient users of the language. New Ways in Teaching With Humor not only shows the how of using humor in the English language classroom, but also the why.
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Lindsay, Stuart L. "Reading Chernobyl : psychoanalysis, deconstruction, literature." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21790.
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This thesis explores the psychological trauma of the survivors of the Chernobyl nuclear disaster, which occurred on April 26, 1986. I argue for the emergence from the disaster of three Chernobyl traumas, each of which will be analysed individually – one per chapter. In reading these three traumas of Chernobyl, the thesis draws upon and situates itself at the interface between two primary theoretical perspectives: Freudian psychoanalysis and the deconstructive approach of Jacques Derrida. The first Chernobyl trauma is engendered by the panicked local response to the consequences of the explosion at Chernobyl Reactor Four by the power plant’s staff, the fire fighters whose job it was to extinguish the initial blaze caused by the blast, the inhabitants of nearby towns and villages, and the soldiers involved in the region’s evacuation and radiation decontamination. Most of these people died from radiation poisoning in the days, weeks, months or years after the disaster’s occurrence. The first chapter explores the usefulness and limits of Freudian psychoanalytic readings of local survivors’ testimonies of the disaster, examining in relation to the Chernobyl event Freud’s practice of locating the authentic primal scene or originary traumatic witnessing experience in his subjects’ pasts, as exemplified by his Wolf Man analysis, detailed in his psychoanalytic study ‘On the History of an Infantile Neurosis’ (1918). The testimonies read through this Freudian psychoanalytic lens are constituted by Igor Kostin’s personal account of the disaster’s aftermath, detailed in his book Chernobyl: Confessions of a Reporter (2006), and by Svetlana Alexievich’s interviews with Chernobyl disaster survivors in her book Voices from Chernobyl: The Oral History of a Nuclear Disaster (2006). The second chapter argues that Freudian psychoanalysis only provides a provisional, ultimately fictional origin of Chernobyl trauma. Situating itself in relation to trauma studies, this thesis, progressing from its first to its second chapter, charts the geographical and temporal shift between these first and second traumas, from trauma-as-sudden-event to trauma-as-gradual-process. In the weeks following the initial Chernobyl explosion, which released into the atmosphere a radioactive cloud that blew in a north-westerly direction across Northern Ukraine, Belarus, Latvia, Estonia, Finland and Sweden, symptoms of radiation poisoning slowly emerged in the populations of the abovementioned countries. To analyse the psychological impact of confronting this gradual, international unfolding of trauma – the second trauma of Chernobyl – the second chapter of this thesis explores the critique of the global attempt to archivise, elegise and ultimately understand the Chernobyl disaster in Mario Petrucci’s elegies, compiled in his poetry collection Heavy Water: A Poem for Chernobyl (2006), the horror film Chernobyl Diaries (2012, dir. Bradley Parker), and Adam Roberts’ Science Fiction novel, Yellow Blue Tibia (2009). Analysing the deconstructive approach of Jacques Derrida in these texts – his notions of archive fever, impossible mourning and ethical mourning – this chapter argues that the attempt to interiorise, memorialise and mourn the survivors of the Chernobyl disaster is narcissistic, hubristic and violent in the extreme. It then proposes that Derrida’s notion of ethical mourning, outlined most clearly in his lecture ‘Mnemosyne’ (1984), enables us to situate our emotional sympathy for survivors – who, following Derrida’s lecture, are maintained as permanently exterior and inaccessible to us – in our very inability or failure to comprehend or locate the origin of their Chernobyl traumas. The third and final chapter analyses the third trauma of Chernobyl: the psychological and physiological effects of the disaster on second-generation inhabitants living near the Exclusion Zone erected around the evacuated, cordoned-off and still-radioactive Chernobyl region. These second-generation experiences of living near a sealed-away source of intense radiation are reconstructed in literature and videogaming: in Darragh McKeon’s novel All That Is Solid Melts Into Air (2014), Hamid Ismailov’s novel The Dead Lake (2014) and the videogame S.T.A.L.K.E.R: Shadow of Chernobyl (2007), developed by the company GSC Game World. The analysis of these texts is informed by Nicolas Abraham and Maria Torok’s psychoanalytic theory of the intergenerational phantom: the muteness of a generation’s history which returns to haunt the succeeding generations. This chapter will explore the psychological effects upon second-generation Chernobyl survivors, which result from these survivors’ incorporation or unconscious interiorisation of their parents’ psychologically repressed traumatic Chernobyl experiences, by analysing reconstructions of this process in the abovementioned texts. These parental experiences, echoing the Exclusion Zone as a denied physical space, have been interred in inaccessible psychic crypts. By way of conclusion, the thesis then offers an alternative theory of reading survivors’ Chernobyl trauma. Survivors’ restaging of their Chernobyl witnessing experiences as jokes enables them to cathartically, temporarily abreact their trauma through the laughter that these jokes engender.
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Silva, Ana Lúcia Gomes da. "Histórias de leitura na terceira idade: memórias individuais e coletivas." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11886.
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Este trabalho de pesquisa teve como objeto de estudo as histórias de leitura na 3a idade: memórias individuais e coletivas, cuja problemática delineada foi a investigação da formação leitora desses sujeitos, bem como sua relação com a leitura/manifestações textuais, a partir das reminiscências ambiências de leitura/experiência de vida e testemunho oral. A pesquisa teve como ?locus? o Centro de Convivência do Idoso?Jacobina/BA. A metodologia adotada foi o tipo etnográfico, tendo como fundante os estudos da Antropologia, utilizando como instrumentos de coleta/análise dos dados, entrevistas abertas e/ou aprofundadas, práticas leitoras, como círculo de leitura e contação de história, utilizando, também, fitas VHS e observação-participante, de forma a apreender o máximo possível das memórias, narrativas e fabulações dos sujeitos-leitores envolvidos em diferentes situações analisadas, na perspectiva ?interpretativa? da Análise do Discurso. O resultado do trabalho traz as histórias de leitura da 3a idade jacobinense, suas memórias pessoais, coletivas e oficiais imbricadas, os diferentes efeitos de sentido, bem como, o perfil dos leitores da 3a idade, suas ambiências de leitura e contribuições deste público leitor concreto e singular, para a formação do leitor ativo e includente e seus reflexos na comunidade onde estão inseridos, bem como nas Instituições Escolares/Academias.
Salvador
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Albuquerque, Simone Formiga. "Práticas de leitura em Cajazeiras PB (1930 a 1950): memórias de ex-professoras." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4947.
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Previous issue date: 2010-12-13Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The following dissertation aims to characterize the practices of reading in Cajazeiras in the period from 1930 a 1950. To be able to achieve the proposed aim, the reserach is supported on the theoretical-methodological perspective of New Cultural History and adopts as essential methodology the oral history. Therefore, through interviews with three retired teachers, this work tried to reveal their memories on the subject reading. From the interpretation of teacher s narratives emerged relevant informations about the teacher s reading ways, reading materials they read and the meaning of reading to the teachers. Finally, this investigation inserted in the field of memory and the documentary research and literature constitutes an attempt to contribute to the writing of reading history in Cajazeiras.
A presente dissertação tem por objetivo caracterizar práticas de leitura em Cajazeiras no período compreendido entre 1930 a 1950. Para alcançar o intuito proposto, a pesquisa está fundamentada na perspectiva teórico-metodológica da Nova História Cultural e adota como metodologia fundamental a história oral. Assim, por meio de entrevistas realizadas com três professoras aposentadas, procurou-se revelar suas memórias sobre a questão da leitura. A partir da interpretação das narrativas das professoras surgiram informações relevantes sobre seus modos de leitura, que materiais de leitura elas liam e o significado da leitura para as professoras. Finalmente, esta investigação valendo-se do campo da memória e de pesquisa documental e bibliográfica constitui-se numa tentativa de contribuir para a escrita da história da leitura em Cajazeiras.
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Cunha, Liedja Lira da Silva. "Autoria e escrita: uma reflex?o acerca do autorar em mem?rias de leituras de alunos de 9? ano do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16231.
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Previous issue date: 2011-11-24This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer
O presente trabalho traz resultados acerca dos estudos realizados durante a pesquisa de mestrado, na ?rea da Lingu?stica Aplicada, do Programa de P?s-Gradua??o em Estudos da Linguagem - PPgEL, vinculado ? Universidade Federal do Rio Grande do Norte. Abordamos nesta pesquisa a quest?o da autoria, que tem ganhado espa?o cada vez mais relevante nas pesquisas acad?micas, pois o ato de autorar, tendo em vista a quantidade de discursos que circulam socialmente, torna-se cada dia mais question?vel. Entendemos autoria como relacionada a um posicionamento do sujeito que ao assumir responsabilidade, no sentido bakhtiniano, por seu texto, deixa nele seus pontos de vista, ideologias, cren?as e valores, a partir de apropria??o e reestrutura??o do discurso alheio. Esta investiga??o est? metodologicamente inserida numa abordagem qualitativa, de car?ter interpretativista e tem como corpus de an?lise dez produ??es escritas do g?nero discursivo mem?rias de leituras, produzidas por alunos de 9? ano do ensino fundamental. Objetivamos na pesquisa analisar as produ??es escritas dos alunos realizadas em ambiente escolar, visando identificar nesses textos as marcas ou ind?cios de autoria e investigar como se d? a apropria??o e reestrutura??o de vozes alheias no processo de autorar. Adotamos um conceito de linguagem a partir de concep??es bakhitinianas e entendemos o texto numa vis?o Geraldiana. As an?lises realizadas no presente trabalho mostraram que na grande maioria dos textos h? a presen?a marcante de vozes alheias, seja de forma impl?cita e/ou expl?cita. Ou seja, os alunos, para construir seus dizeres, se abarcaram de vozes alheias em formatos diversos, em estilos particulares, quais sejam, por meio do que Bakhtin nomeia como estilo linear e estilo pict?rico. Alguns comprovaram seus dizeres evidenciando seus posicionamentos por meio de cita??es diretas de autores de livros, familiares, professores, nos mostrando que suas vozes est?o repletas de vozes alheias, com as quais aprovam, refutam, analisam, julgam e refletem. Conclu?mos, portanto, que os alunos se constitu?ram como sujeitos-autores de seus textos, pois deixaram marcadas as vozes dos outros de forma presentificada e reestruturada, vozes alheias que n?o soaram como vozes realmente alheias, mas como vozes presentes a partir de uma reestrutura??o discursiva do produtor
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Libka, Darby R. "Reading the Vietnam Veterans Memorial and World War II Memorial in Washington, D.C. Through Multiple Realities." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618415487446912.
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Taipeiro, Daniela Isabel. "Em algum lugar do passado... investigando as relações que professoras alfabetizadoras estabelecem com a leitura a partir de suas memórias." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2435.
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Previous issue date: 2007-02-17In this paper I analyze the reading memories narratives of six literacy teachers, teaching in Cycle I (1st to 4th years) of the state education network, in the city council of São Carlos, São Paulo state. As theoretical support, I sought input on studies which dealt with history of life, teacher education, memory and narrative, and the history of reading and literacy. Also with the vestigial paradigm support, I look for trails, signs and signals in their narratives that indicate what their relationship with reading are, not only as teachers, but also as readers, from the past to the present. Data analyzed shows that the teachers are readers of a reading repertoire that is restricted to environmental and/or marginal literacy. (Kleiman, 1998). Taking into consideration that they are responsible for the students reading education, it is concluded that these readings marginal and / or environmental not match with the form of reading to them is required to stimulate in students, most prestigious and valued socially. Their reports also show that the reading past experiences recalling exercise allows a reflection on their pedagogical practice. This school life stories recalling has shown that knowledge is not caught in isolation, and it is possible to find out, through these memory returns, some clues that show, for example, the importance of family and school in the literacy process, and these teachers personal reading conceptions. I believe that on understanding how literacy teachers constitute themselves as readers, it may be possible to think of their reading stories as a starting point or a way in to the expansion of their reading repertoire, aiming to a more equitable distribution of the literate knowledge.
No presente trabalho, analiso as narrativas de memórias de leitura de seis professoras alfabetizadoras, atuantes no Ciclo I (1ª a 4ª séries) da rede estadual de ensino, no município de São Carlos. Para me subsidiar teoricamente, busquei aporte em estudos circunscritos à história de vida e formação docente, memória e narrativa, história da leitura e letramento. Tomando por base o paradigma indiciário, busco em suas narrativas pistas, indícios e sinais que permitam compreender como elas se relacionam com a leitura, como professoras e como leitoras, do passado ao presente. Os dados analisados demonstram que as professoras são leitoras de um repertório de leituras restrito ao letramento ambiental e/ou marginal. (Kleiman, 1998). Levando-se em consideração que elas são as responsáveis pela formação de alunos leitores, conclui-se que essas leituras marginais e/ou ambientais não condizem com a forma de leitura que lhes é exigida desenvolver nos alunos, mais prestigiada e valorizada socialmente. Seus relatos revelam, ainda, que o exercício de rememorar experiências passadas de leitura possibilita uma reflexão sobre sua prática pedagógica. Essa rememoração das histórias de vida escolar mostrou que o conhecimento não é apreendido de forma isolada, sendo possível descobrir, nesses retornos à memória, algumas pistas que evidenciam, por exemplo, a importância da família e da escola no letramento e as concepções pessoais de leitura dessas professoras. Acredito que, compreendendo como as professoras alfabetizadoras se constituem como leitoras, seja possível pensar em suas histórias de leitura como ponto de partida ou via de acesso à ampliação de seu repertório de leituras, visando uma distribuição mais equitativa do saber letrado.
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Silva, Lilian Montibeller. "Memorias de leitura : a constituição do leitor escolar." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252650.
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Orientador: Sergio Antonio da Silva LeiteDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
Mestre em Educação
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva’s memories of childhood." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-46.
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Although quite a few researchers have pointed to the significance of the childhood theme in Tsvetaeva’s work, no systematic analysis of her work has been done from this perspective. Nor have her childhood reminiscences been treated as a thematically consistent whole, but have rather been read as instances of the poet’s prose in general. The present study examines Marina Tsvetaeva’s memories of childhood in the context of her work and in the context of the cultural and political reality to which these reminiscences refer and in which they were written—i.e., Russia around the turn of the century and the Russian émigré world of 1930–1937. In the introductory investigation of the presence of the childhood theme in Tsvetaeva’s oeuvre, it is found that idealization of the naive, innocent state is a relatively constant feature and that the childhood memories can be read as a culmination of this set of motives. It is also stated that Tsvetaeva’s continuous striving in her poetry away from the world, out of time, is an integral part of the childhood thematics. This tendency is traced, in connection with the childhood theme, to the influence of writers of the late Russian Symbolist movement as well as to Boris Pasternak and Rainer Maria Rilke—all with roots in literary Romanticism. Childhood is moreover found to be something of a key theme that reveals fundamental differences in the relation to memory and language among the authors of Russian modernism. In Tsvetaeva' s case it is shown that her childhood memories contain the romantic essence of her aesthetics. The study also touches upon the symbolic and allegorical dimension of the texts—Tsvetaeva’s “otherspeak” in her prose. It is shown that the central scenes of these texts can be read as illustrations of an artistic and linguistic experience. In this regard the author’s narrative of childhood also appears to have been a suitable medium for articulating controversial aesthetic statements and taking a stand for an historical past and literary tradition that at the time seemed doomed to oblivion.
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva's memories of childhood /." Stockholm : Almqvist och Wiksell International, 2004. http://books.google.com/books?id=_jdgAAAAMAAJ.
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Nascimento, Lilian Cristine Ribeiro 1966. "Memorias da infancia : ressignificações do fracasso escolar." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252070.
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Orientador: Regina Maria de SouzaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo : Este trabalho tem como objetivo compreender a questão do fracasso escolar a partir da perspectiva da psicanálise. Tomando como foco o mecanismo psicanalítico da identificação, analiso a fala de três mulheres, mães de crianças encaminhadas por suas escolas à clínica fonoaudiológica, com queixa de dificuldade de aprendizagem da leitura e escrita. Essas mães, ao narrarem as dificuldades dos filhos, remetem suas falas à própria história, rememorando a própria infância, uma vez que também elas vivenciaram o drama do "fracasso escolar". A abordagem metodológica tem como base o horizonte teórico da Análise do Discurso Francesa, que me permite olhar os discursos produzindo sentidos e reconstruir a trajetória dos processos históricos e sociais que os constituem. Procuro entender esses sujeitos determinados por suas histórias que, vivenciadas na infância, produziram marcas em seu inconsciente, e que agora afloram em seus discursos através das experiências que revivem com seus filhos. Nessa perspectiva, entendo o fracasso escolar não como uma manifestação de uma incapacidade do sujeito, mas como um sintoma que é, de certa forma, manifestado pela criança numa tentativa de se alçar no desejo materno
Abstract : This work aims to comprehend the school failure issue from a psychoanalytical perspective. Focusing on the psychoanalytical identification mechanism, I analyze the discourse of three women whose children were referred to the speech therapy clinic by their schools because of their reading and writing learning problems. Those mothers, when talking about their children¿s difficulties, refer to their own history by recalling their own childhood, when they had also gone through the ¿school failure¿ drama. The methodological approach is based on the theoretical horizon of the French Discourse Analysis, which allows me to look at the discourses as meaning producing, and to reconstruct the trajectory of the historical and social processes that constitute them. I try to understand those subjects who have been determined by their histories, whose childhood experiences have not only marked their unconscious minds but have also resurfaced in their discourses through the experiences they go through again with their own children. Under this perspective, I do not see school failure as a manifestation of incapability by the subject but as a symptom which is, in a certain way, manifested by the child as an attempt to rise within the mother¿s desire
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Stonehouse, Alexandra. "The politics of memorialisation in Namibia: reading the Independence Memorial Museum." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29191.
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The Independence Memorial Museum is the latest addition to the post-independence memorial landscape by Namibia’s ruling party, South West African People’s Organisation (or the Swapo Party). Like many other southern African liberation movements turned ruling political parties, Swapo has looked towards history to find legitimation and support in the present. This is referred to in this research as the creation of a Swapo master narrative of liberation history. It is a selective and subjective re-telling of history which ultimately works to conflate Swapo with the Nation. As such, Swapo has been portrayed as the sole representative and liberator of the Namibian people, and anything which effectively contradicts this has been silenced or purposefully forgotten within official or public history. This study takes as its starting point the removal of the colonial era Rider Statue in 2009, to make way for the new museum. The site, a significant landmark with regards to the Herero and Nama genocide, had remained effectively untouched both pre and post-independence as the city built up around several German colonial monuments. In order to understand why such a change in the memorial landscape would occur, and in a turnaround from the National Policy of Reconciliation that opted to protect all historical monuments as heritage after independence, this study looks to the Swapo master narrative of liberation history to explain the motivations behind building an Independence Memorial Museum. As such, the museum was thematically analysed with reference to the master narrative, and it was found that the same inclusions and exclusions, emphases, and silences were continued and consolidated within the museum. This study considers what narrative is put forward by the museum and why, and contemplates what opportunities were lost. The continued silences within Namibian official history constitute a sustained injustice to the people of Namibia.
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Sampaio, Isabel Silva. "Para uma memoria da leitura : a fotonovela e seus leitores." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251828.
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Orientador: Lilian Lopes Martin da SilvaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: No segundo semestre de 1970, as revistas que publicavam fotonovelas no Brasil ocupavam o segundo lugar em tiragem e circulação, entre todos os títulos de revistas em circulação naquele momento, perdendo apenas para os quadrinhos infantis: somadas as tiragens de todas as revistas de fotonovela da época, as cifras mensais ultrapassavam um milhão de exemplares. A partir da constatação da existência de poucos trabalhos acadêmicos a respeito da fotonovela, este trabalho propõe-se a investigar o tema sob a perspectiva teórica da História Cultural, com o objetivo de reconstruir uma parte da história desse impresso e produzir uma determinada memória da leitura de fotonovelas, tendo como foco o leitor e a leitora e suas lembranças pessoais das práticas de leitura que caracterizavam a apropriação da fotonovela
Abstract: In the second half of 1970, the magazines that published photonovels in Brazil were the second group in number of issues and distribution, among all the kinds of magazines circulating in the country at that time, overcome only by children cartoons, as Donald Duck and Mickey Mouse. All the titles of photonovel magazines together reached, at the time, more than one million of issues printed and sold monthly. But even with such a number of readers, photonovels didn¿t deserve much attention from academic researchers. This work aims investigate this them from the theoretical perspective of Cultural History, with the purpose to build a determined memory of the photonovel reading, by interviewing its readers to learn about the reading practices associated to the appropriation of this kind of magazine
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.
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Gaulton, Cecilia M. "A study of the relationships among reader self-perceptions, early reading ability, reading attitudes and gender in grade two students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64771.pdf.
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De, Ara?jo Andreia Machado Castiglioni. "Mem?rias liter?rias na lousa digital: tecendo novos rumos para o ensino-aprendizagem de leitura-escrita na escola p?blica." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/656.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This thesis had objectives like to improve the reading and writing of Literary Memories, through the creation of educommunication materials, developed in activities sequenced in the Digital Board, in the teaching-learning process of Portuguese Language of 7th grade students of a municipal school in Feira de Santana (BA). The Digital board enables the insertion of didactic-pedagogical objects with historical and cultural themes and the interaction between the students. These materials were elaborated based on a didactic sequence, produced by the teacher-researcher, as proposed by Dolz, Noverraz and Schneuwly (2004), which brings the singularity and popular narratives as the theme of Feira de Santana. In addition, the materials created appear as a stimulus to the local cultural manifestation, their respective insertion in the school routine, the constancy of the rewriting and the prevalence of student protagonism. In order to guide this research, the studies of Ricoeur (2003) and Smolka (2000) regarding the conception of memory have as theoretical background, Hall (2003) and Kellner (2001) in the cultural and identity sphere; the socio-interactionism (IVIC AND COELHO, 2010; VIGOTSKY, 2007); the use of new technologies and Digital board with L?vy (1999) and Nakashima and Amaral (2009); the textual genre Literary Memories with Clara and Altenfelder (2008) and (re) writing with Fiad (1997) and Borges (2016). The methodology used was qualitative, through an intervention proposal (DAMIANI, 2012), in order to demonstrate the students' progress in the textual production of the Literary Memories genre, comparing the initial text with the final text. The intervention took place in the first academic quarter (2017), in weekly meetings. For the production of data, we record in logbook and analysis grid of written productions, in addition to a diagnostic questionnaire and subject scripts. The results of this study point out that the use of multimodal resources contributes, qualitatively, to the teaching-learning process, besides stimulating the student protagonist performance, bringing frequency as one of the variables to advance the knowledge of the subjects. Still, we realize that the diffusion of local history and culture drives discoveries outside the school space, bringing the student closer to his community
Esta disserta??o teve por objetivos aprimorar a leitura e a escrita de Mem?rias Liter?rias, atrav?s da cria??o de materiais educomunicativos, desenvolvidos em atividades sequenciadas na Lousa Digital, no processo ensino-aprendizagem de L?ngua Portuguesa de alunos do 7? ano de uma escola municipal em Feira de Santana (BA). A Lousa Digital possibilita a inser??o de objetos did?tico-pedag?gicos com tem?ticas hist?rico-culturais e a intera??o entre os alunos. Esses materiais foram elaborados com base em uma sequ?ncia did?tica, produzida pela docente-pesquisadora, conforme proposta de Dolz, Noverraz e Schneuwly (2004), a qual traz como mote a cidade de Feira de Santana, suas singularidades e narrativas populares. Al?m disso, os materiais criados aparecem como est?mulo ? manifesta??o cultural feirense, sua respectiva inser??o no cotidiano escolar, a const?ncia da reescrita e a preval?ncia do protagonismo estudantil. Para nortear essa pesquisa, t?m-se como lastro te?rico os estudos de Ricoeur (2003) e Smolka (2000) no que concerne ? concep??o de mem?ria; Hall (2003) e Kellner (2001) no ?mbito cultural e identit?rio; o sociointeracionismo (IVIC E COELHO, 2010; VIGOTSKY, 2007); o uso das novas tecnologias e a Lousa Digital com L?vy (1999) e Nakashima e Amaral (2009); o g?nero textual Mem?rias Liter?rias com Clara e Altenfelder (2008) e a (re)escrita com Fiad (1997) e Borges (2016). A metodologia utilizada foi de abordagem qualitativa, atrav?s de uma proposta de interven??o (DAMIANI, 2012), a fim de demonstrar os avan?os dos alunos na produ??o textual do g?nero Mem?rias Liter?rias, comparando o texto inicial com o texto final. A interven??o ocorreu no primeiro trimestre letivo (2017), em encontros semanais. Para a produ??o de dados, realizamos registro em di?rio de bordo e grade de an?lise das produ??es escritas, al?m de question?rio diagn?stico e escrituras dos sujeitos. Os resultados desse estudo apontam que a utiliza??o de recursos multimodais colabora, qualitativamente, para o processo ensino-aprendizagem, al?m de estimular a performance protagonista estudantil, trazendo a frequ?ncia como uma das vari?veis para o avan?o do Conhecimento dos sujeitos. Ainda, percebemos que a difus?o da hist?ria e cultura local impulsiona descobertas fora do espa?o escolar, aproximando o aluno de sua comunidade
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Osmond, Wendy Corina. "Patterns of relative reading performance from kindergarten to grade six." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34214.pdf.
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Álvarez, Bernardo. "The relationship of self-reported reading habits and declarative memory." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122205.
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The present study examined the possibility that reading books might support declarative memory, and potentially contribute to the cognitive reserve and thereby minimize age-related decline in memory functions. It was a crosssectional study, where data were taken from 566 Betula Study participants, as well as the scores of declarative memory assessment tasks, and book reading reports. The tasks of episodic memory were sentence learning with and without encoding enactment –free and cued recall. The tasks of semantic memory were word fluency, initial letter A, M fivewords, B profession names, and SRB –vocabulary. Three-way analysis of variance was performed for hypothesis testing. The results showed that book reading might support declarative memory. There was a significant relationship between education and book reading. Was not found if book reading might minimize age-related decline. In conclusion, the study showed that book reading and years of education might support declarative memory.Denna studie undersökte om läsandet av böcker stödjer deklarativt minne, och eventuellt främjar den kognitivareserven, vilket medför en minimerad åldersbaserad reduktion i minnesfunktioner. I denna tvärsnittsstudie ingick datafrån 566 deltagare i Betulaprojektet som testats med avseende på deklarativa minnesfunktioner, samt enlitteraturanalys. Utvärderingarna som baserades på episodiskt minne var; menings-inlärning med och utan 'encodingenactment' -både fri och stödd återgivning. Test av semantiskt minne var ordflöde med första bokstav A, M fem-ord,B yrkesnamn, och SRB-ordförråd. Tre-vägs variansanalyer genomfördes för hypotestestning. Resultaten visade på enkoppling mellan utbildning och läsandet av böcker. Det är dock fortfarande oklart om läsandet av böcker minimeraråldersbaserad minnes-reducering. Sammanfattningsvis, visade studien att läsning och utbildning kan stödja deklarativtminne.
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Billings, Dolores Merici. "The development of a reading comprehension strategy program for elementary students entitled "Learning how" module 1 - summarizing /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62371.pdf.
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Goulart, Ilsa do Carmo Vieira 1975. "O livro : objeto de estudo e de memoria de leitura." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251531.
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Orientador: Norma Sandra de Almeida FerreiraDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho tem como propósito compreender a interação e o vínculo que se constrói no decorrer do tempo entre o leitor e a leitura por intermédio do livro. Para a efetivação desta pesquisa, foram utilizadas entrevistas com pessoas, a partir de cinquenta anos, as quais guardaram seu livro do período em que estudaram, bem como daquelas que em um determinado momento de suas vidas, adquiriram outro exemplar do mesmo impresso, e também daqueles que conservaram o livro de outra pessoa. Pelo relato das experiências de leitura que ocorreram com este material, tanto na palavra proferida quanto na memória restituída, é possível investigar sobre o papel que o livro, enquanto objeto físico, ocupa na relação do leitor com a leitura. Um objetolivro que se torna revelador das marcas de um tempo, de lembranças e sentimentos. Desta forma, a pesquisa destacará o livro como objeto cultural e desencadeador de práticas de leitura. Para tanto, buscar-se-ão como suporte teórico as contribuições de Bakhtin (2004), numa compreensão da linguagem no campo da enunciação; de Benjamin (1994), Certeau (1994) e Bosi (1994), nas noções de experiência e memória; de Chartier (1990, 1994, 1996, 1998, 1999) e Darnton (1990), na história do livro, da leitura e de leitores.
Abstract: This work has as intention to understand the interaction and the bond that it constructs in elapsing of the time between the reader and the reading through the book. For the fulfillment of this research, they had been used interviews with people, from fifty years, that had kept its book of the period that it studied, as well as, of that in a determined moment of its lives they had acquired another unit of this printed matter, or same of that they had conserved the book of another person. For the reports of the experiences that had occurred with this material, joint such in pronounced word, as in restituted memory, it is possible to investigate on the paper that the book, while physical object, takes up in the relation of the reader with the reading. An object-book that becomes revealing of the marks of a time, memories and feelings. In such a way, the research will point the book as cultural and propellant object of practical reading. For in such a way, it will search as theoretical support the contributions of Bakhtin (2004), in an understanding of the language in the field of the articulation; of Benjamin (1994), Certeau (1994) and Bosi (1994), in the slight knowledge of experience and memory; of Chartier (1990, 1994, 1996, 1998, 1999) and Darnton (1990) in the history of the book, the reading and readers.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Fougere, Donna Elizabeth. "Using literature with children and adolescents to improve reading proficiency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ42381.pdf.
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Medina, Curi Nicolás. "Atenção, memoria e dificuldades de aprendizagem." [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253388.
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Orientador: Fermino Fernandes NetoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo teve como propósito analisar os desempenhos em atenção e em memória de um grupo de crianças com e sem dificuldades de aprendizagem na escrita e na leitura, tendo-se em vista que todas elas eram possuidoras de inteligência normal ou superior. Sob o suposto geral de que a atenção e a memória constituem atividades cognitivas envolvidas no processo da aprendizagem na escrita e na leitura, no que a inteligência estaria neutralizada, levantou-se a hipótese de trabalho que pressupõe que as crianças com dificuldades de aprendizagem na escrita e com deficiências no desempenho em leitura, e que apresentam inteligência normal ou superior, mostram baixos índices de atenção e memória, o que não se verifica com as crianças que não apresentam essas dificuldades e deficiências. Com a finalidade de verificar essa hipótese foram examinadas 267 crianças, de 2' e 3' séries de ensino fundamental de escolas estaduais de Campinas, diagnosticadas com inteligência normal ou superior através do teste do Desenho da Figura Humana. Depois foram avaìiadas suas habilidades na escrita e na leitura e, também seus desempenhos em atenção e em memória. Com base nos dados dessas avaliações, as variações do desempenho em atenção e em memória foram analisadas considerando os níveis de dificuldades de aprendizagem na escrita e os níveis de desempenho em leitura como fatores estáveis, mediante a análise de variância com um nível de significação de 0,05. Os resultados dessa análise estatística mostram que as crianças de ambos os grupos (2' e 3' séries) com dificuldades de aprendìzagem na escrita, apresentaram baixos índices de atenção e memória e aquelas sem dificuldades de aprendizagem na escrita expressaram altos índices de atenção e memória, enquanto que as crianças com deficiências no desempenho em leitura manifestaram baixos índices de atenção e memória e aquelas sem deficiências na leitura expressaram altos índices de atenção e memória. Em conseqiiência, de acordo com esses resultados verificou-se a hipótese de trabalho desta pesquisa
Abstract: This study had as purpose to analyze performances in attention and memory of a group of children with and without learning difhculties in writing and reading abilities, considering that all of them have normal or superior intelligence. Under the general supposition that attention and memory constitute cognitive activities involved in the process of learning writing and reading capabilities, in which intelligence would not be relevant, the working hypothesis of this research is formulated. This hypothesis presupposes that children with learning difficulties in writing and with performance deficiencies in reading, presenting normal or superior intelligence, show low indexes of attention and memory. This is not verified with children that do not present those difhculties and deficiencies. With the purpose of verifying this hypothesis, 267 children of 2nd and 3rd series of fundamental teaching of state schools in Campinas werc examined. They were diagnosed with normal or superior intelligence through the test of Drawing the Human Figure. Then they were evaluated in its abilities of writing and reading and also in its performances for attention and memory. Using data resulting from those evaluations, variations of performance in attention and memory were realyzed considering the levels of learning difhculties in writing and the levels of performance in reading as stable, by means of analizing the variance with a level of significance of 0,05. The results of this statistical analysis showed that children from both groups (2nd and 3rd series) with learning difficulties in writing skill presented low indexes of attention and memory. Those without learning difficulties in writing skill expressed high indexes of attention and memory. Children with performance deficiencies in reading skill manifested low indexes of attention and memory and those without deficiencies in reading expressed high indexes of attention and memory. In consequence, in agreement with those results the working hypothesis of this research was verified.
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação
24
Young, Elizabeth Karen. "What parents know and what parents need to know to foster preschool emergent literacy : a rural perspective /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36195.pdf.
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Lynch, Jacqueline S. "A study of the relationships among parents' reading beliefs, parents' gender, grade three students' reader self-perceptions, reading achievement and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42409.pdf.
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Kolokathis, Maria Lucia Bachiega. "Programa bibliotecas escolares : memorias/historias de uma experiencia de incentivo a leitura nas Escolas Municipais de Campinas - 1993 a 2001." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251788.
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Orientador: Lilian Lopes Martin da SilvaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Entre 1990 e 1992 a Secretaria Municipal de Educação de Campinas apoiou, nas escolas da rede, a organização de bibliotecas escolares, de forma isolada. Em 1993, deu início à construção do 'Programa Bibliotecas Escolares¿, inicialmente chamado de Projeto Biblioteca, através do estabelecimento de uma coordenação geral de ações integradas. Em 2001, o programa foi parcialmente descaracterizado e em 2002 desativado, em seu formato que já existia há 8 anos, com assessoramento aos professores e escolas e diversas atividades para dinamização da leitura. Assim, as escolas passaram a gerir, novamente sozinhas, seus espaços destinados à biblioteca. Em seus nove anos de existência, o 'Programa Bibliotecas Escolares¿ gerou uma grande e diversificada documentação escrita e visual, além de é claro, um conjunto de iniciativas, experiências e possibilidades em torno dos livros e do espaço da biblioteca no interior de um número considerável de creches, escolas de educação infantil e fundamental, pertencentes à rede municipal. Pela natureza do programa, que articulava à instalação de bibliotecas o trabalho de assessoramento aos professores, a constituição de equipes condutoras, a realização de encontros e eventos ao longo desse tempo, o programa também gerou na memória dos que dele puderam participar, um conjunto de percepções, lembranças, opiniões e avaliações. O propósito desse trabalho é buscar uma organização possível dessa experiência, dialogando com diferentes memórias e documentos, que se encontram dispersos e fragmentados, em diferentes e variados suportes, priorizando o ponto de vista do pólo que organizou essa experiência em nível de secretaria. Tal narrativa registra uma ação coletiva em torno dos livros e da biblioteca na escola que, sobretudo, como ação institucional, como política pública para a escola e o livro, ultrapassou a mera distribuição de acervos, constituindo-se, como política de formação continuada para professores
Abstract: Between 1990 and 1992 the Secretary of Education of the City of Campinas supported, as an isolated initiative, the organization of the libraries of its Municipal Schools. In 1993, the ¿School Libraries Program¿ was launched. It was initially referred to as the ¿Library Project¿, through the establishment of a general coordination for integrated actions. In 2001, the program was partially deprived of its characteristics, and in 2002 it was deactivated, in its eight years long format, with advisement to teachers and schools, and also several activities for increasing reading dynamics. Thus, schools started to manage their library spaces on their own, like before. In its nine years of existence, the ¿School Libraries Program¿ generated a large amount of diversified written and visual documentation, besides a set of initiatives, experiences and possibilities with books and libraries at nursery schools, pre-schools and elementary schools from the municipal education system. Due to the nature of the program, which articulated the installation of libraries to the advisement of teachers, the constitution of leading teams, the realization of meetings and events along its existence, it also generated a set of perceptions, memories, opinions and evaluations for those who could participate of it. The goal of this work is to organize that experience, from different, dispersed and fragmented memories and documents, in different and varied media, pointing out the standpoint of those who organized the experience at the Secretary of Education level. The historical narrative registers a collective action around books and school libraries that, as an institutional action and public policy for the school and the book, surmounted a mere distribution of materials. In fact, it constituted a political stand for continuing teachers¿ formation
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Lima, Eliana Carlota Mota Marques. "Mem?rias de leituras de idosos da UATI/UEFS: ressignificando suas hist?rias." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/433.
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Disserta??o - Mem?rias de Leitura de Idosos da UATIUEFS Ressiginificando suas Hist?rias - Eliana .pdf: 1537302 bytes, checksum: ad13c54e49793ff85a4fb426ba30b9a0 (MD5)Made available in DSpace on 2017-02-01T21:54:08Z (GMT). No. of bitstreams: 1 Disserta??o - Mem?rias de Leitura de Idosos da UATIUEFS Ressiginificando suas Hist?rias - Eliana .pdf: 1537302 bytes, checksum: ad13c54e49793ff85a4fb426ba30b9a0 (MD5) Previous issue date: 2016-07-29
Despite of the growth of actions and studies focused on older people in recent decades, as the progressive aging of the population, there is still a weakness of research in relation to elderly reading stories, as well as about the importance of remembering those stories. This way, this essay has the purpose to identify, reconstruct and record the individual memories of the elderly, whose outlined problems were the investigation of reading stories of these subjects related to their life stories. This research sought to understand how the elderly have re-meant their lives by reference to the readings done. Participants in the research were five subjects who attend to the workshop Memories and readings from Universidade Aberta ? Terceira Idade at Universidade Estadual de Feira de Santana ? Bahia. This paper analyzes issues related to family background, childhood, school, work, reader trajectory and reflects on the reinterpretation of life of the elderly based on their reading memories. The research follows a qualitative descriptive nature, with the methodological basis the story of life, using the interview as data collection tool, in order to get as much as possible from the memories of those involved. The data were analyzed through the light of cultural history, the history of reading and remembering. Therefore, it sought to support the ideas of Peter Burke (2008), Roger Chartier (2004, 2009, 2015) and Ecl?a Bosi (1994, 2013), among other scholars. By analyzing the memories of older people, it is possible to draw a profile of these readers, noting its varied modes of interaction with reading at different periods of their lives. The result of the work brings out the personal stories and reading memories of older people, revealing the importance of the act of remembering these subjects not only relive moments, events, memories from the past, but also they can redo themselves, they can re-mean themselves and then they can enjoy their aging process healthily.
Apesar do crescimento de a??es e estudos voltados para idosos nas ?ltimas d?cadas, visto o progressivo envelhecimento da popula??o brasileira, ainda h? uma fragilidade das pesquisas no que se refere ?s hist?rias de leitura de idosos, bem como sobre a import?ncia de rememorar essas hist?rias. Nesse sentido, esta disserta??o tem como proposta identificar, reconstruir e registrar as mem?rias individuais de idosos, cuja problem?tica delineada foi a investiga??o das hist?rias de leitura desses sujeitos relacionadas com suas hist?rias de vida. Esta pesquisa buscou compreender como os idosos ressignificaram suas vidas tendo como refer?ncia as leituras feitas. Os participantes da investiga??o foram cinco sujeitos que frequentam a Oficina Mem?rias e Leituras da Universidade Aberta ? Terceira Idade da Universidade Estadual de Feira de Santana ? Bahia. A pesquisa analisa quest?es relacionadas ao contexto familiar, inf?ncia, escolariza??o, trabalho, trajet?ria leitora e reflete sobre a ressignifica??o da vida desses idosos com base em suas mem?rias de leituras. A pesquisa segue uma abordagem qualitativa de cunho descritivo, tendo como base metodol?gica a hist?ria de vida, utilizando como instrumento de coleta de dados a entrevista, de forma a apreender o m?ximo poss?vel das mem?rias dos sujeitos envolvidos. Os dados obtidos s?o analisados ? luz da hist?ria cultural, da hist?ria da leitura e da rememora??o. Para tanto, buscou-se suporte nas concep??es de Peter Burke (2008), Roger Chartier (2004, 2009, 2015) e Ecl?a Bosi (1994, 2013), entre outros estudiosos. Ao analisar as mem?rias dos mais velhos, ? poss?vel tra?ar um perfil desses leitores, constatando seus variados modos de intera??o com a leitura em diferentes per?odos de suas vidas. O resultado do trabalho traz ? tona as hist?rias pessoais e mem?rias de leitura dos idosos, revelando a import?ncia do ato de rememorar para que esses sujeitos n?o s? revivam momentos, acontecimentos, lembran?as do passado, mas que se refa?am, se ressignifiquem e possam usufruir de um processo de envelhecimento saud?vel.
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Phillips, Jennifer E. "A study of the relationships among reader self-perceptions, early reading ability and gender in grade-one students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34218.pdf.
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Walters, Lorna Desiree. "Grade IV students' perceptions of themselves as readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ54970.pdf.
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Bailer, Cyntia. "Working memory capacity and attention to form and meaning in EFL reading." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/95008.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2012-10-25T19:18:19Z (GMT). No. of bitstreams: 1 299556.pdf: 2257225 bytes, checksum: 691f65408286bfa9c287301ec45b159b (MD5)
Based on research on the relation between working memory capacity (WMC) and language comprehension performance and research on the simultaneous attention to form and meaning, this study investigates: (i) whether there is a correlation between working memory (WM), measured by the Reading Span Test (RST) and the Operation Span Test (OSPAN), and the ability to sustain attention between meaning and form while reading, measured by scores on the answers to a comprehension task and a form recognition task; and (ii) whether the type of attentional control (meaning/form) has a differential effect on EFL high school students' reading comprehension. Sixty-one participants were submitted to five data collection sessions which comprised two WM tests, three retrospective questionnaires, a task used to assess attention to form and meaning, and a feedback session. The task used to assess attention to form and meaning was composed of a control and an experimental condition and included a text to be read and comprehension questions. Participants in the control condition were required to read the text in 7 minutes and pay attention to meaning, while in the experimental condition, they were required to simultaneously read and highlight verbs in the simple past. In the following step, participants answered a comprehension exercise and were offered a feedback session. Data were analyzed and the statistical procedures adopted revealed, in general terms, that attention to form and meaning in L2 reading is affected by individual differences in WMC. The major contribution of this study is that WMC seems to play a role in attending to form and meaning, that is, individual differences in WMC were shown to determine efficient performance in the task of paying attention to form and meaning while reading in a population of EFL high school students
Com base em pesquisas sobre a relação entre capacidade de memória de trabalho e o desempenho em tarefas linguísticas e pesquisas sobre atenção simultânea à forma e ao significado, este estudo investiga: (i) se há uma correlação entre memória de trabalho, medida pelo Teste de Capacidade de Leitura (RST) e o Teste de Memória de Trabalho para Operações Matemáticas (OSPAN), e a habilidade de sustentar atenção à forma e significado durante a leitura, medida pelos escores numa atividade de compreensão e uma atividade de reconhecimento de forma; e (ii) se o tipo de controle de atenção (significado/forma) tem um efeito diferencial na compreensão de leitura de estudantes de ensino médio de inglês como língua estrangeira. Sessenta e um participantes foram submetidos a cinco sessões de coleta de dados que compreenderam dois testes de memória de trabalho, três questionários retrospectivos, uma atividade usada para avaliar atenção à forma e significado, outro questionário e uma sessão de feedback. A atividade de avaliar atenção era composta de uma condição controle e outra experimental e incluía um texto para ser lido e questões de compreensão. Os participantes do grupo controle leram o texto em 7 minutos prestando atenção ao significado enquanto na condição experimental, leram e destacaram simultaneamente os verbos no passado. Na sequência, responderam um exercício de compreensão e tiveram uma sessão de feedback. Os dados, analisados estatisticamente, revelaram, em termos gerais, que a atenção à forma e significado em leitura em L2 é afetada pelas diferenças individuais na capacidade de memória de trabalho. A maior contribuição deste estudo reside no fato de que as diferenças individuais na capacidade de memória de trabalho parecem determinar o desempenho eficiente na atividade de prestar atenção à forma e ao significado durante a leitura de uma população de estudantes de ensino médio de inglês como língua estrangeira
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Bandeira, Francisca Vera Célida Feitosa. "Concepções e práticas de leitura na educação de jovens e adultos: o que revelam os memoriais de estudantes do IFPB - Campus Cajazeiras." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/4607.
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Previous issue date: 2011-03-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This academic investigation research concerns our remarks on experienced difficulties from Young and Adult Education students, in their trial to practice the act of reading and writing proficiently. These unrests go from our experience as a Portuguese Language Teacher in Secondary School, at ProgramaNacional de Integração da EducaçãoProfissional with the Basic Education in a Young and Adults Education Modality Technical and Professional Education in Middle Level / Secondary School PROEJA, for a period of two years in the city of Boa Vista, state of Roraima, from Febrary 2005 to June 2006, and from 2007, in the town of Cajazeiras, state of Paraíba. Our discussions are centred on the question of reading experienced by students from the Integrated Technical Course in Middle Level Qualification, Microcomputers Operation at Instituto Federal da Paraíba (IFPB) Campus of Cajazeiras in a Young and Adults Education Modality. For that purpose we used as an investigative instrumental reading memos produced from recorded interviews with six students of the referred course, aiming at investigating, broad outlines, the concepts and practices of reading assumed by collaborators, in order to plot each of the individuals profiles of our research, for understanding socio-economic and cultural contexts in which they are embedded, relating them to the necessities imposed by technological advances of the modern world, in a frequent dialogue with theoretical collaboration of authors such as Freire (1996, 1999, 2000, 2008), Foucambert (1994), Soares (1991), Tfouni (1995), Zilberman (1991), Kalman (2003) and other theorists who introduce the basic principles in the process of reading and writing understanding. We testified, broad outlines, the necessity of including and expanding in the educational setting the awareness of the importance and relevance of the structure of an access policy, concrete and material, to reading and cultural goods that embody the literate world, as an element of public policy which enables the individuals to fruition, socialization, as well as modes of representation and the real significance, specially in what concerns people embedded in a Young and Adults Education context, which for a number of reasons were unable to continue their educational path, and return to school even knowing the limits and difficulties they would face.
O presente trabalho de investigação acadêmica diz respeito às nossas observações diante das dificuldades vivenciadas por estudantes da Educação de Jovens e Adultos, ao tentarem exercer o ato da leitura e da escrita de maneira proficiente. Estas inquietações decorrem da nossa experiência como professora de Língua Portuguesa no Ensino Médio, do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos Educação Profissional Técnica de Nível Médio / Ensino Médio PROEJA, por dois anos na cidade de Boa Vista, em Roraima, no período de fevereiro de 2005 a junho de 2006, e, a partir de 2007, no município de Cajazeiras, no estado da Paraíba. Debruçamo-nos sobre a questão da leitura vivenciada pelos estudantes da turma do Curso Técnico Integrado de Nível Médio de Qualificação em Operação de Microcomputadores na Modalidade de Educação de Jovens e Adultos do Instituto Federal da Paraíba (IFPB) - Campus de Cajazeiras. Para tanto, utilizamos como instrumento investigativo memoriais de leituras, produzidos a partir de entrevistas gravadas com seis estudantes do referido curso, a fim de investigar, em linhas gerais, as concepções e práticas de leitura assumidas pelos colaboradores, a fim de traçar o perfil de leitor de cada um dos sujeitos da pesquisa, entendendo os contextos socioeconômicos e culturais nos quais estão inseridos, relacionando-os às necessidades impostas pelos avanços tecnológicos do mundo moderno, dialogando sempre com a preciosa colaboração teórica de autores como Freire (1996, 1999, 2000, 2008), Foucambert (1994), Soares (1991), Tfouni (1995), Zilberman (1991), Kalman (2003) dentre outros que apresentam os princípios básicos no processo para o entendimento da leitura e escrita. Constatou-se, em linhas gerais, a necessidade de se incluir e de se expandir no cenário educacional a consciência da importância e da relevância da construção de uma política de acesso, concreto e material, à leitura e aos bens culturais que consubstanciam o mundo letrado, como elemento de política pública que possibilita aos sujeitos a fruição, a socialização, tanto quanto os modos de representação e de significação do real, especialmente naquilo que diz respeito aos sujeitos inseridos em contextos de Educação de Jovens e Adultos, que, por uma série de razões, ficaram impossibilitados de continuar a sua trajetória educativa, e que retornaram à escola, mesmo sabendo dos limites e das dificuldades que iriam enfrentar.
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Wildgoose, Jane. "Collecting and interpreting human skulls and hair in late Nineteenth Century London : passing fables & comparative readings at The Wildgoose Memorial Library : an artist's response to the DCMS Guidance for the Care of Human Remains in Museums (2005)." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/32683/.
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This practice-based doctoral research project is an artist’s response to the ‘unique status’ ascribed to human remains in the DCMS Guidance for the Care of Human Remains in Museums (2005): as objects, in scientific, medical/anthropological contexts, or subjects, which may be understood in associative, symbolic and/or emotional ways. It is concerned with the circumstances in which human remains were collected and interpreted in the past, and with the legacies of historical practice regarding their presence in museum collections today. Overall, it aims to contribute to public engagement concerning these issues. Taking the form of a Comparative Study the project focuses on the late nineteenth century, when human skulls were collected in great numbers for comparative anatomical and anthropological research, while in wider society the fashion for incorporating human hair into mourning artefacts became ubiquitous following the death of Prince Albert in 1861. William Henry Flower’s craniological work at the Hunterian Museum of the Royal College of Surgeons of England, where he amassed a vast collection of human skulls that he interpreted according to theories of racial “type” (in which hair was identified as an important distinguishing characteristic), is investigated, and its legacy reviewed. His scientific objectification of human remains is presented for comparison, in parallel, with the emotional and associative significance popularly attributed to mourning hairwork, evidenced in accompanying documentation, contemporary diaries, literature, and hairworkers’ manuals. Combining inter-related historical, archival- and object-based research with subjective and intuitive elements in my practice, a synthesis of the artistic and academic is developed in the production of a new “archive” of The Wildgoose Memorial Library - my collection of found and made objects, photographs, documents and books that takes a central place in my practice. Victorian hairworking skills are researched, and a new piece of commemorative hairwork devised and made as the focus for a site-specific presentation of this archive at the Crypt Gallery St. Pancras, in which a new approach to public engagement is implemented and tested, concerning the legacy and special status of human remains in museum collections today.
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Swain, Audrey M. "An evaluation of an instructional intervention program based on Clay's Reading Recovery Program for elementary school students /." 1997.
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Penney, Tracy F. "Reading Recovery (TM) implementation in Labrador : a two-year longitudinal study of the long-term effects of Reading Recovery (TM) /." 2002.
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Reccord, Maxine M. "A comparison of reading achievement patterns using a case study approach /." 1988. http://collections.mun.ca/u?/theses2,22617.
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McElya, Micki Johnson Walter. "Monumental citizenship: Reading the national mammy memorial controversy of the early twentieth century." Diss., 2003. 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:3105898.
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Myles, Sharon B. "Reading disability conceptualization, identification and intervention : a review of the literature /." 2002.
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Squires, Amanda. "A phoneme deletion task with no verbal production component /." 2004.
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Martin, Brenda. "An investigation of oral language receptive vocabulary and concepts about print of kindergarten children during the initial and final stages of their developmental program /." 1985. http://collections.mun.ca/u?/theses2,11361.
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Melvin, Katherine. "An examination of the reading expectations inherent in three junior high school language arts programs /." 1996.
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Collier, Diane R. "Implementing early intervention in reading and writing in the primary grades : encouraging reflection and strategic thinking /." 1998.
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Power, Luke. "Non-orthographic consonant cluster manipulation by good and poor spellers /." 2005.
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Doyle, Antoinette. "Emergent literacy : the child, the family, and the community /." 2002.
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Phillips, Jennifer E. "A study of the relationships among grade fours' reader self-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender /." 2002.
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Mercer, David John. "An examination of the design and appropriate depiction of topographic information on instrument approach charts /." 1996. http://collections.mun.ca/u?/theses,29573.
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