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Lindsay, Christy. "Reading associations in England and Scotland, c.1760-1830." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:cfeb9aa2-6917-4356-8d11-b26237c795a5.
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This thesis examines provincial literary culture in the late eighteenth and early nineteenth century, through the printed and manuscript records of reading associations, the diaries of their members, and a range of other print materials. These book clubs and subscription libraries have often been considered to be polite and sociable institutions, part of the cultural repertoire of a new urban, consumer society. However, this thesis reconsiders reading associations' values and effects through a study of the reading materials they provided, and the reading habits they encouraged; the intellectual and social values which they embodied; and their role in the performance of gender, local and national identities. It questions what politeness meant to associational members, arguing for the importance of morality and order in associational conceptions of propriety, and downplaying their pursuit of structured sociability. This thesis examines how provincial individuals conceived of their relationship to the reading public, arguing that associations provided a tangible link to this abstract national community, whilst also having implications for the 'public' life of localities and families. The thesis also considers how these institutions interacted with enlightenment thought, suggesting that both the associations' reading matter and their philosophies of corporate improvement enabled 'ordinary' men and women to participate in the Enlightenment. It assesses English and Scottish associations, which are usually subjected to separate treatment, arguing that they constituted a shared mechanism of British literary culture in this period. More than simply a 'polite' performance, reading, through associations, was fundamentally linked to status, to citizenship, and to cultural participation.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Silva, Roginei Paiva da. "Biblioteca, leitores e cultura: a prática social da leitura." Universidade Federal de Viçosa, 2014. http://locus.ufv.br/handle/123456789/4878.
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This research aims to map the profile of the current reader reflecting on the social practice of reading and the role of public libraries as social spaces where books circulate. In addition to this, we seek to understand the role of reading as a cultural practice. The issue was guided by the fact that literature is a citizen's right and a benefit to be shared, so society should be concerned with the readers development. The approach was guided by the Sociology and History of Reading and the review of the theories related to culture in the contemporary society. To clarify what was proposed, we used the Municipal Library Baptista Caetano d' Almeida , in São João del-Rei/MG as a place of observation and data collection to respond to the raised queries . When developing the proposed perspectives, data were collected through the electronic system of the Municipal Library loan bank; through interviews with the director , librarian and library assistants; and a questionnaire which was answered by users from Baptista Caetano Library. The results showed that it is not precisely possible to define the profile of the current reader, but this has its outlines, probably, different from those already known or crystallized in the past. What can be affirmed is that reading as a social and cultural practice receives influences of a media, market and globalized society. Therefore, the democratization of reading as a cultural benefit becomes important for people‟s inclusion and social mobility.
Esta pesquisa tem como objetivo mapear o perfil do leitor atual refletindo sobre a prática social da leitura e a função das Bibliotecas Públicas como espaços sociais onde circulam os livros. Além disso, busca-se compreender o lugar da leitura como prática cultural. Norteou a questão o fato de que a literatura é um direito do cidadão e um bem a ser compartilhado, portanto a sociedade deveria se preocupar com a formação de leitores. A abordagem se guiou pela Sociologia e História da Leitura e pela verificação de teorias ligadas à cultura na contemporaneidade. A fim de elucidar o proposto, utilizou-se a Biblioteca Municipal Baptista Caetano d‟Almeida, em São João del- Rei/MG, como local de observação e coleta de dados para responder às indagações suscitadas. No desenvolvimento das perspectivas propostas, foram coletados dados através do sistema eletrônico de empréstimos da Biblioteca Municipal; de entrevistas com coordenador, bibliotecária e auxiliares de biblioteca; de questionário respondido pelos usuários da Baptista Caetano. Os resultados obtidos mostraram que ainda não é possível definir com precisão o perfil do leitor atual, mas este tem contornos, provavelmente, diferentes daqueles já conhecidos ou cristalizados no passado. O que se pode afirmar é que a leitura enquanto prática social e cultural recebe influências de uma sociedade globalizada, mercadológica e midiatizada. Portanto, a democratização da leitura enquanto bem cultural torna-se importante para a inclusão e ascensão social das pessoas.
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Tshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.
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This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
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Stone, Heather Brenda. "Companionable forms : writers, readers, sociability, and the circulation of literature in manuscript and print in the Romantic period." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:63f652fc-c4c2-4c3a-bc5c-893d4b922db1.
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Following recent critical work on writers' representations of sociability in Romantic literature, this thesis examines in detail the textual strategies (such as allusion, acts of address, and the use of 'coterie' symbols or references) which writers used to seek to establish a friendly or sympathetic relationship with a particular reader or readers, or to create and define a sense of community identity between readers. The thesis focuses on specific relationships between pairs and groups of writers (who form one another's first readers), and examines 'sociable' genres like letters, manuscript albums, occasional poetry, and periodical essays in a diverse series of author case-studies (Anna Barbauld, Samuel Taylor Coleridge, Charles Lamb, John Keats and Leigh Hunt). Such genres, the thesis argues, show how manuscript and print culture could frequently overlap and intersect, meaning that writers confronted the demands of two co-existing audiences - one private and familiar, the other public and unknown - in the same work. Rather than arguing that writers used manuscript culture practices and produced 'coterie' works purely to avoid confronting their anxieties about publishing in the commercial sphere of print culture, the thesis suggests that in producing such 'coterie' works writers engaged with and reflected contemporary philosophical and political concerns about the relationship between the individual and wider communities. In these works, writers engaged with the legacy of eighteenth-century philosophical ideas about the role (and limitations) of the sympathetic imagination in maintaining social communities, and with interpretative theories about the best kind of reader. Furthermore, the thesis argues that reading literary texts in the specific, material context in which they are 'published' to particular readers, either in print, manuscript, or letters, is vital to understanding writer/reader relationships in the Romantic period. This approach reveals how within each publication space, individual texts could be placed (either by their writers, by editors, or by other readers) in meaningful relationships with other texts, absorbing or appropriating them into new interpretative contexts.
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Kelley, Richard C. "Mind reading for social robots stochastic models of intent recognition /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464441.
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Wahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.
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Reading habits and attitudes have changed drastically during the past years, especially among children and teenagers. Previous studies and related work focus on academic achievement and the reading itself as ways to turn this development around. Making children more efficient readers does however not seem to influence their motivation to read during their free time. What does influence a child's reading attitude is their home environment, being able to find books they enjoy, practicing collective reading and more accessible book formats. Concepts developed during this project in order to facilitate some of these needs and contribute to motivating children to read more include a library service for helping children and their parents find books they enjoy, as well as book trailers to make plots easier to understand and awaken children’s desire to engage with books.
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Moréteau, Constance. "L'artiste et la lecture : le livre dans les installations et dispositifs d'exposition de 1960 à nos jours." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100147.
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Cette thèse pose la question de la place du livre dans l’expérience de la lecture dans le musée quand dans la seconde moitié des années 1960 tout l’art, tel qu’il est redéfini par les artistes conceptuels, est à lire. Dans les années 1960 et 1970, puis de nouveau au tournant des années 1990-2000, les espaces de lecture se multiplientAlors que l’emploi du livre par les artistes conceptuels s’inscrit dans une quête de démocratisation de l’art, qui serait désormais diffusé hors du musée, le livre dans le musée semble poser le problème d’une relation apparemment contradictoire entre la nature reproductible d’un médium et son ancrage in situ. Force est de se demander si cela ne produirait pas une réification du livre et une interdiction de la lecture pour reprendre les mots de Marcel Broodthaers. A moins qu’il ne s’agisse d’interroger les usages du livre et la place de la lecture dans la constitution de communautés éphémères. La première partie est consacrée principalement à la spatialisation de la lecture à l’ère de l’information aux Etats-Unis entre le milieu des années 1960 et le début des années 1980. Les espaces de lecture sont alors aussi des espaces à lire. Dans une seconde partie, nous verrons que l’institutionnalisation de l’installation est contemporaine de celle de la lecture dans le musée. Enfin nous étudierons l’émergence de modèles originaux d’exposition du livre d’artiste et du livre, créés par des artistes et commissaires qui ont participé à la rédéfinition de l’exposition comme médium et/ou en réinterprétant Le Club des Travailleurs de Rodchenko (1925)This dissertion investigates the position of book in reading experiences which take place in the museum context when in the mid-nineteen sixties, all art, as redifined by conceptual artists, is to be read. In the 1960s and in the 1970s, then again in 1990s and 2000s, reading space have been increasing. Those could be apparatuses produced for exhibition as well as art environments and installations. In contrast with artists books which deal with democratizing art by circulating outside the control of museums, books in museums leds to questions about an apparent opposition between a reproducible medium and its in situ anchorage. It begs the essential question of whether it might end up in the reification of the book as well as in the prohibition of reading, the Marcel Broodthaers’s Interdiction de lire as stated for Pense-Bête (1964). Unless it provides the opportunity to focuse on the uses of books . The installations we are analyzing contribute to the building up of temporary communities. That is to say that we have also to consider the reader position in social sphere. There are three crucial trends, for it is in exploring them that we can begin to explore as the book as a reference for the environment which is itself to be read at the time of Information Turn which influenced theory on architecture. In the mid-1990s, artists produced what we call in situ books that are produced for reading in the museum. This dissertation dealss also with the wide range of interpretations of the same historic source, The Working Club by Alexandre Rodchenko (1925), by curators and artists from the New York art Scene as well as other American and European Artists
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Lee, Shun-wai Dorothy. "Children's constructions of meaning in the context of fairy tales." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791236.
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Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
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Nelson, Wade Gordon James. "Reading cycles : the culture of BMX freestyle." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102820.
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This dissertation draws from and contributes to many traditions within the (interdisciplinary) discipline of communication studies. Serving the two primary objectives of the examination of the figure of the BMX freestyle cycling Pro and the analysis of the role of the magazines within this particular culture or field in the construction and maintenance of this figure, this project brings together studies of cultural intermediaries, magazine history, advertising history and theory, subcultures, audiences, commodification, cultural industries, celebrity, stars and professional athletes. The culture of BMX freestyle cycling is an interesting and heretofore unexamined phenomenon, and a focused examination allows the exploration and investigation of larger questions within the discipline. As such, this dissertation provides an informed interpretation of the culture of BMX freestyle, allows the examination of a number of other issues concerning the mediation of cultural practices, and suggests a theory of the special-interest magazine, thus contributing substantively to various literatures.Special-interest magazines are a part of a larger system and industries within which the ultimate goal is the sale of commodities. At the same time, they function as a site of credibility within a larger field, both conferring star status on particular individuals and approving particular commodities that are being offered to the readers. Special-interest magazines construct and sell audiences to advertisers, create star systems, propose candidates for stardom, help build image careers, contribute substantially to a "star currency" within the particular field, negotiate (i.e.; mediate) tensions between the advertisers, the stars, and the readers, help organize the time of a culture and work to infuse it with a sense of vitality through the punctual and ritualistic appearance of novel content, assist the consumer with their desires for commodities and stars by standing as catalogues of commodities (serving to educate newcomers in the protocol of the culture), provide new financial opportunities (such as the commodity form of the photo contingency), and in their complicity with the needs of those that provide their primary source of revenue, give more value to the advertising dollar in the construction of editorial content that could be seen as advertising.
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Tse, Ngo-sheung, and 謝傲霜. "Reading consumption: image, identity and consumption in late-capitalist society." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31953736.
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Derick, Jennifer. "The effect of social interactions revolving around books and the reading motivation of elementary school students /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1566.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: catherine Kurkjian. " ... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves [87]-90).
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Cheung, Ting-yan, and 張婷欣. "Reading beyond "Happily Ever After": refiguring the Disney narrative of femininity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36403465.
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Fry, Stephanie. "An exploration of paired reading with a peer and its impact on the reading ability and school connectedness of looked-after children." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27712/.
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This study explored the impact of paired reading, when delivered by a peer, on the reading ability and school connectedness of looked-after children (LAC). Relevant theory and research in three main areas is discussed: the under-achievement of LAC, reading development and difficulties and school connectedness. It is well understood that LAC are at risk of underachievement in reading (Department for Education, 2013), however they are an under-represented group in intervention research. Additionally, despite research illustrating the potential impact of school connectedness on a range of social, emotional and academic factors (Shochet et al, 2006 & Catalano et al, 2004) few studies have explored this with the LAC population. The present study attempted to address this by implementing a reading intervention using a peer approach with LAC. A single case experimental design was used with five participants. Weekly data was collected on reading accuracy, reading fluency and self-reported school connectedness. Pre and post data was also collected from teachers using two scales from the Strengths and Difficulties Questionnaire (SDQ): peer problems and pro-social behaviour. The results indicated a positive effect of paired reading on percentage reading accuracy, as shown in four of the five cases. Reading fluency did not significantly improve during the intervention for any of the participants. Similarly, school connectedness did not improve in three of the participants, although increased ratings were seen when paired reading was replaced with a non-reading intervention in three of the five participants. A significant difference in SDQ data was not observed. The study provides further evidence for the impact of paired reading on reading accuracy and suggests the potential for peer interventions to improve school connectedness. The discussion considered the generalizability of the findings and the nature of the measures used as potential limitations of this research. The study indicates the need for further research into school connectedness with LAC and highlights the potential role for EPs in recommending and supporting both academic and social interventions with this population.
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Schneider, Grace Rose. "Books or Bytes: Media Format and Literacy Education." Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1113878337.
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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
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Scheckle, Eileen Margaret Agnes. "Reading identities: a case study of grade 8 learners' interactions in a reading club." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017766.
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This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
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Chiarella, Andrew Francesco 1971. "Enabling the collective to assist the individual : a self-organising systems approach to social software and the creation of collaborative text signals." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115618.
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Authors augment their texts using devices such as bold and italic typeface to signal important information to the reader. These typographical text signals are an example of a signal designed to have some affect on others. However, some signals emerge through the unplanned, indirect, and collective efforts of a group of individuals. Paths emerge in parks without having been designed by anyone. Objects accumulate wear patterns that signal how others have interacted with the object. Books open to important, well studied pages because the spine has worn, for example (Hill, Hollan, Wroblewski, & McCandless, 1992). Digital text and the large-scale collaboration made possible through the internet provide an opportunity to examine how unplanned, collaborative text signals could emerge. A software application was designed, called CoREAD, that enables readers to highlight sections of the text they deem important. In addition, CoREAD adds text signals to the text using font colour, based on the group's collective history and an aggregation function based on self-organising systems. The readers are potentially influenced by the text signals presented by CoREAD but also help to modify these same signals. Importantly, readers only interact with each other indirectly through the text. The design of CoREAD was greatly inspired by the previous work on history-enriched digital objects (Hill & Hollan, 1993) and at a more general level it can be viewed as an example of distributed cognition (Hollan, Hutchins, & Kirsh, 2000).Forty undergraduate students read two texts on topics from psychology using CoREAD. Students were asked to read each text in order to write a summary of it. After each new student read the text, the text signals were changed to reflect the current group of students. As such, each student read the text with different text signals presented.
The data were analysed for each text to determine if the text signals that emerged were stable and valid representations of the semantic content of the text. As well, the students' summaries were analysed to determine if students who read the text after the text signals had stabilised produced better summaries. Three methods demonstrated that CoREAD was capable of generating stable typographical text signals. The high importance text signals also appeared to capture the semantic content of the texts. For both texts, a summary made of the high signals performed as well as a benchmark summary. The results did not suggest that the stable text signals assisted readers to produce better summaries, however. Readers may not respond to these collaborative text signals as they would to authorial text signals, which previous research has shown to be beneficial (Lorch, 1989). The CoREAD project has demonstrated that readers can produce stable and valid text signals through an unplanned, self-organising process.
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Wong, Lai-see, and 黃麗絲. "A study of extensive reading in secondary 1 English classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.
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Parde, Natalie. "Reading with Robots: A Platform to Promote Cognitive Exercise through Identification and Discussion of Creative Metaphor in Books." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248384/.
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Maintaining cognitive health is often a pressing concern for aging adults, and given the world's shifting age demographics, it is impractical to assume that older adults will be able to rely on individualized human support for doing so. Recently, interest has turned toward technology as an alternative. Companion robots offer an attractive vehicle for facilitating cognitive exercise, but the language technologies guiding their interactions are still nascent; in elder-focused human-robot systems proposed to date, interactions have been limited to motion or buttons and canned speech. The incapacity of these systems to autonomously participate in conversational discourse limits their ability to engage users at a cognitively meaningful level.
I addressed this limitation by developing a platform for human-robot book discussions, designed to promote cognitive exercise by encouraging users to consider the authors' underlying intentions in employing creative metaphors. The choice of book discussions as the backdrop for these conversations has an empirical basis in neuro- and social science research that has found that reading often, even in late adulthood, has been correlated with a decreased likelihood to exhibit symptoms of cognitive decline. The more targeted focus on novel metaphors within those conversations stems from prior work showing that processing novel metaphors is a cognitively challenging task, for young adults and even more so in older adults with and without dementia.
A central contribution arising from the work was the creation of the first computational method for modelling metaphor novelty in word pairs. I show that the method outperforms baseline strategies as well as a standard metaphor detection approach, and additionally discover that incorporating a sentence-based classifier as a preliminary filtering step when applying the model to new books results in a better final set of scored word pairs. I trained and evaluated my methods using new, large corpora from two sources, and release those corpora to the research community. In developing the corpora, an additional contribution was the discovery that training a supervised regression model to automatically aggregate the crowdsourced annotations outperformed existing label aggregation strategies. Finally, I show that automatically-generated questions adhering to the Questioning the Author strategy are comparable to human-generated questions in terms of naturalness, sensibility, and question depth; the automatically-generated questions score slightly higher than human-generated questions in terms of clarity. I close by presenting findings from a usability evaluation in which users engaged in thirty-minute book discussions with a robot using the platform, showing that users find the platform to be likeable and engaging.
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Stead, Jennifer. "Emergent literacy and agency among disadvantaged parents and caregivers." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2659.
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Thesis (MEd)--Cape Peninsula University of Technology, 2017.A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years. Using a GTM process the researcher identifies seven common themes that emerge from analysis of data from interviews and focus groups that explore the subjects’ perceptions of conditions that had promoted their literacy. These themes suggest that the subjects’ competence in literacy was facilitated by non-cognitive conditions including personal aspirations; resilience; disciplinary regimes in the home; voice; a nurturing mentor; community resources and ability to exercise agency. The researcher concludes that these themes could be important in contributing towards an understanding that developing children’s agency during early childhood may be more significant to achieving effective levels of literacy than the current focus on attaining academic skills at standards that disadvantaged children have difficulty in achieving.
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Holiday, Steven John. "Where They Least Expect It: Product Placement in Children's Picture Books." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4434.
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Product placement has been intensely studied in almost every mass communications medium. One notable exception is in children's picture books where scholarship on the placement of products and brands has been severely underserved despite a steady presence in a medium integral to socialization and society. The present study recognizes the unique characteristics of the shared reading that takes place in this medium and explores its effects on memory for and attitudes toward product placements within children's picture books. Using a laboratory experiment, quantitative statistical analysis of resulting data, and qualitative exploration of themes resulting from subjects' responses, the present study demonstrates that the practice of shared reading positively affects both recollection and attitudes toward product placement in children's picture books. It also discusses the results in the context of their ethical and practical applications and implications.
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Balzan, Carina Fior Postingher. "Da leitura prática às práticas de leitura: o caso dos cursos superiores de tecnologia." reponame:Repositório Institucional da UCS, 2018. https://repositorio.ucs.br/11338/3922.
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A presente tese analisa as práticas de leitura de estudantes de Cursos Superiores de Tecnologia de uma instituição pública especializada em Educação Profissional e Tecnológica, investigando em que medida os contextos sociocultural e acadêmico atuam sobre essas práticas. A fundamentação teórica baseia-se, principalmente, na Sociologia da Leitura, a partir dos estudos de Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complementada pela perspectiva cognitivo-sociológica de teóricos como Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). A pesquisa, de caráter descritivo e explicativo e motivada pela experiência empírica enquanto docente de Língua Portuguesa e Literatura, deu-se a partir de um estudo de caso com estudantes de cinco Cursos Superiores de Tecnologia do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves, com aplicação de questionários, entrevistas e testes de leitura. Ao longo da tese, demonstra-se que não apenas o contexto sociocultural, como a origem social, as condições econômicas, a trajetória escolar, as atividades sociais e culturais de que os estudantes participam atua sobre as suas práticas de leitura, mas também que o contexto acadêmico possui fundamental importância na configuração dessas práticas, condicionando leituras, restringindo ou promovendo o acesso a determinados gêneros textuais, favorecendo a utilização de um ou outro suporte de leitura. No entanto, apesar de sua relevância, os contextos sociocultural e acadêmico revelam-se condicionantes, e não determinantes das práticas de leitura dos sujeitos, pois, sendo elas constituintes da ação humana, mostram-se sempre dinâmicas e flexíveis. Os resultados evidenciam que as práticas de leitura dos estudantes atendem a necessidades pragmáticas do cotidiano, priorizando textos curtos de tipologia expositiva, e ocorrendo principalmente em suportes digitais, além da leitura com vistas a atender às exigências dos componentes curriculares do curso superior, com destaque para o gênero artigo científico. A leitura de literatura ficcional não constitui uma atividade consolidada e perene entre as práticas socioculturais dos sujeitos pesquisados, sendo que o próprio Curso Superior de Tecnologia não favorece ou estimula essa prática. Além disso, a característica de estudantestrabalhadores dos sujeitos pesquisados implica não apenas menor disposição para os estudos, como também menos tempo disponível para as leituras acadêmicas e de lazer, compreendida aí a literatura ficcional, interferindo nos níveis de competência leitora. Finalmente, como intervenção prática, propõe-se a democratização da leitura no Ensino Superior Tecnológico a partir de duas vias: a) auxiliando os estudantes na compreensão dos textos que circulam no contexto acadêmico; e b) ampliando a diversidade de gêneros textuais lidos pelos estudantes, incluindo a literatura ficcional.The present thesis analyzes the reading practices of students of Technology Degree Courses of a public institution specializing in Professional and Technological Education, investigating to what extent the sociocultural and academic contexts act on these practices. The theoretical foundation is based mainly on the Sociology of Reading, from the studies of Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complemented by the cognitive-sociological perspective of Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). The research is descriptive and explanatory and motivated by empirical experience as a Portuguese and Literature teacher. It was based on a case study with students of five Technology Degree Courses of the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves. During data collection, questionnaires, interviews and reading tests were applied. Throughout the thesis, it was observed that not only the sociocultural context, such as social origin, economic conditions, school trajectory, social and cultural activities that students participate in act on their reading practices, but also the academic context has fundamental importance in the configuration of these practices, conditioning readings, restricting or promoting access to certain textual genres, favoring the use of one or another reading support. However, in spite of their relevance, sociocultural and academic contexts are conditioning, not determinant, of the individuals' reading practices, being constituents of human action, and also, they are always dynamic and flexible. The results emphasize that students' reading practices meet the pragmatic needs of daily life, prioritizing short texts of expository typology, and occurring mainly in digital media, in addition to reading in order to meet the requirements of the curricular components of the degree course, especially scientific papers.The reading of fictional literature does not constitute a consolidated and perennial activity among the sociocultural practices of the individuals studied, and the Technology Degree Course does not favor or stimulate this practice. Besides, the individuals studied are student-workers, it involves not only less willingness to study, but also less time available for academic and leisure readings, including fictional literature, interfering in the levels of reading competence. Finally, as a practical intervention, we propose the democratization of reading in Technological Higher Education in two ways: a) helping students to understand the texts that circulate in the academic context; and b) broadening the diversity of textual genres read by students, including fictional literature.
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Lam, Sui-kwong Sunny, and 林萃光. "The impact of translated Japanese comics on Hong Kong cinematic production: cultural imperialism or localredeployment?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29902289.
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Simionato, Andy. "What remains is the book: The idea of the book in and around electronic space." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1477.
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The purpose of this study is to question the idea of the book in general and how this idea is transforming in electronic space, understood as a space of flows as distinct to a space of places (Castells, 1989, p. 349). In order to question the idea of the book in electronic space we must begin at its ending, or more specifically, at a point in the histories of the book that is widely understood as representing a closing of a parenthesis - that began with the invention of the printing press, up to the end of print—spanning some 500 years, beginning half way through the 15th century in Western Europe.
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Medellin, Kelly. "The Construction of Identity through Early Childhood Curriculum: Examining Picturebooks from a Critical Feminist Lens." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404521/.
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Picturebooks are an important part of the classroom environment in early childhood education. They open doors to new experiences, nurture students' cultural identities, and invite students to explore connections across cultures. In the United States today, many of the picturebooks that are available to teachers and students in preschool classrooms come from the state curriculum that the school district has implemented. Shifting demographic trends have led many educators to recognize a need for more diversity of literature in classrooms. This study was conducted in response to this growing concern that books should better reflect the cultures and identities of the children who read them, with a particular emphasis on young female children of color. The research question guiding this study is: How do picturebook texts and illustrations in an early childhood curriculum represent the identities of female characters of color as viewed through a critical feminist theoretical lens? To investigate this question, I critically analyzed children's picturebooks from a current early childhood curriculum adopted by the state of Texas, focusing on representations of gender and race. The selected books were analyzed using critical content and critical visual analyses to consider how the text and illustrations together represent female characters of color. Although earlier studies of picturebooks have pointed out a deficit of authentic portrayals of female characters of color, this study found that books in the sample did show some attention to authentic cultural themes including motherhood, action and agency, and subjugated knowledge and culture. However, implications for practice and research included the need for more balanced representation of diverse cultures within the curriculum to better reflect preschool demographics, as well as the need for more classroom instruction on books that give voice and agency to young female children of color as they develop their personal and cultural identities.
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Curry, Tracy. "The application of the uses and gratifications theory comparing television and newspaper coverage during product tampering cases." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1100448.
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Periods of crisis communication are uncertain, at best, for any organization dealing with a product tampering. This study examined how the public would use the media to gain information about the product tampering, if there would be a difference between newspaper and television usage, and what gratifications the public would seek from the media.The hypothesis stated that there would be no significant difference in media use during product tampering cases between newspapers and television. Three hundred eighty-eight households, the number needed for statistical reliability, were surveyed by telephone in the Muncie, Indiana, area. Results of the data supported the hypothesis.Department of Journalism
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Chik, Hsia-hui Alice, and 戚夏蕙. "Adolescents' critical reading of advertisements and public service messages: the interpretation of identitiesand meaning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944784.
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Goulart, Ilsa do Carmo Vieira 1975. "As lições de Meninice : um estudo sobre as representações de livros de leitura inscritas na série graduada de leitura Meninice (1948/1949), de Luiz Gonzaga Fleury." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250735.
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Orientador: Norma Sandra de Almeida FerreiraTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Com o intuito de investigar, relacionar e compreender quais e como as representações sobre o livro de leitura se constroem histórico e socialmente, concretizadas numa produção material e impressa, esse trabalho intenta contribuir para com os estudos sobre a história do livro didático no Brasil, no decorrer da primeira metade do século XX. Para a efetivação de tal propósito a pesquisa se direciona aos discursos presentes em diferentes fontes documentais, como os relatórios dos Anuários do Ensino do Estado de São Paulo, periódicos que circularam na época, como Revista Ensino, Revista Escolar, Revista Educação e o Jornal O Estado de São Paulo. Os discursos produzidos nas três décadas do século XX sobre os livros didáticos constituíam-se por interesses políticos para se implementar um ensino nacionalizado e uniformizado, com isso percebe-se uma construção e apresentação de ideias sobre o que seria e como deveria ser estruturado um livro de leitura considerado de qualidade. Neste sentido, a pesquisa prioriza apreender o que tais enunciados trazem como marca de uma representatividade de "bom" livro de leitura, tomando como corpus investigativo os livros que compõem a série graduada de Língua Portuguesa, Meninice (1948/1949), de Luiz Gonzaga Fleury. O questionamento e a análise proposta ao discurso impresso partem da premissa de que a linguagem está inserida num contexto social de sua produção e carregada de uma pluralidade de sentidos, sedimentadas pela Teoria da Enunciação de Mikhail Bakhtin. O outro suporte teórico está nas concepções sobre a história do livro, história da leitura, noção de representação e de práticas de leitura de Roger Chartier e de Robert Darnton, pautados da perspectiva da história cultural, como também, na verificação das intenções que movimentam o autor ao redigir e o editor ao publicar uma determinada obra. O trabalho considera que as ideias produzidas sobre os livros de leitura, legitimam e demarcam perspectivas ideológicas no campo educacional, que se tornam características predominantes ou constituintes de uma cultura material escolar.
Abstract: With the aim of investigating, relate and understand what and how the representations about the book reading historically and socially are built, implemented in a production material and printed, this work brings contribute to studies on the history of textbooks in Brazil, during the first half of the century XX. For the effectuation of such purpose if the research directs the speeches present on different documentary sources, as the reports of Annuário do Ensino do Estado de São Paulo, periodicals that circulated at the time, such as Teaching Magazine, School Magazine, Education Magazine and the newspaper O Estado de Sao Paulo. The discourses produced in the three decades of the 20th century about textbooks were constituted by political interests to implement a nationalized education and uniformed, it realizes a construction and presentation of ideas about what it would be and how it should be structured a book reading considered qualifying. In this sense, the survey stated that such apprehension prioritizes bring as a representation of "good" book reading, taking as corpus books which make up the investigative series graduated of the Portuguese language, Meninice (1948/1949), of Luiz Gonzaga Fleury. The questioning and the proposal analysis of the printed speech come from the premise that the language is embedded in a social context of their production and loaded with a plurality of senses, fielded by the theory of Enunciation of Mikhail Bakhtin. The other theoretical support is in the conceptions of the history of the book, the history of reading, notion of representation and reading practices of Roger Chartier and Robert Darnton, guided by the perspective of cultural history, but also, on checking of intentions that move the author when composing and the editor to publish a given work. The work considers that the ideas produced about reading books, legitimize and mark ideological perspectives in educational field frame, which become predominant features or constituents of a culture school supplies.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutora em Educação
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Stefani, Monica. "The translation of Patrick White's The solid mandala into Brazilian Portuguese : an analysis based on social, historical and cultural aspects." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156966.
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Esta tese apresenta e analisa excertos da minha tradução não publicada de The Solid Mandala, de Patrick White, em português brasileiro, considerando seus aspectos sóciohistóricos e culturais em três níveis: como tradutor, como revisor da tradução e como crítico literário. A teoria dos polissistemas de Itamar Even-Zohar é adotada para justificar a importância de (re)introduzir Patrick White como representante da Literatura Australiana em nosso sistema literário brasileiro por meio da tradução. Como suporte às capacidades necessárias para realizar a tarefa, o modelo de competências de Amparo Hurtado Albir é apresentado. Quanto aos aspectos culturais, a teoria dos itens específico-culturais de Javier Franco Aixelá é empregada. As traduções publicadas em francês, italiano e espanhol são contrastadas com a minha a fim de identificar inconsistências e/ou soluções, bem como chamar a atenção para desafios que não foram contemplados. A versão em português brasileiro é proposta por meio de excertos selecionados, com os três níveis estando em funcionamento durante o processo de revisão da tradução. Ao buscar fazer a obra de Patrick White ser redescoberta não somente no Brasil, mas também na América Latina e em outros países de língua portuguesa, por meio da tradução, esta tese oferece uma contribuição inédita aos Estudos de Tradução.This dissertation presents and analyzes excerpts from my unpublished translation of Patrick White’s The Solid Mandala into Brazilian Portuguese considering its socio-historical and cultural aspects at three levels of reading: as a translator, as a revisor/proofreader of the translation and as a literary critic. Itamar Even-Zohar’s Polysystems Theory is adopted to justify the importance of (re)introducing Patrick White as a representative of Australian Literature into our Brazilian system via translation. Supporting the abilities necessary to perform the task, Amparo Hurtado Albir’s model of competences is presented. In regards to cultural aspects, Javier Franco Aixelá’s culture-specific items theory is used. The translations into French, German, Italian and Spanish are contrasted to mine, so as to identify inconsistencies and/or solutions and call attention to challenges which were not addressed. The version in Brazilian Portuguese is conveyed in this dissertation via selected excerpts, with the three levels being at work during the proofreading process of the translation. By attempting to make Patrick White’s oeuvre be rediscovered not only in Brazil, but also in South America and in other Portuguese-speaking countries, through translation, this dissertation presents an innovative contribution to Translation Studies.
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Sorgeloos, Claude. "Livres, culture et société en Belgique XVie-XXe siècles: aspects de l'histoire du livre et de la culture." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211369.
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Johnson, Shelley. "This little chicken went to Africa : a historical survey into the development of narrative structures within relief printmaking in community centres in South Africa and a formal analysis of the relevance of the medium in contemporary children's picture book illustration." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1725.
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Thesis (MPhil (Visual Arts. Illustration))--University of Stellenbosch, 2009.When dealing with emergent literacy in South Africa, the didactic aspects of picture books are often privileged over their aesthetic quality and the idea of reading for pleasure. The themes of the books are not always locally relevant and for economic reasons, they often fail to reach the communities that need them the most. By looking at the history of relief printing within a community environment, I hope to highlight how communities themselves may be able to develop locally relevant children’s picture books, instituting a ‘grassroots’ approach rather than the paternalistic ‘top down’ approach of the past. I will also be looking at the narrative and stylistic elements of relief printing that are complimentary to the picture book genre and how these can be utilised for a pleasurable rather than didactic approach to the narratives.
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Öhlund, Lovisa. "”Om man tar en tråkig bok så börjar den sova” : En kvalitativ intervjustudie av barn som läser för hundar i skolmiljö." Thesis, Uppsala universitet, Institutionen för ABM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202158.
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This two years master's thesis examines the experience of children who read to a dog. The theoretical framework is inspired by sociocultural theory developed by Roger Säljö and the concept carnival inspired by Mikhail Bakhtin. The sociocultural theory has been chosen because it emphasizes the role of practice, instruments and communication in learning and the concept carnival has been chosen to analyze the experience of reading to a dog. The method used is qualitative interview and observation. A total of eight interviews and two observations when children read to a dog have been collected. One interview is with a teacher and seven interviews are with the children (six children participated and one child was interviewed twice). The method of analysis is a process in three stages where the first stage is to explore what the children say, the next stage examines the meaning of what is being said and the third stage understands it in relation to the theoretical framework and prior done research. Important results are that most of the children participating in this thesis have a positive experience of reading to a dog. The children read to a dog in different rooms, at different times and the children read to several dogs. The instrument used was fiction books. Since the purpose was to read only to the dogs the role of the teacher who was in the room during the sessions was described by the children as passive. The observations showed a more active role where the teacher helped the children with difficult words. Most children pet the dog while reading and they gave the dog a treat afterwards. The discussion of this thesis focuses on the role of the libraries. It also gives examples on how to develop reading to dogs and what studies can be done in the future. For the program to evolve more literacy activities can be incorporated and the role of the adult and the dog can be more active. This is a two years master’s thesis in Archive, Library and Museum studies.
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Chartier, Mary K. "Multicultural literature through the magic of storytelling." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/737.
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Herman, Janique Luschan Vogl. "An interrogation of morality, power and plurality as evidenced in superhero comic books: a postmodernist perspective." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005646.
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The desire for heroes is a global and cultural phenomenon that gives a view into society’s very heart. There is no better example of this truism than that of the superhero. Typically, Superheroes, with their affiliation to values and morality, and the notion of the grand narratives, should not fit well into postmodernist theory. However, at the very core of the superhero narrative is the ideal of an individual creating his/her own form of morality, and thus dispensing justice as the individual sees fit in resistance to metanarrative’s authoritarian and restrictive paradigms. This research will explore Superhero comic books, films, videogames and the characters Superman, Spider-Man and Batman through the postmodernist conceptions of power, plurality, and morality.
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Klop, Daleen. "The relationship between narrative skills and reading comprehension : when mainstream learners show signs of specific language impairment." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6755.
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Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated in the education of young learners in South Africa. Narrative skills form the bridge between oral language and literacy by providing experience in using the extended and decontextualized discourse units that children will encounter in written language. This study investigated the relationship between narrative skills and reading comprehension skills in young learners who are developing literacy. Specific linguistic markers of literacy in the narratives of a group of Grade 3 learners from communities with low socio-economic status were examined. The main research questions this study attempted to answer were: “How do linguistic deficits of learners with poor reading comprehension and specific reading comprehension deficits manifest in their oral narratives?” and “Are there linguistic markers that decisively distinguish between learners with specific reading comprehension deficits and learners with general poor reading skills as compared to learners with normal reading comprehension?” In a quasi-experimental research design, the Grade 3 participants in this study were assigned to three groups: Readers who are competent at word level and comprehension (good reading comprehension group), readers who are competent at word level but poor at comprehension (specific comprehension disorder group) and readers who are poor at both word level and comprehension (poor reading comprehension group). Measurement protocols were used to assess the linguistic variables of interest, namely vocabulary, narrative micro- and macrostructure structure, cohesion, coherence and other aspects of oral language. The results of this study confirmed the relationships between language skills and reading comprehension. It was found that readers with general poor reading skills performed significantly poorer on a variety of linguistic measures than readers with good reading comprehension. The group identified as readers with specific reading comprehension disorders were, in general, not significantly different from the other two groups. This study therefore did not provide clear evidence that readers with specific reading comprehension disorders presented with linguistic markers that could differentiate them from the other groups. The clinical implications for speech-language therapists and educators with regards to assessment and intervention were highlighted.
AFRIKAANSE OPSOMMING: Die behaling van geletterdheid is noodsaaklik om te oorleef in ‘n moderne, geïndustrialiseerde en kennisgedrewe samelewing. Kinders met swak taalvaardighede loop die risiko om akademies te faal weens die verskille tussen die orale taal wat alledaags gebruik word en die taalvaardighede wat vereis word om sukses in formele skoolomgewings te behaal. Die impak van swak orale taalvaardighede op die suksesvolle aanleer van leesvaardighede, spesifiek leesbegrip, word dikwels onderskat in die onderrig van jong Suid-Afrikaanse leerders. Narratiefvaardighede vorm die oorgang tussen orale taal en geletterdheid omdat narratiewe ondervinding verskaf in die gebruik van uitgebreide en gedekontekstualiseerde diskoerseenhede wat kinders in skryftaal teëkom. Hierdie studie het die verband tussen narratiefvaardighede en leesbegrip in jong kinders wat besig is om gelettedheid te ontwikkel, ondersoek. Spesifieke linguistiese merkers vir geletterdheid in die narratiewe van ‘n groep Graad 3 leerders van lae sosio-ekonomiese status, is ondersoek. Die hoof navorsingsvrae van die studie was: “Hoe manifesteer die linguistiese gebreke van leerders met swak leesbegrip en spesifieke leesbegripsprobleme in hul orale narratiewe?” en “Is daar linguistiese merkers wat afdoende onderskei tussen leerders met spesifieke leesbegripsprobleme en leerders met algemene swak leesvaardighede?” In ‘n kwasieksperimentele ontwerp is die deelnemers aan hierdie studie toegeken aan drie groepe: Lesers wat bevoeg is op woordvlak en begripsvlak (groep met goeie leesbegrip), lesers wat bevoeg is op woordvlak, maar met swak begrip (groep met spesifieke leesbegripsprobleme) en lesers wat onbevoeg is op woordvlak en begripsvlak (groep met algemene swak leesvaardighede). Protokolle is gebruik om die linguistiese veranderlikes, naamlik woordeskat, narratief mikro- en makrostruktuur, kohesie, koherensie en ander aspekte van verbale taal, te meet. Die resultate van hierdie studie het die verband tussen taalvaardighede en leesbegrip bevestig. Daar is gevind dat lesers met algemene swak leesvaardighede, in vergelyking met lesers met goeie leesbegrip, beduidend swakker presteer het op verskeie linguistiese metings. Die groep wat geïdentifiseer is as lesers met spesifieke leesbegripsprobleme het, oor die algemeen, nie beduidend van die ander twee groepe verskil nie. Hierdie studie het dus nie duidelike bewyse gevind dat lesers met spesifieke leesbegripsprobleme linguistiese merkers vertoon het wat hulle van die ander twee groepe kon onderskei nie. Die kliniese implikasies vir spraak-taalterapeute en opvoeders met betrekking tot assessering en intervensie is toegelig.
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Akboga, Dilan, and Maryam Hanna. "Flicka, pojke och transpersoner : En textanalys av tre läseböcker ur ett genusperspektiv för grundskolans mellanår." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34060.
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Primary school in Sweden has an important task to counteract traditional gender patterns and promote equality. The purpose of this study is to investigate how three fiction books portray girls and women as well as boys and men. The three chosen books are Rodrick regerar Dagbok för alla mina fans (2009), Glasbarnen (2012) and Det är jag som är Mickan (2015). This thesis will review whether the books were compatible with the national curriculum for Swedish school for the grade 1-9. To support our investigation, we have used Hirdman’s gender theory as a framework. Hirdman’s gender theory concerns the intersection of the gender and the hierarchy where the male is displayed as the norm. The study was executed with a qualitative text analysis. The results show that only two of the three chosen books correspond to the current curriculum requirements of counteracting traditional gender patterns. The third book promotes rather than counteracts traditional gender patterns as it still assigns more traditional characteristics and actions to boys, men, girls and women depending on gender. These results are evidence of and suggest that it is important to review the material we use for educational purposes because there are books that describe boys and girls in an unfair behavior, therefore this requires discussing the norms that is conveyed in the students’ fiction books.
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Riedl, Mikaela. "Modiga pojkar och hjälpsamma flickor : En diskursanalys hur manligt och kvinnligt framställs i läseböcker från 1950-talet, 1970-talet och 2000-talet." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14691.
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Societies are surrounded by unaware attitudes and views about what is masculine and what is feminine and this can contribute to people being raced differently. Boys and girls are shaped to think and act in different ways from an early age because of their gender. According to the curriculum in the Swedish school system, the school has an important task to prevent such perceptions young people have about sex and gender. Reading books are still a central source where students gather information in the Swedish school. Therefore, I find it interesting to examine how gender is produced in three Swedish reading books from three different periods (1950s, 1970s and 2000s) to see what similarities and differences there are between the texts and the study has been based on three questions: How are men/boys and women/girls described in the reading books based on their characteristics, interests and pursuits? How much space in the texts are represented by men/boys and by women/girls? What masculinities and femininities can be found in the texts and which ones are the most desirable? I have used a text analysis in my research to analyse the three reading books and based my theory on that gender is a social construction. My results show that the three reading books produce male and female structures based on the fact that men and women, boys and girls are opposites and are kept apart by qualities, pursuits and interests. Notions of what is masculine and feminine are also reflected in the texts by constructions of hegemonic masculinity and emphasized femininity. Further constructions concerning gender in the reading books are that men and boys have more space than women and girls and also that the personalities of men and boys grow at the expense of women and girls.
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Felipe, Adilson Ednei. "Engenho de letras: imprensa, livro e leitura como estratégia de ascensão negra na segunda metade do século XIX." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-11032016-131533/.
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Intelectuais negros e mulatos1 fossem jornalistas, escritores, advogados ou engenheiros (no caso dos irmãos Rebouças) existiram em um período em que o negro, supostamente, não deveria contar com possibilidades de inserção socioeconômica em setores acima da escravidão ou de um negro livre prestador de serviços básicos. Entretanto, características próprias do período relacionadas à intensa presença do negro e do mulato na sociedade e em suas atividades cotidianas, sua lógica simbólica e de sociabilidade propiciaram a inserção destes em ambientes e estratégias de sobrevivência, superação de obstáculos, muitos próprios de sua ascendência, e a ascensão social. Não obstante, esta presença intensa coincide, inclusive, com outra, a produção gráfica, que, por sua vez, está relacionada à valorização da escrita e da leitura em uma sociedade cuja alfabetização era precária e extremamente restrita. O escopo do presente opúsculo está concentrado em identificar e refletir sobre alguns mecanismos de inserção e ascensão social de negros e mulatos dentro de um universo simbólico de sociabilidade próprio de um período (segunda metade do século XIX), de um modelo governamental (Monarquia) e de uma composição trabalhista específica (escravidão). Ascensão esta, vinculada à produção impressa (jornalística e literária), à inserção no universo intelectual rebuscado e à proximidade das altas instâncias sociais, governamentais e econômicas provenientes de tais atividades ou relacionadas a estas.Black Intellectuals and mulattos, are journalists, writers, lawyers or engineers (in the case of brothers Rebouças), existed in a period in which the black person, supposedly, should not count with possibilities of insertion in socioeconomic sectors above the slavery or a black person free providing basic services. However, characteristics of the period related to the intense presence of black person and mulatto in society and in their daily activities, their symbolic logic and sociability propitiated the insertion of the black people in environments and survival strategies, overcoming obstacles, many own of his ancestry, and social advancement. However, this presence intense coincides, inclusive, with another that it, the graphic production, that, in turn, is related to the development of writing and reading in a society whose literacy was fragile and extremely restricted. The scope of this leaflet is concentrated in identify and reflect on the mechanisms of inclusion and social advancement of blacks and mulattos within a symbolic universe of sociability own a period (second half of the 19th century), a model government (Monarchy) and a composition specific labor (slavery). Ascension this, linked to production printed (journalistic and literary), entering the intellectual universe fetched and the proximity of high social institutions, governmental and economic from such activities or related to these.
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Hogmalm, Paulina. "Toddlaren och bilderboken : En studie om de yngsta barnens användande av bilderböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71137.
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Syftet med den här studien är att undersöka vilka möjligheter de yngsta barnen i förskolan har att ta del av bilderböcker. Genom observationer har jag studerat barn på två olika avdelningar i spontana och planerade situationer. Resultatet visar att det är vanligast med spontana situationer när det gäller de yngsta barnen i förskolan och detta sker varje dag. I de spontana situationerna utforskar barnen böcker själva och också tillsammans med pedagoger. Planerade situationer där barnen kommer i kontakt med böcker sker inte lika ofta i de yngre åldrarna, men förekommer vid några tillfällen i studien. I planerade situationer förekom till exempel dockteater tillsammans med hela barngruppen.The purpose of this study is to examine which possibilities the youngest children in the preschool have, to take part of picture books. Through observations I have studied children in two different departments in spontaneous and planned situations. The results show that the most common situation is spontaneous reading when it comes to the youngest children in preschool, and this occurs every day. In the spontaneous situations the children discover books both by themselves and together with the pedagogues. Planned situations when the children get in contact with books doesn’t happen as often in the youngest ages but occurs in some occasions in the study. In planned situations, for example puppetry occur with the hole group of children at the same time.
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Lau, Cheung-cheung, and 劉章璋. "A study of Manga and adolescent popular fiction in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221142.
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Mok, Ka-lai Cynthia, and 莫嘉麗. "The sociolinguistics of written Chinese in local comic booksubculture: stigmatised language varieties inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221488.
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Frederico, Aline. "Embodiment and agency in digital reading : preschoolers making meaning with literary apps." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283637.
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This dissertation investigates meaning-making in children's joint-reading transactions with literary apps. The analysis of meaning-making focuses on embodiment as a central aspect of literary app's texts and their reading and on children's negotiation of agency in the act of joint-reading. Meaning-making is understood through a multimodal social semiotics perspective, which considers that meaning is realised in the dynamic transaction between reader, text and social context. Therefore, the dissertation integrates the analysis of the apps and of the children's responses to capture the dynamics of meaning-making in such transactions. Case studies were conducted with six families, who read the apps The Monster at the End of This Book (Stone & Smollin, 2011) and Little Red Riding Hood (Nosy Crow, 2013) in an English public library. The central method of data collection involved video-recorded observations of parent-child joint-reading events, complemented by graphic elicitation, informal interviews and a questionnaire. The video data was analysed through multimodal methods. The findings indicate that the participant readers used their bodies not only as a material point of contact and activation of the interactive features but also as a resource for meaning-making in their transactions with the apps. The reader's body was essential in their engagement with the material and interactive affordances of the apps, in reader's expressions of their responses, and in the sharing of the reading experience with the parents. The body of the reader, through spontaneous and interactive gestures, is a mode of communication in the multimodal ecologies of both the text and the reader's responses. Furthermore, the child readers constantly negotiated their agency within the constraints posed by the text, which include the narrative itself and its interactive features, and those posed by the joint-reading situation. The bodies of the readers played an essential role in this dual negotiation of agency. Children's agency was scripted, that is, the readers exerted their agency within the limitations of a script. The script, however, allowed readers to improvise, and their performances also involved resistance to the script through playful subversion. In the joint-reading event, children's agency was foregrounded, positioning the children as protagonist readers, who performed most of the interactions and lived the aesthetic experience of the text fully, to the expense of their parents, who mostly participated as supporting readers, transferring their agency to the children through scaffolding.
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Reidefors, Cecilia. "Hur kan de ha tänkt? : En retrospektiv reflektion kring ansvaret för jämställdhet i och under kortfilmsproduktioner." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148605.
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There are a many types of digital media productions and in this paper, film is seen as one of them. This study focuses on who can be seen as responsible for their production – the designer for their design, the director for their film. To explore this, the paper uses a qualitative method to first explore a number of short films and then analyze the findings with the use of retrospective reflection. To do this, the paper combines mainly design theory, feminist theory and film theory. The main focus of the paper is to use retrospective reflection to explore the responsibility of equality in short film productions. The study relies on a template, which has been developed during the process. Overall, the paper has a focus on equality and whether or not the portrayal of men and women in film change when a woman is directing compared to when a man is. The conclusion of the paper is that the short film industry in Sweden is both more and less equal than the film industry in total, and that retrospective reflection is an effective tool to use in this kind of study.
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Sampaio, Amanda Leite de. "Escrita Epistolar e Letras do Afeto em Josà MartÃ." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10670.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEste trabalho compreende a trajetÃria intelectual e do afeto de Josà Martà a partir de fontes da sensibilidade martiana â cartas pessoais, dedicatÃrias, diÃrios de viagem e cadernos de apontamentos. Na trajetÃria de Josà Martà (1853-1895) sÃo letras do afeto, os escritos considerados mais pessoais, onde compartilha em tom de diÃlogo, sentimentos e ideias com homens e mulheres do seu cÃrculo de amizade. Observando a moldura do sÃculo XIX e o contexto sociopolÃtico latino-americano; o presente estudo ressalta as formas de convivialidade dos cÃrculos intelectuais, a experiÃncia do exÃlio e os lugares sociais de circulaÃÃo dos livros, dos periÃdicos e difusÃo das leituras.
This work includes the emotional and intellectual trajectory of Josà Martà right from the artistâs own emotional sources such as personal letters, dedications, travel diaries and notebooks. In the course of Josà Martà (1853-1895), the letters of affection are the writings which are considered more personal and, in which he shares in a tone of dialogue, feelings and ideas with men and women of his own circle of friends. Observing the frame of the nineteenth century and the Latin American sociopolitical context, the present study highlights the forms of living together in intellectual circles, the experience of exile and places of social circulation of books, periodicals and dissemination of readings.
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Larsson, Rikard. "Action i läsförståelse : Hur spelmekaniker kan påverka hur väl spelare tar till sig textinnehåll." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20504.
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Denna studie syftade till att kvantitativt jämföra hur dataspelmekaniska skillnader påverkar spelares förmåga att förstå en text. Hypotesen var att försökspersoner som engagerat sig i texten via spel innehållande logikpussel presterar bättre på ett efterföljande läsförståelsetest om innehållet än de som läst texten utan pusselelement. För att testa hypotesen skapades tre spelversioner för presentation av samma text: Visual Novel (VN) utan pusselelement, samt Phoenix Wright- (PW) och Danganronpainspirerade (DR) versioner med pusselelement. Ett bekvämlighetsurval på 29 försökspersoner rekryterades. 8, 11 respektive 10 försökspersoner slumpades att spela version VN, PW eller DR, följt av läsförståelsetestet. Av maxpoängen 23 på läsförståelsetestet var medelvärde och standardavvikelse för respektive grupp: VN 10.6±4.7, PW 11.3±2.9, DR 13.4±4.0. Vid parvis jämförelse mellan grupperna identifierades inga signifikanta skillnader. Poweranalys visade att studien hade krävt fler försökspersoner för statistiskt relevant hypotesprövning. Studien kan fungera som pilot för liknande framtida större undersökningar.Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.
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Olivier, Séverine. "Le roman sentimental: productions contemporaines et pratiques de lecture." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210245.
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Etiqueté péjorativement « roman à l’eau de rose », le roman sentimental, critiqué et plutôt méconnu, est pourtant un genre paralittéraire à succès. Bien qu’inspirant mépris et indifférence, cette production et son lectorat francophone méritent dès lors qu’on s’y attarde. Produit emblématique de la culture médiatique, le roman sentimental représente en effet un indicateur de mutations culturelles d’importance. Articulée en deux temps, notre analyse se centre, d’une part, sur les spécificités de cette production et, d’autre part, sur son lectorat francophone. L’examen du roman sentimental sous l’angle textuel, éditorial et auctorial est donc couplé à une enquête qualitative basée sur un ensemble d’entretiens semi-directifs visant à circonscrire les pratiques du lectorat, à éclaircir les motifs à la base de la lecture sentimentale et à déterminer sa fonction principale.Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
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Rawson, Angela. "A critical linguistic analysis of a popular comic genre in Japan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1021.
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This research will focus on the issue of power and gender in the language of Japanese comics (manga). Comics in Japan are enormously popular and are read by a wide audience. They are aimed at specific audiences and it is my argument that the language of manga helps to reinforce certain social stereotypes - particularly the inferiority of women and the dominance of males. The language of children's manga will be analyzed using the framework of Critical Discourse Analysis (CDA), which concerns itself with the relation between ideology and power in discourse. The analysis will be at various levels including lexica-semantic, pragmatic, textual and ideological. The texts to be analyzed will be Japanese manga in the original Japanese language. Manga aimed at specific audiences, i.e. young boys and girls, will be analyzed to determine the presence of male-dominant ideology in the text. I argue that an interpretation of the text under the framework of GOA supports the hypothesis that the ideology of male dominance is present in manga and that it has become normalized in Japan.
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Sampaio, Amanda Leite de. "Escrita epistolar e letras do afeto em José Martí." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/6149.
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SAMPAIO, Amanda Leite de. Escrita epistolar e letras do afeto em José Martí. 2013. 256f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em História, Fortaleza (CE), 2013Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-11T13:05:46Z No. of bitstreams: 1 2013-DIS-ALSAMPAIO.pdf: 4689455 bytes, checksum: c0c69f7a112803989dfcc702a7e74f1c (MD5)
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This work includes the emotional and intellectual trajectory of José Martí right from the artist’s own emotional sources such as personal letters, dedications, travel diaries and notebooks. In the course of José Martí (1853-1895), the letters of affection are the writings which are considered more personal and, in which he shares in a tone of dialogue, feelings and ideas with men and women of his own circle of friends. Observing the frame of the nineteenth century and the Latin American sociopolitical context, the present study highlights the forms of living together in intellectual circles, the experience of exile and places of social circulation of books, periodicals and dissemination of readings.
Este trabalho compreende a trajetória intelectual e do afeto de José Martí a partir de fontes da sensibilidade martiana – cartas pessoais, dedicatórias, diários de viagem e cadernos de apontamentos. Na trajetória de José Martí (1853-1895) são letras do afeto, os escritos considerados mais pessoais, onde compartilha em tom de diálogo, sentimentos e ideias com homens e mulheres do seu círculo de amizade. Observando a moldura do século XIX e o contexto sociopolítico latino-americano; o presente estudo ressalta as formas de convivialidade dos círculos intelectuais, a experiência do exílio e os lugares sociais de circulação dos livros, dos periódicos e difusão das leituras.