To see the other types of publications on this topic, follow the link: Teachers reading aloud.
Dissertations / Theses on the topic 'Teachers reading aloud'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 32 dissertations / theses for your research on the topic 'Teachers reading aloud.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Primeau, Jessica M. "WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?" Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174664271.
Full text
2
Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.
Full textAbstract:
Thesis advisor: Curt Dudley-MarlingFederal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the linguistic challenges that ELLs face in classroom settings (Lucas & Villegas, 2011). Reading aloud to bilingual students, specifically using components of a shared reading model (Holdaway, 1979), potentially provides an avenue for meaningful language and literacy development. While a corpus of research exists about reading aloud with English-speaking students, there has been limited research on its use with bilingual students in classroom settings. Drawing on a sociocultural theoretical framework (Gee, 1996; Vygotsky, 1978), the Output Hypothesis of second language acquisition (Swain, 1985), ethnographic perspectives (Heath & Street, 2008), action research (Stringer, 1999) and discourse analysis (Bloome et al., 2008), this qualitative study examined the practice of four pre-service elementary teachers reading aloud English texts (fiction, expository, and poetry) to small groups of bilingual students across four grade levels. The research was conducted to study pre-service teachers' language and literacy teaching practices and pre-service teacher-bilingual student interaction patterns in read aloud contexts to better understand their potential for bilingual student language and literacy learning. Additionally, the study provided beginning teachers with professional development geared towards helping pre-service teachers to meet the unique language and literacy needs of bilingual students. It was found that pre-service teachers consistently strived to develop students' word knowledge and support text comprehension. In doing so, teachers utilized a variety of teaching practices and linguistic patterns of interaction during read alouds which varied across teachers. The argument is made that these various teacher moves and discourse patterns led to qualitatively different types of interactions and affordances for bilingual student learning. Implications for mainstream classroom teachers and teacher education programs are provided
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
3
Adams, Nina P. "Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30708.
Full textAbstract:
Purposes and Procedures:
According to many scholars (Huck et al., 1983; Chambers, 1983; Trelease, 1985; Kimmel and Segel, 1988), reading aloud is a powerful way to reach children academically and emotionally. Because reading aloud has the potential to affect children and because reading aloud occurs most often at the elementary level, this study was designed to investigate the factors that influence teachers' selection of trade books for use in readaloud sessions in their kindergarten classrooms.
Participants included six kindergarten teachers with varying levels of experience, and data were collected in the naturalistic setting through means of interview, focused book review, and think-aloud procedures designed to approach the participants' thinking from a variety of angles.
Fieldtesting was conducted to help strengthen the inquiry design and provide an opportunity for realistic application of the method chosen for analysis (Rubin and Rubin, The Art of Hearing Data, 1995). Analysis included color-coding for identification of concepts and themes both in individual interviews and across cases.
Findings:
All six participants readily acknowledged the importance of reading aloud in the classroom, and, though time and length of readaloud sessions in their classrooms vary, each of these teachers includes it in her daily program. Further, these teachers indicated that there are a variety of factors which influence their choices, factors falling within several categories: purpose for reading, students' needs and desires, characteristics of books themselves, books' potential to enhance literacy growth, and issues of controversy. Further, these participants indicated their use of a variety of pre-reading, during reading, and post-reading strategies which they believe helps enhance the readaloud session for their students.
Conclusion:
The results of this study promote the idea that kindergarten teachers recognize the importance of reading aloud and that they consider carefully their trade book selection. Perhaps also the results could provide a springboard into further, more issue-focused or specific research regarding the factors found to influence teacher choice.Ed. D.
4
Drewry, Robert Stephen. "Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591.
Full text
5
Berntsson, Anna, and Sofia Thorin. "Räknar vi med barnboken? : Ett tillfälle för läraren att prata matematik med förskolebarn utifrån boken Fia och djuren." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21861.
Full textAbstract:
Syftet med arbete är att undersöka hur lärare använder sig av barnboken Fia och djuren (Kruusval 2007) för att synliggöra matematik för barn i åldern 5-6 år på förskolan. Vi observerade lärarna i en högläsningssituation, därefter intervjuade vi dem för att få en djupare bild av hur de tänkte kring högläsning och matematik. Resultatet på undersökningen visar att lärarnas kunskaper och erfarenheter kring ämnet matematik har en avgörande betydelse för vilken form av matematik som synliggörs i högläsningen. Resultatet visar också att det är av stor vikt att lärarna utmanar, uppmuntrar, stödjer och samtalar med barnen om den matematik som är både synlig och dold i boken.The purpose with the work is to examine how teachers use the children book Fia och djuren (Kruusval 2007) to make mathematics visible for 5-6 year old children in preschool. We observed the teachers in a reading aloud session and then we interviewed them to get a deeper picture of how they were thinking around the subject of reading aloud and mathematics. The result of the examination shows that the teachers’ knowledge and experiences around the subject of mathematics have a crucial meaning for which form of mathematics that is visible in the reading aloud session. The result also shows that it is of great importance that the teachers’ challenges, encourage, support and discuss with the children about the mathematics which is both visible and hidden in the book.
6
Franitza, Patrice, and Kristina Kastberg. "Foppatofflor och Steppskor." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33646.
Full textAbstract:
Syftet med detta arbete är att studera hur skönlitteraturen används på förskolorna som vi har valt att besöka och varför högläsningen bortprioriterats.För att uppnå våra syften har material samlats in på fyra stycken avdelningar på tre olika förskolor. Kvalitativa intervjuer med fyra förskollärare har gjorts samt observationer i barngrupperna.Syftet var att studera hur högläsningen används i de förskolor som besöktes, samt i vilket syfte pedagogerna anser att högläsningen används. Se hur högläsningen prioriteras av pedagoger samt hur de jobbar för att nå mål som finns i läroplanen och de lokala målen som finns på förskolan.Resultatet av intervjuerna och observationerna visar att pedagogerna gärna vill använda skönlitteratur i verksamheten men att vardagen sätter olika hinder i vägen för högläsningen. Vår slutsats blir att pedagogernas retorik och praktik inte stämmer överens.The purpose of this thesis is to examine how literature is used in the preschools and why reading aloud is not a priority in the daily routine anymore.To achieve our goals we visited four units in three different preschools and also lead qualitative interviews with four preschool teachers. The purpose was to study how reading aloud is used in the preschools we decided to visit, and what purpose the preschool teachers thinks it has. See how reading aloud is prioritized by the preschool teachers and how they work to achieve local goals and goals contained in the curriculum.The results of the interviews and observations show that the teachers are willing to use literature in the everyday routines of the preschool, but due to obstacles in the daily routine reading aloud is right now not a possibility. Our conclusion is that the preschool teachers’ rhetoric and practice do not match.
7
Andrén, Amanda. "Metoder vid högläsning som påverkar elevers språkutveckling : En intervjustudie med fem verksamma lärare." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78318.
Full textAbstract:
För att eleverna ska utveckla språket och ordförrådet samt förstå det lästa är högläsning med språkutvecklande strategier en bra metod. Syftet med studien är att undersöka hur lärare i årskurs 1–3 upplever att de arbetar med högläsning av skönlitteratur och hur de anser att deras arbete utvecklar elevens ordförråd och språkutveckling. Undersökningens teoretiska utgångspunkt utgår från det sociokulturella perspektivet. Vilket innebär ett lärande där interaktionen mellan människor är det viktigaste redskapet för att lärande ska kunna ske. En intervjustudie genomfördes med fem legitimerade svensklärare som undervisar på lågstadiet. Resultatet visar att samtliga lärare anser sig använda högläsning i sin undervisning, för att främja elevers språkutveckling och ordförråd. Alla fem lärarna framhåller att de använder sig av en eller flera språkutvecklande metoder, de metoder som framkom var En läsande klass och Reading to Learn. Dessa metoder används på olika sätt beroende på syfte, och lärarna framhåller att de också inspireras av metoderna för att utveckla dem till ett eget arbetssätt. Lärarna upplever att högläsning av skönlitteratur bidrar till positiva effekter på elevernas ordförråd och språkutveckling.Reading aloud with language development strategies is a method to develop pupils language and vocabulary, as well as to understand the read text. The object of this study is to examine how teachers experience reading fiction aloud for pupils, and how their work develops the vocabulary and language development of their pupils. The theoretical approach of the study is based on the socio-cultural perspective. Meaning that the interaction between people are the most important tool for learning. An interview study was conducted with five legitimized teachers of the Swedish language who teach at the lower level, grade 1-3. The result shows that all teachers say that they are reading aloud as part of their teaching. All five teachers stress that they are using one or more language development methods, the methods that emerged were “En Läsande Klass” and “Reading to Learn”. These methods are used in different ways depending on the purpose, and the teachers point out that they are often taking bits and pieces from them to develop and use in their teaching. The teachers experience that reading fiction aloud are contributing factors for the pupils development of vocabulary and language development.
8
Atterlid, Niclas. "Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077.
Full textAbstract:
The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds? The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing. The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts.
9
Bohlin, Jenny. "En gnutta läslust : Fyra lärare och deras arbetssätt för att främja de yngsta skolelevernas läslust." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44041.
Full textAbstract:
This project investigates how four teachers work to encourage their pupils’ love of reading. The study was conducted with the focus on teachers working in grades 1–3. The teacher’s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers’ opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher. It has also been found that the teachers think that the responsibility for encouraging children’s lies not just with the teacher but also in the children’s home.
10
Ottosson, Julia. "Högläsning som verktyg för ordförrådsutveckling hos flerspråkiga barn : En studie om hur förskollärare använder högläsning för att utveckla det svenska ordförrådet hos flerspråkiga barn." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100312.
Full textAbstract:
Syftet med rapporten är att bidra med kunskap om förskollärares arbetssätt för utveckling av flerspråkiga barns ordförråd i det svenska språket. Det finns många flerspråkiga förskolebarn som är i behov av att utveckla ordförrådet för att kunna kommunicera. Förskollärare har observerats under högläsning med ett flerspråkigt barn och blivit intervjuade om deras arbetssätt därefter. Studien tar sin utgångspunkt från en kategorisering av lärandet som kontextuellt, analytiskt och förankrat. Det analytiska arbetssättet var mest förekommande bland förskollärarna. Förskollärarna berättar att de inte arbetar med att göra barn fonologiskt medvetna inom det förankrade arbetssättet. De säger att de arbetar mest med det kontextuella arbetssättet som innebär att göra kopplingar mellan böckernas innehåll och barnens erfarenheter. I observationerna används det kontextuella arbetssättet minst och desto mer av det förankrade arbetssättet. Det tyder på att förskollärarna inte är medvetna om de olika arbetssättens innebörd eftersom intervjuerna och observationerna ger skilda resultat. En slutsats är att förskollärare behöver bli mer medvetna om arbetssättens innebörd eftersom de är viktiga för barnens utveckling av ordförråd.
11
Elder, Sharon M. Brabham Edna R. Greene. "Comprehension strategy instruction with teacher read alouds for first graders." Auburn, Ala., 2006. http://hdl.handle.net/10415/1292.
Full text
12
Bender, Franklin W. "Linguistic Features of Instructional Language during Read Aloud Lessons." Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935745.
Full textAbstract:
The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study’s random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability of their teacher’s use of instructional language during direct instruction read aloud lessons. Specifically, I analyzed the following linguistic attributes: (a) clausal density, (b) number of different words, (c) words per minute, (d) percentage of maze words, and (e) number of abandoned utterances. Exploratory associations for these variables were compared against the Quality Classroom Instruction protocol (QCI), a measure of teaching effectiveness. The results of my study yielded null effects due study limitations. However, the explored area addressed a blind-spot within the literature and provided preliminary data, insight, and recommendations pertaining to the linguistic attributes of instructional language used by first grade teachers during read aloud lessons.
13
Kohart, Jennifer N. "Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120.
Full text
14
Adeyemo, Mary. "Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1470.
Full textAbstract:
In an inner-city elementary school, students continue to lag in reading proficiency, and implementation of research-based, district-mandated teaching strategies is not well understood. The purpose of this case study was to explore teachers' perceptions of mandated, read-aloud expository text strategies in K-2 classrooms. The conceptual framework was Vygotsky's social constructivism model of learning, which envisions students learning by interacting with teachers and peers, in this case, using read-aloud strategies, until they become autonomous, expository readers. The research questions focused on benefits and challenges of the implementation of read-aloud expository text by K-2 teachers who were given a 5-year mandate by the school to use strategies of scaffolding, graphic organizers, think-alouds, and text talk. Data were gathered from 5 teachers who volunteered to participate and were trained in the strategies. Data collection included individual interviews, collaborating interviews, reflective journals, and field notes. Open coding and thematic analysis identified 6 themes of teacher perceptions, including benefits, situational strategies, and explanations for use, challenges, support, and implementation. Throughout the data collection process, teachers suggested the use of Text Talk Kit materials. These kits, in use by other districts, may be beneficial to all teachers and may lead to social change by allowing teachers to access materials to better instruct all struggling readers, a benefit across all curricular areas and for all students.
15
Wiezell, Linda. "Högläsning i skolan : En studie om hur tre lågstadielärare arbetar med högläsning – föreställningar och motiv." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44549.
Full textAbstract:
The aim of the study was to investigate how teachers work with reading aloud. The aim also included examining their ideas about and motives for reading aloud. The study consisted of interviews with three teachers at the lower level of compulsory school along with observation of one of these teachers during a reading aloud session. The interviewed teachers work at three different schools in the same geographical area. The analytical tools chosen for the study were the theories of Rosenblatt. The three basic skills that Damber et al. showed children to develop through reading aloud were also used to interpret the result. The result showed that the teachers have two main purposes for the reading aloud sessions: relaxation and a structured occasion for learning. Two of the teachers use the project “A Reading Class”. The teachers say that the reading aloud creates a sense of community in the classroom when the children share the same reading experience. There are usually conversations during the sessions, but most conversations take place during the structured learning occasions. The teachers’ main motive for reading aloud is the ambition to develop an interest in books among the children, leading them into their own reading development. They want to give the children an entrance to the literary world.
16
Johansson, Sandra, and Teresia Johansson. "Högläsning : - om pedagogers inställning till högläsning i förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312769.
Full text
17
Reinisch-Sölvberg, Jonna. "Högläsning : ur fyra förskoleklasslärares perspektiv." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46999.
Full textAbstract:
This study investigates four pre-school teachers point of view on loud-reading. The study aims to illuminate the pre-school teachers motive of reading loudly. The case study has been done with a socio-cultural perspective on teaching as a basic. I have chosen to use the qualitative interview technique in order to examine how teachers include loud-reading in their lessons. Informants claimed that reading-loudly nearly always is done in group, but how large the group is could vary of course. All of the teachers stated there were a lot of reasons for loud-reading. In spite of the informants claim that there are a lot of reasons to do so, the overall motive was to calm down the pupils. As for that the consensus was complete, whilst the reason for reading loudly spontaneously or plannedly did differ.
18
Theriot, Alyson A. "A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2498.
Full textAbstract:
It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school. The purpose of this phenomenological case study was to examine how middle school teachers and their students describe the use of read-alouds, including the teachers’ reasons for conducting read-alouds and the students’ descriptions of their experiences with them. Individual interviews and observations were conducted with two teachers and six students to gain the essence of their experiences with read-alouds. Results from this study indicated that what students gained from read-alouds matched the reasons their teachers utilized them. The students described their experiences as enjoyable, helpful to independent reading, motivating, engaging, and a learning opportunity which were all reasons their teachers stated for reading aloud. Findings in this study also indicated the fidelity with which read-alouds were implemented by teachers was impacted by district mandates and the pressure of preparing students for state tests. Results indicated students prospered both cognitively and affectively from listening to teachers read aloud. This study can be used to inform middle school teachers and administrators of the value of using read-alouds.
Keywords: Read-Alouds, Middle School Teachers, Middle School Students, Middle School Reading
19
Sundin, Mukta. "Intervjuer med förskollärare om perspektiv och tankar kring högläsning på förskolan." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34717.
Full textAbstract:
Förskollärarens högläsning utgör en stor del av förskolans vardag. De flesta barn älskar att sitta med en bok och höra när förskolläraren läser och vill helst läsa samma bok om och om igen. Högläsning är något positivt där barnen kan utveckla sitt språk och lärande. Syftet med den här undersökningen är att få mer kunskap om förskollärarens perspektiv på högläsning i förskolan samt ta reda på deras erfarenheter kring högläsning. Därför har följande frågeställningar tagits med: I vilket syfte har man med högläsning i verksamheten och hur tillämpas högläsning i vardagligt förekommande pedagogiska situationer i förskolan? Vilken syn har förskollärare på högläsningens innebörd för barns språkutveckling? Vilka andra tankar eller idéer har förskollärarna kring högläsning? Utifrån för- och nackdelar med att använda online och ansikte mot ansikte intervjuer som metod valdes online intervjuer för två förskollärare på grund av covid-19 pandemin och två förskollärare intervjuades på plats på respektive förskola. Datainsamlingsstrategin utgår ifrån djupintervjuer med respondenterna. Resultatet och analysen bygger på intervjuerna där jag har sammanfattat lärarnas synpunkter och erfarenheter av högläsning. Samtliga förskollärare berättade att högläsning var ett positivt pedagogiskt redskap. Respondenterna beskriver djupgående hur högläsning är ett viktigt hjälpmedel för alla barn som har svårt med det verbala språket. De anser att förskolan ska präglas av högläsning där åhörande barn ska kunna fantisera och stimuleras i sin språkutveckling, samtidigt som högläsning ska utgöra en rolig upplevelse för barnen.
20
Montgomery, Connie M. "Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245202435.
Full text
21
Licht, Eleonor. "Högläsning i undervisning : En kvalitativ studie om lärares beskrivningar av sitt arbete med högläsning i årskurs 1." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44746.
Full textAbstract:
Studien behandlar ämnet högläsning där syftet är att undersöka hur lärare i årskurs 1 beskriver sitt arbete med högläsning i undervisning. Undersökningen är kvalitativ där fem lärare har deltagit genom semistrukturerade intervjuer. Frågeställningarna för studien är: Vilken inställning har lärare till högläsning? Varför använder lärare sig av högläsning? Vilka arbetssätt använder lärare vid högläsning? Studiens teoretiska utgångspunkt är Lev Vygotskijs sociokulturella perspektiv som utgår från att människor lär tillsammans. När elever ges möjligheter att utbyta tankar med en kunnig person kan den proximala utvecklingszonen utnyttjas och elever kan få stöd i form av scaffolding enligt perspektivet. Resultatet visar att de deltagande lärarna har en positiv inställning till högläsning. De anser att högläsning kan bidra till flera positiva effekter för elever, då de kan lära sig hur man tar sig an en text, få syn på hur språket är uppbyggt och att deras läsförståelse kan förbättras. I undervisning har lärarna flera olika syften med högläsning som exempelvis läsupplevelse och för att öka elevers läsförståelse. Det är vanligt att lärarna modellerar lässtrategier genom att förutspå, klargöra, ställa frågor och sammanfatta.The study deals with the topic of reading aloud where the purpose is to investigate how teachers in grade 1 describe their work with reading aloud in teaching. The study is qualitative where five teachers have participated through semi-structured interviews. The questions for the study are: What attitude do teachers have to read aloud? Why do teachers use reading aloud? Which methods do teachers use with reading aloud? The theoretical starting point of the study is Lev Vygotsky's socio-cultural perspective, which assumes that people learn together. When students are given the opportunity to exchange thoughts with a knowledgeable person, the proximal development zone can be utilized and students can receive support in the form of scaffolding according to the theory. The result shows that the participating teachers have a positive attitude towards reading aloud. They think that reading aloud can contribute to several opportunities for students as they can learn how to approach a text, get an overview of how the language is structured and that their reading comprehension can be improved. In teaching, the teachers have several different purposes with reading aloud such as reading experience and to increase students reading comprehension. It is usual that the teachers model reading strategies by predicting, clarifying, asking questions and summarizing.
22
Carvalho, Arli Pires de. "Investigando a reconstrução do estilo de ação do professor em eventos de leitura." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13669.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:22:50Z (GMT). No. of bitstreams: 1
Arli Pires de Carvalho.pdf: 352442 bytes, checksum: 6c922ce55c289c5569ffead0dd66eae2 (MD5)
Previous issue date: 2014-05-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The main objective of this research is to investigate the actions of the teacher researcherin situations of interaction with a group of boys, in literacy events, as well as analyze and discuss how students and also teachers construct meanings and develop argumentation skills, reflection, collective reasoning, using the technique of Group Think-Aloud (GTA) (ZANOTTO, in press) or Verbal Protocol. In this sense, I seek grants for working with teachers in a group coordinated by me in a state school.The technique of GTA is inserted in Applied Linguistics Area. It is researched in Brazil by GEIM Study Group of Indeterminacy and Metaphor (ZANOTTO, 1995, 1998, 2008; ZANOTTO and PALMA, 2008, 2013), under the coordination of ZANOTTO and allowed the generation of research data in five experiences of reading, which were recorded, transcribed and analyzed in order to observe how students and teacher researcher constructed meanings during reading activity. In this sense, the focus is on the following research questions: (1) Howpractice of reading PAG may contribute about development of students asprotagonists of the read act? (2) How, from the analysis and discussion of the teacher researcher actions in literacy events PAG, is it possible to build a new discourse to interact with the students?The results showed ushow the interaction between teacher and students occurred;also showed how participants reasoned, constructed arguments, inferences, understanding, and how the teacher researcher orchestrated the voices of students through the literacy GTApractices, which enabled the group to respect the subjectivity of each participant, giving them voice. The analysis of theteacher researcher actions showed us the need to change from the traditional approach in the classroom, as well as mediating actions of reading as social and cultural practicesfrom the perspective of Group Think-Aloud
Esta pesquisa tem como objetivo geral investigar as ações da professora pesquisadora, em situações de interação com um grupo de meninos, num evento de letramento, assim como analisar e discutir como alunos e, também, professores constróem sentidos e desenvolvem capacidades de argumentação, reflexão, raciocínio coletivo, por meio da técnica do Pensar Alto em Grupo (PAG) (ZANOTTO, prelo) ou Protocolo Verbal, como também é chamada. Nessa direção, busco subsídios para a formação do grupo de professores sob minha coordenação em uma escola pública. A técnica do PAG está inserida na Linguística Aplicada, é pesquisada, no Brasil, pelo grupo GEIM, Grupo de Estudos da Indeterminação e da Metáfora(ZANOTTO,1998, 2008; ZANOTTO e PALMA, 1998, 2013),sob a coordenação de ZANOTTO, e possibilitou a geração dos dados de pesquisa em cinco vivências de leitura, denominadas vivências do PAG, que foramgravadas, transcritas e analisadas com a finalidade de observar como alunos e professora pesquisadora construíram sentidos durante a atividade de leitura. Nessa direção, o foco recai nas seguintes perguntas de pesquisa: (1) Como a prática de leitura do PAG pode contribuir para a formação do aluno como protagonista do ato de ler? (2) Como, partir da análise e discussão das ações da professsora pesquisadora em eventos de letramento do PAG, é possível construir um novo discurso para interagir com o aluno? Os resultados da análise dos dados revelaram como ocorreu a interação entre professora pesquisadora e alunos, além demostrarem como os participantes de pesquisa raciocinaram, como construíram argumentação, inferências, compreensão e, também, como a professora pesquisadora orquestrou as vozes dos alunospor meio da prática de letramento defendida pelo Pensar Alto em Grupo, que possibilitouao grupo respeitar a subjetividade de cada participante, dando-lhes voz. A análise das ações da professora pesquisadora mostraram a necessidade de mudança com relação à abordagem tradicional, em sala de aula, assim como a de atuar mediando leitura como prática social e cultural na perspectiva do Pensar Alto em Grupo
23
Jakobsson, Anna. "Högläsningens betydelse för språkutvecklingen : En studie om lärares attityder till högläsning som språkutvecklande och undervisningsform." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78317.
Full textAbstract:
Reading aloud is a form of teaching that rarely occurs in favor of other activities. Nevertheless, research shows that reading aloud is the main language development in children. This study aims to clarify the views teachers have about reading in relation to language development, as well as what they think about the working method. The thesis's theoretical approach is mainly based on the socio-cultural perspective on learning where interaction between individuals and the language are fundamental factors for learning to take place. An interview study of qualitative type has been conducted with active teachers in grades 1-3. Previous research shows the importance of reading aloud for language development and the teaching form has many advantages. It is important that the students are included, that there is time and that the teaching is carefully planned with a purpose. The result shows that teachers read aloud continuously but that the purpose varies. First and foremost, they say that the moment aims to be language development but sometimes also to relaxation. They use different strategies to get students involved and they believe that the main thing is the vocabulary and reading comprehension that is promoted. Some stated that they opt out of reading aloud sometimes as they thought it takes a lot of time.Högläsning är en undervisningsform som förekommer sällan och som utgår till förmån för andra aktiviteter. Trots det visar forskning på att högläsning främjar språkutvecklingen hos barn. Den här undersökningen syftar därför till att bringa klarhet i vilken syn lärare har på högläsning i relation till språkutveckling, samt vad de anser om arbetsformen. Uppsatsens teoretiska ansats utgår främst från det sociokulturella perspektivet på lärande där interaktion mellan individer och språket är grundläggande faktorer för att lärande ska ske. En intervjustudie av kvalitativt slag har genomförts med aktiva lärare inom årskurserna 1-3. Tidigare forskning visar på högläsningens betydelse för språkutvecklingen och undervisningsformen har många fördelar. Viktigt är att eleverna är inkluderade, att det finns tid och att undervisningen är noga planerad med ett syfte. Resultatet visar att lärare högläser kontinuerligt men att syftet varierar. Främst säger de att stunden syftar till att vara språkutvecklande men ibland även till avkoppling. De använder olika strategier för att få eleverna delaktiga och de anser att det främst är ordförråd och läsförståelse som främjas. Några uppgav att de väljer bort högläsningen emellanåt då de menade att den tar mycket tid i anspråk.
24
Sjöberg, Sara. "Förskoleklassens högläsning : en flermetodsstudie om hur förskoleklasslärare uppfattar högläsning som ett pedagogiskt verktyg för elevers läs- och skrivutveckling." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45117.
Full textAbstract:
Studien behandlar ämnet högläsning där syftet är att bidra med kunskap om hur förskoleklasslärare uppfattar arbetet med högläsning som ett pedagogiskt verktyg för elevers läs- och skrivutveckling. Utifrån syftet ställdes fyra forskningsfrågor: Hur beskriver förskoleklasslärare att de använder högläsning i undervisningen? Vilka hinder finns det med högläsning för elevers läs- och skrivutveckling enligt lärare i förskoleklass? Vilka möjligheter finns det med högläsning för elevers läs- och skrivutveckling enligt lärare i förskoleklass? Hur ser förskoleklasslärare på högläsning i relation till andra aktiviteter för att utveckla elevers läs- och skrivutveckling? Synen på lärande i studien utgår från det sociokulturella perspektivet. Genom samspel mellan elever samt mellan elever och lärare kan kunskap utvecklas. Både kvantitativ och kvalitativ undersökning har använts genom en enkätundersökning och intervjuer. I enkäten deltog 75 lärare och i intervjuerna deltog fem lärare. I analysen av datainsamlingen användes kodning av nyckelord och tematiseringsarbete för att kunna besvara studiens forskningsfrågor. Resultatet visar att förskoleklasslärare ser högläsning som ett viktigt och kompletterande pedagogiskt verktyg för elevers läs- och skrivutveckling, där både möjligheter och hinder identifierades. De möjligheter som framkom var språkutveckling, läs- och skrivlust samt förståelsearbete för texter. De hinder som lärarna sade var främst anpassning till elevgruppers nivåskillnader i relation till språk, kunskap och skolmognad samt fånga elevers intresse för att skapa engagemang för högläsningen.The study deals with the topic reading aloud where the aim is to contribute knowledge of how pre-school class teachers perceive the work of reading aloud as a pedagogical tool for pupils' reading and writing development. To achieve this purpose four research questions were used: How do pre-school class teachers describe that they use reading aloud in teaching? What are the obstacles with reading aloud for students reading and writing development according to pre- school class teachers? What opportunities are there with reading aloud for students reading and writing development according to pre-school class teachers? How do pre-school class teachers view reading in relation to other activities to develop students' reading and writing development? In this study, the view of learning is based on the sociocultural perspective. Through interaction between pupils and between pupils and teachers knowledge can be developed. To collect data for this study, both a quantitative and a qualitative method were used. Data was collected through a survey and interviews. In the survey, 75 teachers participated, and in the interviews five teachers participated. In the analysis of the data, coding of keywords and thematic work was used to answer the study's research questions. The result shows that teachers in pre-school class view reading aloud as an important and complementary pedagogical tool for pupils reading and writing development. Furthermore, both opportunities and obstacles were identified. The opportunities were language development, desire to read and write and working with understanding texts. The obstacles that the teacher mentioned were mainly difficulties in adapting to the pupils’ level differences related to language, knowledge, school maturity and to interest as well as involve pupils in reading aloud activities.
25
Santos, Ivanete de Almeida. "Ler para ser: um desafio possível no cotidiano escolar." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14159.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:24:19Z (GMT). No. of bitstreams: 1
Ivanete de Almeida Santos.pdf: 723465 bytes, checksum: e9a4584bbeedbf58fb0a4ded07b2fefa (MD5)
Previous issue date: 2010-06-14Secretaria da Educação do Estado de São Paulo
Placed within the Applied Linguistic field, this thesis aims at investigating my action as a teacher in a new reading social practice, called Group Think Aloud (Zanotto, 1998). The research was developed as part of the GEIM Research Group (Indeterminacy and Metaphor Study Group), which is coordinated by Dr. Mara Sophia Zanotto (PUC-SP Pontifical Catholic University of Sao Paulo) and Dr. Heronides M. Moura (UFSC Federal University of Santa Catarina). The theoretical framework that supports this investigation encompasses studies on the teaching-learning theories based on Freire (2005) and Vigotski (1934); theories about critical literacy and critical reading as supported by Freire (1996,2005) Kleiman (2007), Soares (2006) and Solé (1998); and multiple readings as discussed by Zanotto(2008) and Kempe (2001). The study follows qualitative interpretive methodology (Bortoni-Ricardo, 2008), and uses the critical action-research (Kincheloe, 1997 and Barbier, 2004) of ethnographic basis. The instrument used to generate data was the practice of Group Think Aloud (Zanotto, 1998) used in this research both as data-generating instrument and as pedagogic tool. The research was developed with a focal group (Gatti, 2005) composed of 10 students from the 2nd and 3rd grades of High School studying in a state school in Sao Paulo. Data analysis showed the following results: 1) students became more critical about their reading after the practice of Group Think Aloud which allowed for the interaction and negotiation of several readings; 2) the teacher-researcher transformed her teaching practice, taking on a role of mediator and literacy agent that understands that continuous education is the best way to keep up with the new educational paradigms
Este trabalho se insere na área da Lingüística Aplicada e tem por objetivo investigar a minha ação docente numa nova prática social de leitura, o Pensar Alto em grupo (Zanotto, 1998). A pesquisa está vinculada ao Grupo de Pesquisa GEIM (Grupo de Estudos da Indeterminação e da Metáfora), coordenado pela Profª. Drª. Mara Sophia Zanotto (PUC-SP) e Heronides M. Moura (UFSC). O referencial teórico que sustenta este trabalho engloba estudos voltados para teorias de ensino-aprendizagem pautados em Freire (2005) e Vigotski (1934); teorias de letramento crítico e leitura com Freire (1996,2005) Kleiman (2007), Soares (2006) e Solé (1998); leitura Múltiplas leituras com Zanotto (2008) e Kempe (2001). A metodologia adotada será a qualitativa, de natureza interpetativista (Bortoni-Ricardo, 2008), por meio da pesquisa-ação crítica (Kincheloe, 1997 e Barbier, 2004) de cunho etnográfico. O instrumento utilizado para a geração de dados foi a prática do Pensar Alto em Grupo, Zanotto (1998) utilizado nesta pesquisa enquanto metodologia e instrumento pedagógico. A pesquisa foi realizada com um Grupo Focal (Gatti, 2005) formado por 10 alunos do 2º e 3º ano do Ensino Médio de uma escola pública estadual. A análise dos dados evidenciou os seguintes resultados: 1) os alunos passaram a desenvolver a competência leitora crítica, favorecidos pela prática do Pensar Alto em Grupo que oportunizou interação e negociação de múltiplas leituras; 2) eu, professora pesquisadora, transformei a minha prática docente, assumindo um papel de mediadora e agente de letramento que entende na formação contínua a melhor maneira de acompanhar o surgimento de novos paradigmas educacionais
26
Rantakoski, Jenny. "Det muntliga berättandets plats i förskolan : En studie om förskollärares attityder samt arbetssätt kring det muntliga berättandet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65809.
Full textAbstract:
The aim with this thesis is to explore how preschool teachers look at and how they work with oral narrative. The purpose is to gain an increased knowledge of how the work can develop. In order to find the answers to the questions as well as the aim, I chose to interview preschool teachers. After the summary of the interviews was made, the study showed that more preschool teachers prefer to read books over using oral narrative. The result turned out that way since the interviewees were not comfortable in their oral narrative role and need to put more effort in it. Furthermore, the construction of the premises also played a big part in the results since it showed that the rooms where the story telling were hold were either too big or too small. They meant that the environment, which was not inviting to them or the children, did not make the best place for the oral narrative to take place and they wished it was different. However, the preschool teachers who were interviewed showed a positive attitude towards making changes for the better and they all wished to develop their oral narrative skills in the preschool.Syftet med detta examensarbete är att undersöka hur förskollärare ser på och arbetar med det muntliga berättandet i förskolan och på så vis få en ökad kunskap om hur arbetet kan utvecklas. För att jag ska få svar på syftet samt frågeställningarna valde jag att intervjua förskollärare. Det min studie visade efter sammanställningen var att fler valde högläsning istället för det muntliga berättandet. Detta berodde bland annat på att det krävdes mer av förskollärarna och att de inte kände sig trygga i sin berättarroll. Något annat som förskollärarna ansåg vara ett hinder var hur deras lokaler var utformade då de inte uppfyllde den önskade berättarmiljön. Antingen var lokalerna för stora eller så var de för små. Förskollärarna kände heller inte att rummen var inbjudande eller att de lockade till sig barnens intresse. Dock visade förskollärarna i undersökningen en positiv inställning till att utvecklas och bli bättre på användningen av det muntliga berättandet.
27
Karlsson, Felicia. "Högläsning i förskoleklassen Read aloud in the preschool class : En kvalitativ undersökning med fyra verksamma lärare i förskoleklassen A qualitative study with four active teachers in the preschool class." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49962.
Full text
28
Ferreira, Daniela. "Leitura em Voz Alta: Perceções e Práticas de Professores de 1º Ciclo do Ensino Básico." Master's thesis, 2020. http://hdl.handle.net/10400.26/34185.
Full textAbstract:
A leitura é uma das capacidades mais importantes e determinantes no sucesso pessoal, social e académico do ser humano. Desta forma, para que o aluno alcance uma proficiência sólida no domínio da leitura, é de extrema importância que este contacte com livros, ouça ler em voz alta e leia diariamente.
O presente estudo, Leitura em voz alta: perceções e práticas de professores de 1.º Ciclo do Ensino Básico, surgiu no contexto do projeto Já Sei Ler – Leitura em Voz Alta, fruto da colaboração entre o ISEC Lisboa, o Plano Nacional de Leitura e o Município do Entroncamento. Com este estudo, analisamos as perceções dos professores do 1º Ciclo do Ensino Básico (CEB) relativamente à importância que concedem às práticas de leitura em voz alta em sala de aula, por um lado, e, por outro, procuramos conhecer as práticas que desenvolvem relativamente àquela. Como tal, assumem-se como objetivos: (i) compreender a importância da leitura em voz alta em sala de aula; (ii) conhecer as perceções dos professores a propósito da importância de práticas promotoras de leitura em voz alta em sala de aula; (iii) identificar práticas promotoras de leitura em voz alta em sala de aula.
O estudo analisou uma amostra de (N=31) docentes do 1.º CEB das escolas envolvidas no projeto Já Sei Ler – Leitura em Voz Alta. A opção metodológica adotada para recolha e análise dos dados foi a abordagem geral quantitativa, com recurso a um inquérito por questionário.
Os resultados encontrados indicam que os professores de 1º CEB têm ciente a potencialidade da leitura em voz alta, conferindo-lhe o valor de imprescindível (51,61%), ainda que se verifique pouca diversificação de estratégias em contexto de sala de aula, pois as estratégias mais utilizadas passam em grande medida pela leitura em voz alta pelo professor ou aluno (96,77%).Reading is one of the most important and decisive skills in one’s personal, social and academic success. Therefore, and in order for the students to achieve a solid proficiency in reading, it is extremely important the contact with books, listening to others reading aloud and read daily. The present study Read aloud: perceptions and primary school teachers' practices arose from the project Já Sei Ler – Leitura em Voz Alta (loose translation: I Know How to Read – Reading Aloud), a collaboration between ISEC Lisbon, the Portuguese National Reading Plan and the Municipality of Entroncamento. This study analyses, on the one hand, the perceptions of primary school teachers regarding the importance given to the practice of reading aloud in class and, on the other hand, the practices used relating to reading aloud. As such, the goals of the study are: (i) to understand the importance of reading aloud in the classroom; (ii) to know the teachers' perceptions regarding the importance of practices that promote reading aloud in the classroom; (iii) to identify practices that promote reading aloud in the classroom. The study analysed a sample of (N=31) primary school teachers involved in the project I Know How to Read – Reading Aloud. The methodology for collection and analysis of data was the general quantitative approach, through the use of a questionnaire. The findings suggest that the primary school teachers are aware of the potential benefits of reading aloud, rating it as essential (51,61%), even though there is a lack of diversity in strategies used in the classroom, as the most used strategies are reading aloud by the teacher or student (96,77%).
29
Boyd, Karen. "Teacher read aloud: exploring an educational tradition through a social practice framework." 2014. http://hdl.handle.net/1993/23219.
Full textAbstract:
Teacher read aloud is perceived as a long-standing, common classroom practice. The purpose of this study was to examine this educational tradition in a framework of literacy as social practice that supports the ideas of apprenticeship, discourse communities, and specific contextual-discipline literacies. Using mixed-methods, data was gathered on three major components of teacher read aloud practice: (1) time spent on read aloud, (2) purpose and text choice of read aloud, (3) and practices that focused on developing literary understanding through read aloud. Through these components, the knowledge and beliefs of teachers regarding teacher read aloud, literacy and literary development, and children’s literature were examined. Data was gathered through an online survey, logbooks, and interviews. Statistical and deductive analysis of the data’s quantitative components was conducted; and interview and open-survey responses were qualitatively analyzed.
Analysis of the data on purpose and text choice suggests children’s literature is being read aloud in classrooms in ways that may conflate the literacy and literary development of students, and these ways may model particular types of values and behaviours when reading. Multiple purposes were identified for read alouds, with informative purposes being the most common. While the purpose of the read alouds was to inform, fiction texts were dominant with minimal non-fiction, or discipline-specific texts being used in the content areas. The use of fiction for informative purposes resulted in limited evidence that teacher read aloud was used to develop literary understandings. Teachers reported having limited resources for professional development and limited infrastructure to support effective read aloud.
Findings of this study can be used to inform us that teacher read aloud may be a common practice in terms of taking place in most classrooms; however, the time invested, both in frequency and duration, is limited, giving children minimal opportunities to apprentice into a reading community. Findings from this study also provide evidence that traditional practices can continue to be effective, but these practices should be renewed to support better the current and evolving understandings of literacy and literary exposure. Professional development and opportunities to reflect on practice could ameliorate this renewal for in-service and pre-service teachers.
30
Chung, Wen-ling, and 鍾文玲. "Think-Aloud with Teacher Intervention on the Reading Comprehension of EFL Technological University Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/91465858218604442847.
Full textAbstract:
碩士國立中正大學
外國文學所
94
ABSTRACT Think –Aloud with Teacher Intervention on the Reading Comprehension of EFL Technological University Students The purpose of this study is to explore how the teacher applied the think aloud to intervene in students’ reading processes to promote their reading comprehension and the effectiveness of the think aloud as teacher intervention. It also aims to investigate when to intervene, what intervention strategy to use to help students overcome their reading difficulties, students’ improvement and students’ perceptions of the think aloud as teacher intervention. The subject of this study is six technological university students, majoring in Applied Foreign Languages Department. Before and after the intervention, each student had to read an article with the think aloud independently and received a comprehension test. During the intervention, the teacher first modeled how to use the main idea, prior knowledge, and repair strategy with the think aloud to construct the meaning of the context. Then, each student read two articles, when the student had reading difficulties, the teacher provided the intervention or support appropriately. After that, each student had to complete two comprehension tests. Finally, each student was required to answer the oral interview respectively. Data collection was mainly based on students’ think aloud transcription data, comprehension tests, and students’ oral interviews, while the teacher’s reflection was served as the minor data in the present study. Data analysis was conducted by transcribing, coding, categorizing the intervention strategies into the two different timing interventions, and comparing students’ improvement and students’ perceptions. The research finding indicated that teacher intervention should be based on students’ prior knowledge so as to relate to their past experiences and help them overcome their reading difficulties through the interaction. The timing of teacher intervention can be divided into two parts: (1) students’ prior knowledge was insufficient (2) students lacked prior knowledge. To scaffold students’ problems, seven intervention strategies were used: praising, suggesting, prompting, linking, reinforcing, discussing, and telling. The results of this study are summarized as below: 1. When students’ prior knowledge was insufficient, the teacher only needed to provide some scaffolds or interventions such as: praising, suggesting, prompting, linking, and reinforcing, to increase students’ monitoring and metacognitive awareness so as to help them remediate their problems by themselves. 2. When students lacked prior knowledge, the teacher needed to provide more scaffolds or explicit explanation such as: suggesting, prompting, linking, reinforcing, discussing, and telling, to guide students’ to interpret the meaning of the context. 3. In the first intervention, the teacher should provide more encouragement and supports to the students. In the second intervention, the teacher should release the scaffolds and encourage students to take more responsibility. In other words, the teacher should guide students’ reading step by step when they encountered the reading difficulties so as to help them become independent readers. 4. All the students showed progress in their reading comprehension, global strategy use, and metacognition, especially the students who scored lower on reading comprehension tests. 5. All the students expressed positive attitudes toward the think aloud with teacher intervention. When students encountered the problems, the students who scored lower wished to get more intervention or even the direct answers from the teacher, while the students who scored higher wished the teacher to provide more clues and step by step instruction instead of direct answers. The results of this study indicate that the think aloud with teacher intervention is an effective method in English Remediation, and the think aloud with teacher intervention facilitated students’ monitoring and enhanced their reading comprehension. The researcher suggests that the teacher could design the pre-reading activity, such as: providing pictures, to create an environment for activating students’ prior knowledge. When students encounter reading difficulties, the teacher should provide indirect intervention and more waiting time for the students to apply rereading or rechecking on the context so as to increase their monitoring comprehension. If teachers accurately diagnose students’ prior knowledge, apply the teacher intervention strategies appropriately, and guide the students’ reading step by step, students’ reading will be promoted more effectively.
31
Liao, Wan-Yu, and 廖婉妤. "Teacher’s Styles of Reading English Picture Storybooks Aloud in Developing EFL Children’s Story Comprehension: An Action Research." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49707866651174104720.
Full textAbstract:
碩士中原大學
應用外語研究所
97
ABSTRACT Researchers of language learning have often suggested that reading picture storybooks aloud would likely affect children’s language learning. However, within the extensive literature on reading aloud, comparatively little research has focused on reading aloud in second language learning. Therefore, the aim of this action research was to explore my own teaching practice in using different reading-aloud styles to promote students’ story comprehension are related. This research involves five cycles complemented within 16 weeks. Five similar-aged students with similar level of English proficiency in an English learning center participated in the study. In each cycle, the same storybook was used one day a week for three weeks; the fifth cycle was carried out for four weeks. Data were collected from videotaping of classroom activities, documentations, and teacher’s reflection journals. The results reveals that when reading the same storybook, the students benefited from the integration of the three styles in sequence along with well-planned follow-up activities in a stress-free environment. To conclude, this study provides English teachers with a better understanding of how teacher’s reading-aloud styles use relate to students’ responses.
32
Dupin, de Saint-André Marie. "L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences." Thèse, 2011. http://hdl.handle.net/1866/6854.
Full textAbstract:
La présente recherche collaborative vise à étudier les pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences. Plus précisément, nous décrivons les interventions, lors des lectures à haute voix, de quatre enseignantes expertes que nous avons formées pour travailler la compréhension inférentielle et les comparons à celles de deux enseignantes expertes non formées (objectif 1). Puis, nous examinons l’influence de leurs pratiques de lecture à haute voix sur le développement de l’habileté à faire des inférences de leurs élèves (n=92) (objectif 2). Enfin, nous nous intéressons, à titre exploratoire, au potentiel de la recherche collaborative comme voie de développement professionnel des enseignants (objectif 3).
Afin d’atteindre nos objectifs, nous avons observé les enseignantes à quatre reprises, lors de lectures d’albums de littérature de jeunesse. Les données obtenues à partir de ces pratiques observées ont été complétées par celles issues des pratiques déclarées des enseignantes pour toute la durée de la recherche (neuf semaines). De plus, nous avons évalué l’habileté à réaliser des inférences des élèves de ces six enseignantes à deux reprises, au début et à la fin de la recherche. Finalement, les enseignantes ont rempli deux questionnaires écrits sur l’impact de cette recherche sur leurs pratiques, l’un à la fin de la recherche et l’autre deux ans après celle-ci.
Nos résultats indiquent que si toutes les enseignantes travaillaient les inférences, il existe cependant des différences notables dans leur façon de mener ce travail. Trois des enseignantes formées (enseignantes 1, 2 et 3) ont majoritairement privilégié la co-élaboration du sens des épisodes implicites et se sont montrées très efficaces pour soutenir leurs élèves dans ce travail de construction du sens. L’autre enseignante formée (enseignante 4), en raison d’une appropriation difficile du contenu de la formation, n’est pas parvenue à offrir à ses élèves un étayage adéquat, malgré ses nombreuses tentatives pour les amener à faire des inférences. Les enseignantes non formées (enseignantes 5 et 6) ont, quant à elles, misé plus fréquemment sur la transmission du sens des épisodes implicites et ont également soutenu moins efficacement leurs élèves dans l’élaboration du sens.
Ces différences dans la façon de travailler les inférences se sont répercutées sur la progression des élèves entre le début et la fin de la recherche. Ceux des enseignantes 1, 2 et 3 obtiennent des résultats significativement supérieurs à ceux des trois autres enseignantes. Ainsi, il ne suffit pas de travailler les inférences lors des lectures à haute voix pour assurer la progression des élèves. D’autres facteurs revêtent aussi une grande importance : le choix d’oeuvres de qualité, l’engagement des élèves dans les discussions pour co-élaborer le sens et l’étayage adéquat de l’enseignant.
Enfin, il semblerait que l’activité réflexive suscitée lors d’une participation à une recherche collaborative et le soutien offert par l’étudiante-chercheuse aient donné aux enseignantes la possibilité d’apporter des changements durables dans leurs pratiques. En ce sens, la recherche collaborative paraît être une voie prometteuse pour contribuer au développement professionnel des enseignants.This collaborative research is an attempt to study expert teachers' reading aloud practices and their impact on the development of preschool students’ ability to make inferences. First, the interventions of four expert teachers specifically trained to work inferences while reading aloud are described and compared with those of two non trained expert teachers (objective 1). Next, the impact of all teachers’ practices on the development of their students’ ability to make inferences (n=92) is examined (objective 2). Finally, we look into collaborative research as a way to support professional development for teachers (objective 3). In order to attain our objectives, we observed participant teachers four times while they were reading children’s books. Data gathered from those observations were completed with other data provided by the teachers about their practices over a nine-week period. Moreover, the ability of the students to make inferences was assessed twice: once at the beginning and once at the end of the research. Teachers also completed two written questionnaires, one at the beginning and the other 2 years after the end of this research, concerning the impacts of their participation in this research on their practices. While all teachers worked inferences with their students, our results showed that there are significant differences in the way they do it. Three of the trained teachers (number 1, 2, and 3) predominantly put emphasis on co-elaboration of the implicit episodes’ meaning and gave their students appropriate scaffolding. Because she found it difficult to assimilate training contents, the other trained teacher (number 4) failed - not without numerous attempts - to offer the same kind of scaffolding. As for the two non trained teachers (number 5 and 6), they gave preference to the transmission of the implicit episodes’ meaning, and supported their students less efficiently when they tried to elaborate it. The differences in how the work on inferences was done had an impact on students’ progression from the beginning to the end of the research. Three of the trained teachers’ students had significantly superior results in comparison to the others’. Therefore, a specific work on inferences only does not ensure that students will make progress. There are other important contributing factors: choosing quality books, students’ involvement in discussions in order to co-elaborate the text’s meaning, and appropriate scaffolding from the teacher. Finally, according to our results, a participation in a collaborative research, which promotes reflexivity and offers coaching, seems to give the teachers the opportunity to bring about long-term changes in their practices. In consequence, a participation in that type of research appears to contribute to teachers’ professional development.