To see the other types of publications on this topic, follow the link: Text and reading literature.
Dissertations / Theses on the topic 'Text and reading literature'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Text and reading literature.'
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
Wilson, Emma Fiona. "The pain of the pleasure of the text : Tournier, reading and sexuality." Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/265402.
Full textAbstract:
This dissertation is concerned with relations between fiction and desire, and reading and pleasure, in sorne works of Michel Tournier. It discusses the contiguity between the often sexual imagery of Tournier's theoretical texts and the obsessions of his novels. Throughout the dissertation there is a double emphasis: on textuality and sexuality. Textuality in Tournier is rendered tense and sentient as the writer tries to inscribe his texts in the pain and pleasure of the flesh of the reader. Sexuality, conversely, takes on a metatextual value where desire is read in terms of a metaphor of fictional seduction. My aim is to deconstruct the double binds and duplicity inherent in Tournier's games of reflection and his play with the reader. The first chapter analyses Tournier's writing on reception with reference to the construction of gender positions and of sexual metaphors. Barthes, Cixous and others are cited as examples of theorists offering alternative eroticized scenarios which re-orient power relations between writer and reader. The next five chapters discuss representations of sexuality in specific texts and the troubling involvement of the reader in desiring relations. Two chapters are devoted to childhood sexuality and paedophilia. In these I consider issues of initiation, idealization and detournement. de majeur in Tournier's contes; and I raise questions of decoding in the case of the rape of the pre-pubescent Martine in Le Roi des aulnes, while also presenting child seduction in the same novel as a charged metaphor for Fascism. Readings of 'Lucie ou La femme sans ombre' in the fourth chapter lead into a discussion of the 'phallic mother' and fetishism in Tournier's fiction. In the fifth chapter I examine Tournier's creation of a desiring reader and (gay) reader of desire in Les Meteores. Finally, in the last chapter, I focus on Tournier's own self-imaging in terms of his quest for a double, in the form of his reader. More generally, illusion, instability and the imaginary can be seen as inhabiting the borders between textuality and sexuality: so, while this thesis looks at Tournier's works, it inevitably discusses other texts too, and ends by suggesting further analyses of reading, gender and desire.
2
Knox, Marjorie. "Reading music and written text: The process of sight-singing." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289944.
Full textAbstract:
The purpose of this dissertation is to examine the cues and miscues singers produce while reading musical text with written text. Analysis of the miscues focuses on defining the process and strategies singers use as they sight-sing a piece of music never before seen or heard. The research of Kenneth S. Goodman forms the basis for the procedures and methodology used in data collection and data analysis. Sight-singing data collected from eight singers, including all cues, miscues, asides, and specific notes, was transcribed on a musicscript. This data yielded 923 musical text and written text cues and miscues. Analysis provides the data that evolved into the Sight-Singing Musical Miscue Taxonomy, a tool for evaluating the miscues of singers orally reading music. A Musical Miscue Inventory Coding Form also was developed using the categories and sub-categories of the Sight-Singing Musical Miscue Taxonomy. The results of the eight singers' use of cues and miscues of the Sight-Singing Musical Miscue Taxonomy and the Musical Miscue Inventory Coding Form provides evidence for the parallel but distinct nature of sight-singing as two semiotic systems working in conjunction with each other-musical text and written text. The results also provide the means to establish a relationship between the sociopsycholinguistic transactive model of reading and the sociopsychomusical linguistic transactive model of sight singing. The findings of this research show that sight-singers utilize the same holistic process and strategies as readers do. The cueing systems, the cognitive strategies, and the learning cycles are the same.
3
Reek, Jennifer Lynn. "From temple to text : reading and writing sacred spaces of poetic dwelling." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4537/.
Full textAbstract:
This thesis inhabits the space between the art of poetry and the conditions of faith. Its concern is threefold: women, Church, poetics. It undertakes a journey from institutional Church into more radical and textual spaces, beginning with an examination of the state of the Roman Catholic Church today as revealed in Tina Beattie’s critique of Hans Urs von Balthasar, whose disturbing theology has contributed to a misogyny she argues has poisoned the body of the Church. Beattie’s critique is a point of departure into a potentially transformative poetics that she hints at but never fully pursues. I attempt to articulate such a poetics through multiple, spiraling approaches that are interdisciplinary, invitatory, performative and creative. In my reading and writing practices, I seek to trace the contours of this poetics through the delineation of a series of alternative poetic ‘ecclesiological’ spaces. These spaces will be shaped mainly by engaging the work of five poet/thinkers, a seemingly disparate group of authors, who, whether strictly poets or not, exhibit qualities of ‘poetic being’: Ignatius of Loyola, Gaston Bachelard, Yves Bonnefoy, Dennis Potter, and Hélène Cixous. The latter will further assist me in defining this poetic geography through her philosophical and fictive investigations of the interrelationships of gender, writing and spirituality. The readings I undertake are relational, conversations in which reading is a careful listening to texts and writing becomes an organic outcome of that listening. I ask essentially what happens when we, man/woman, stand in the clearing with Heidegger to share his wonder at being? With the help of my poet-companions, I respond that we are transformed after a full engagement of poetic thinking itself. I conclude that we are brought by this engagement to a sacred space of poetic dwelling.
4
Sze, Tin Tin, and 施福田. "Mapping Neverland: a reading of J.M. Barrie'sPeter Pan text as pastoral, myth and romance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4787000X.
Full textAbstract:
This thesis is prompted by a curiosity about the popularity of the image of Peter Pan. Realising that the familiar and ubiquitous image is as much a product of consumer culture as it is the result of multimodal adaptations and reinterpretations of J. M. Barrie?s Peter Pan, this study attempts to shovel aside present-day conceptions of Peter Pan stories, so as to unearth the bedrock, to see Peter Pan as it was when it was new, back in its own time. To do so, this study goes back to the original Peter Pan texts. Picking out elements that signal the presence of certain literary modes, this thesis explores how the Peter Pan narratives engage with these modes, genres and traditions. One of the motives of the thesis is to rescue Peter Pan from ghettoization in the cosy category of “children?s literature”, and through critical attention to take it seriously as an important work in the literature of the early twentieth century.
Chapter I situates Peter Pan in the pastoral tradition. Adducing William Empson?s concept of the pastoral as the process of “putting the complex into the simple”, this thesis argues that Peter Pan portrays two competing pastoral spaces and lays claim to the tradition by challenging its parameters of innocence. The chapter also invokes Bakhtin?s idea of carnival, asserting that the Peter Pan texts are “carnivalesque” in both their self-referential play with narrative and generic conventions, and with various more or less satirical and transgressive themes. Chapter II traces elements of Pan myths in the texts, and argues that the texts engage with the late-Victorian and Edwardian interest in myth by re-envisioning an avatar of Pan that would take its place amongst other literary Pans of the era, such as those of E. M. Forster, Kenneth Grahame, Elizabeth Browning, and Arthur Machen. The final chapter sets Peter Pan in the midst of a battle of modes of representation and vision, with R. L. Stevenson championing romance and Henry James politely standing for realism. The chapter argues that while the Peter Pan texts belong more to romance, they play with the boundaries of each by critiquing both modes, all the time showing up and relishing the artificiality of narration. The chapter then picks up on the sense of play, pervading Peter Pan’s engagement with every literary mode that has been discussed, and examines the social meanings and aesthetic instances of play against the backdrop of Edwardian England.
Throughout the chapters, by dint of its spirit of play, Peter Pan problematizes the modern family and deconstructs the hierarchy of generations, along with the fundamental anthropological categories of childhood and adulthood, categories which were coming under scrutiny and pressure from the modernizing forces at work at the beginning of the twentieth century. With its sustained exploration of the structure of generations, Peter Pan addresses a problem of modernity in spite of its fantasy setting, and there is a case therefore for considering it under the rubric, elaborated by Nicholas Daly, of “popular modernism”.published_or_final_version
English
Master
Master of Philosophy
5
Caddick, Kevin Richard. "Authority and the roles of text and context in the history of Piers Plowman reading." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367542.
Full text
6
Adler, Kajsa, and Rebecca Ljundahl. "How does text design affect reading comprehension of learning materials?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41021.
Full textAbstract:
All humans are different and therefore they all learn in different ways. This research paperinvestigates what effect learning materials has on reading comprehension. The focus is not onthe content of learning materials, but on the text design of materials and what effect they haveon learners. This research paper focuses on aspects such as text design, typefaces and textspacing and how that affects reading comprehension. The primary search method used iselectronic which was done on the websites Libsearch, ERIC and SwePub. The results show thatchoosing typefaces and text spacing mindfully, has a positive effect on reading comprehension.
7
Hoskinson, Katie E. "An Ordinary Text with Extraordinary Affect: How Reading Twilight can Change the World." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1303915600.
Full text
8
Scott, Diane Gillies. "Silent reading and the medieval text : the development of reading practices in the early prints of William Langland and John Lydgate." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6356/.
Full textAbstract:
This thesis is concerned with reading practices and the late medieval vernacular text. More specifically, it is concerned with the ways in which the medieval text was read and received in early modern England. The analysis focuses on two texts in their early modern instantiations: the late fourteenth century allegorical dream vision Piers Plowman by William Langland, and the early fifteenth century Fall of Princes, a translation of Boccaccio’s De Casibus Virorum Illustrium by Benedictine monk John Lydgate. The thesis considers the reception of these poems as they are reworked and reread by successive editors and readers during the shift from script to print, and from a culture of orality to a culture of silent reading. The reception of and editorial policy applied to these texts are considered in relation to the political and religious upheavals of the sixteenth century, and to developments in literacy and literary culture. The editions selected for analysis range from an early manuscript of a B-text version of Piers Plowman, Trinity College Cambridge, MS B.15.17, through to an early seventeenth century print of the Mirror for Magistrates, an early modern reworking of Lydgate’s Fall, published in 1619. The thesis engages with Zumthor’s theory of textual mouvance in that each edition is granted the authority of its own circumstances of production and reception. The synchronic analysis highlights the economic and political pressures which influenced and/or constrained editorial decisions. In charting the various editions through the fifteenth and sixteenth centuries, the thesis provides a complementary diachronic perspective which places each edition within the wider history of textual transmission and in relation to developments in literary culture. The combined synchronic and diachronic analysis of the printed late medieval text provides an insight into developments in reading habits and changing attitudes towards authorship and the functions of literature more generally. The evidence for the development of reading practices can be found in the interaction between the text and its systems of punctuation and paratext. Systems of punctuation and features of paratext act as guide and mediator between the text and the reader; it is these forms and levels of mediation, and the relationship between them, which can indicate patterns of literacy and reader engagement. Thus, developments in the systems of punctuation and paratext interact with changing models of the reader and the various types of ‘literate activities’ available to them (Salter 2012: 67). The late medieval period has been described as a culture of ‘literate orality’ (Sponsler 2010: 1) and its readers exhibited a diverse range of reading practices. The oral and aural characteristics of literary culture gradually declined in the late medieval and early modern periods but a ‘critical mass’ of silent readers did not emerge until the end of the seventeenth century (Jajdelska 2007). Adopting and adapting Jajdelska’s theory of the changing reader model, this thesis focuses on the chosen texts as they appear before the emergence of this ‘critical mass’. The analysis of reading practices, therefore, pertains to the period of transition during which readers negotiated existing oral/aural reading environments while moving towards a predominantly silent reading culture. The thesis demonstrates that the transition was gradual and that sixteenth-century literary culture was diverse in both its reading habits and reading practices. The emerging discipline of historical sociopragmatics provides the theoretical and methodological bridge between the diachronic description of punctuation and paratext, and the examination of reading practices. Historical sociopragmatics allows established insights from sociolinguistics and pragmatics to be applied to the written historical text, creating new opportunities for the recovery and analysis of textual production, editorial treatment and reader engagement. This thesis brings the sociopragmatic concept of ‘situational contexts’ (Culpepper 2011: 4) to the analysis of the physical page and, more specifically, to the interactions between punctuation and paratextual systems. By applying a sociopragmatic approach to the concept of the reader model, this thesis demonstrates that systems of punctuation and paratext provide important evidence for the history textual transmission, reader engagement and the development of reading practices.
9
Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
10
Rye, Gillian. "Reading dialogues : exploring interactions between text and identity in the fiction of Christine Baroche, Helen Cixous and Paule Constant." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267250.
Full text
11
Gleeson, Elizabeth Anne, and res cand@acu edu au. "Set Text Study: a Collective case study." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
Full textAbstract:
This thesis investigates the practice of set text study as it is encountered within the English curriculum of a Victorian secondary school. The study evolved from a range of concerns to do with the researcher’s own teaching and the attitudes being expressed in her school community. It developed into an investigation of the student experience of reading, and of studying the required texts in subject, English This research aims to: • provide understanding of the development of set text study and to consider whether this construct is meeting the goals of contemporary English teaching examine both the beliefs which underpin the practices and the practices themselves provide greater understanding of the way students experience this aspect of their school learning consider how notions of transformation, insight and emerging identity through literature study fit with student experience Five guiding research questions address the issues which gave rise to the study. These questions provide a focus and structure throughout the research process. The questions address issues of: students’ school and non-school reading practices, enjoyment, beliefs about learning, ideology and specifically, the potential influence of textual representations of suicide and adult characters on a teenage student’s emerging sense of self. An overview of key theoretical positions on the act of reading situates the attitudinal and theoretical aspects of this research. The practical orientation of this study is situated alongside research on the experience of reading and of teaching literature, both from Australia and overseas. This thesis adopts a phenomenological approach within a constructivist framework. A qualitative methodology using a case-study approach, allows for the prolonged engagement necessary to explore the research questions and develop the sort of relationship necessary to facilitate the in-depth and reflective responses being sought. In-depth interviews (both face-to-face interviews and on-line chat sessions) are the primary data-gathering tool. In reporting the findings, the student voice is privileged. Practical and theoretical notions of communication and language are explored. The processes used to undertake this research are reflected upon and some possibilities for incorporating some of these methods into a school learning context are considered. While the focus of the study is to increase understanding of individual experience, some clear findings emerge. Although reading played an important part in the non-school lives of most of these students, the school experience of reading was more often than not, disappointing. Key factors which students perceived as contributing to their lack of enjoyment and satisfaction included: text choice, lack of challenge in lesson content, the sameness of the associated tasks, the behaviour of peers and lack of opportunity for having their opinions heard. Almost conversely, the students who gained greatest satisfaction reported on: particular texts, the creativity and scope for individual input of required tasks, teacher involvement, more positive class interaction and specific modelling by teachers of required tasks. The thesis concludes with recommendations for structural support (both whole school and classroom) to enable the positive shared reading experiences to become the experience of more students. It challenges the sanctity of the set text and offers a range of alternatives. In calls on teachers to consider the implications of entering a continuing story of students’ reading and to work at developing better ways of incorporating components of effective non-school reading practices into school reading practices. The concerns regarding the potential negative influence of set texts on a student’s identity were not validated in this research. However new concerns for students’ well being did emerge. The research indicates that set texts can make a difference to the quality of students’ lives. By incorporating a range of texts and class activities, by knowing students as well as possible, and by fully engaging as co-readers, teachers are in a better position to minimise student distress and to attend to the work of creating democratic reading environments with the greatest potential for reading success for everyone.
12
Beach, Shannon L. "“PUTTING OURSELVES IN THEIR SHOES”: CASE STUDIES OF FOUR TEENAGERS’ READING EXPERIENCES WITH NONFICTION LITERATURE IN A SOCIAL STUDIES CLASSROOM." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333327090.
Full text
13
Bashmakova, Natalʹi︠a︡ Vanhala-Aniszewski Marjatta. "Re-reading Soviet and post-Soviet texts /." Joensuu : University of Joensuu, 2005. http://www.loc.gov/catdir/toc/fy0604/2005530487.html.
Full text
14
Blair, Heather Alice 1952. "Gender and discourse: Adolescent girls construct gender through talk and text." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282147.
Full textAbstract:
The initial purpose of this study was to better understand issues of gender in classrooms in relation to language and literacy. In particular, this research was designed to examine the construction of gender in the talk and text of adolescent girls in one Canadian urban grade eight classroom. This research was based on the theoretical premise that gender is a social construct, talk is a social construct, and text is a social construct. In order to demonstrate the social construction of gender with middle school girls, this analysis was framed within the larger Canadian society. This linguistically informed ethnographic research included classroom observations, interviews with students and teachers, analysis of tape recorded classroom talk, and an examination of classroom written texts. The data from these observations, interviews of students, and oral and written texts were analyzed for themes. The following themes emerged from the data: classroom talk and text are gendered, youths construct their gender identity through talk and text, the "genderlects" and "genderprints" reflect the lives of these youths in a modern world. Conflict, toughness, violence, friendships, relationships, and modernity were salient constructs in the social construction of gender for these youth. These micro social processes contributed to the macro social process or gendered relations in Canadian society. The findings from this study suggest implications for schools. The main implication is that the gendering of discourse in schools is important and that gender identity is linked to both talk and text. Classroom teachers need to develop an awareness and understanding of what and how gender implicates all classroom interactions and that the social phenomena of classroom interactions are important to the success of girls in middle schools. Another contribution of this study is that it contributes to the growing body of knowledge on gender and language at a time when gender equity is emerging as central to the educational success of girls yet is seldom the focus of examination of educational research.
15
Jeffery, Thomas Carnegie. "The location of meaning in the postmodernist literary text: a reading of Mark Z. Danielewski's House of Leaves and related material." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002238.
Full textAbstract:
In House of Leaves, Mark Z. Danielewski has produced a text which epitomises the traits and concerns of postmodernist literature. Through his attention to aspects such as metafiction, intertextuality and parody, Danielewski develops a narrative structure which is best understood as a literary labyrinth. It is a structure intended to reflect the social conditions of the twenty-first century and comment on the experience of people living at this time. Some of the meaning-making strategies within the book’s labyrinthine structure are thus discussed in detail in order to demonstrate the relevance and importance of House of Leaves as social commentary. House of Leaves is an exemplary postmodernist text, but it is also one that seeks to guide the reader beyond the intellectual impasse of the postmodernist paradigm toward a renewed ethical and political engagement with the world. One of the most important goals of both Danielewski’s novel and this thesis is to attempt to redefine the postmodernist perspective in such a way as to insist on the necessity of what I call a new realism. This is founded upon an awareness of the pervasiveness of the self-perpetuating ideology of capitalism, even in the perspective of postmodernism (which purports to subvert all authoritative ideologies). Playing a crucial role in perpetuating the status quo of capitalism is the growth of entertainment culture, which works to sideline crucial political issues by replacing information with infotainment. The result is an intensification of the processes of commodification. Such an intensification, it is argued, may be countered by a radical scepticism which draws upon the methods and insights of contemporary science.
16
Ercetin, Naciye Gulcan. "Second language reading in a hypermedia environment: The role of proficiency, annotation use, text format, and prior knowledge." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/252892.
Full textAbstract:
This dissertation has two main goals. First, it explores the use of hypermedia annotations by intermediate and advanced ESL learners while reading a hypermedia text. Second, the study investigates the relationship between reading comprehension and several variables that are the focus of this study: annotation use, text format, and prior knowledge. The participants are 103 ESL adult learners enrolled at the Center for English as a Second Language at the University of Arizona. Data were collected in several ways. A tracking tool incorporated into the hypermedia program recorded every interaction of the reader with the text in terms of the frequency of access to a given annotation or the amount and time spent on a given annotation. Data also included scores from a reading comprehension test and a prior knowledge test, both of which were developed for this study, as well as data from interviews and a questionnaire. Results indicate that intermediate and advanced learners displayed different patterns of annotation use. The intermediate group accessed annotations more frequently than the advanced group. However, they did not spend more time on annotations. The relationship between annotation use and reading comprehension also differed based on the proficiency level. While annotation use did not explain reading comprehension for the advanced group, over-reliance on certain annotations had a negative impact on the intermediate group. The study did not find any effect of text format on reading comprehension. However, prior knowledge was found to be an important variable related to reading comprehension. Finally, the qualitative data reveal that hypermedia reading had a positive impact on the participants' attitude towards reading on the computer. Despite the lack of quantitative evidence for the significant contribution of annotation use on reading comprehension, the participants indicated that the provision of information using multiple forms of media made reading more enjoyable and comprehensible.
17
Galica, Majlinda. "Reading Strategies : a study on pupils' use of strategies when reading fictional texts." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1175.
Full textAbstract:
Abstract
This study is based on empirical studies and the approach to this has been interviews with a group of pupils. The study investigates the use of reading strategies among pupils. The aim is to investigate how the pupils use different reading strategies in order to overcome problems that occur when reading fictional texts. In addition, the pupils were also asked some questions about their reading habits and attitudes towards reading.
Research has shown that pupils who are introduced to different reading strategies are better readers than those who are not. Reading strategies help the readers make literary texts more comprehensible. As a result of this study, it is shown that there are reading strategies that the pupils are familiar with. These strategies are of importance, since they are part of the pupils’ learning process and help them increase their reading comprehension. They also lead to the fact that the pupils gain and widen their knowledge. However, this investigation has also shown that there are important reading strategies that the pupils did not use in this study. There can be different factors that have affected the outcome of this. Therefore, it is difficult to determine whether the pupils are familiar with these strategies or not. Moreover, the pupils argued that they seldom read fiction in school and those times they read, it was literature that they did not like.
18
Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.
Full textAbstract:
Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.
19
Skillings, Mary Jo. "Exploring the interrelationships between literature-based instruction in expository text structures and third-grade students' writing behaviors and products and reading selections." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392912085.
Full text
20
Santos, Denísia Moraes dos. "Guia de receitas brasileiras: uma saborosa viagem pela literatura." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13497.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:22:16Z (GMT). No. of bitstreams: 1
Denisia Moraes dos Santos.pdf: 7541046 bytes, checksum: 0c089d70072ef9c180ac1306635d90a7 (MD5)
Previous issue date: 2011-04-08Secretaria da Educação do Estado de São Paulo
This thesis aims to investigate, from the standpoint of Dialogic Discourse Analysis, the process of making sense in Brazilian Recipes Guide, winner text of the Cultural Contest Nestlé Journey Through Literature (1999). With the theme Literature and life in 500 years of Brazil , this edition has challenges students and teachers to produce a literary intertext, viewing the topic of "literary journey," they make a tour through five works of the classical tradition of Brazilian literature ─ Cronistas do Descobrimento, with texts by Pero Vaz de Caminha, Hans Staden, O cortiço by Aluísio Azevedo, Dom Casmurro by Machado de Assis , Fogo morto by José Lins do Rego and Sentimento do mundo, by Carlos Drummond de Andrade. Among the school production winners of the first contest edition we selected Brazilian Recipes Guide to be our study object due to this text presents a particularity: this work does not only presents the journey as part of the organizing center of the space-time relations in the narrative, as we could note in the other two productions, but it also brings a hybrid composition (cooking recipe and poetical recipe). We shall also examine the literary path that moved in 1999, more than six thousand schools, public and private, making the high school students jumping out from the position of poor reading condition students to students able to sign their own texts. It constitutes, therefore, the corpus of this research, the texts Brazilian Recipes Guide and Nestlé Journey Through Literature Guide (Pedagogical Dossier). To understand the process of making sense in Brazilian Recipes Guide, we seek theoretical support in the study of M. Bakhtin, entitled "Forms of time and chronotope in the novel: essays in historical poetics." The choice of this theoretical approach is justified by observing the space of narrative Brazilian Recipes Guide of some features of the nature of cronotopos (neologism meaning "time-space") examined by Bakhtin. Find explanations for the process of making sense in Brazilian Recipes Guide into three categories chronotopic, observed in the study of Bakhtin, chronotope of metamorphosis, chronotope of the road and chronotope of the author and reader. Regarding the process of making sense of the text, the analysis of Brazilian Recipes Guide showed that authors and readers play active roles in the construction of meaning, and the repertoire of literary nature of both the relevant aspect of the relationship that develops between set out in the same narrative space. The Nestlé Journey Through Literature Guide favored the transformation of young readers with low incomes in the assessment of critical reading for readers and authors of literary texts. Showed the Brazilian students and interdiscursive intertextual dialogue that runs through "literary journey
Esta dissertação tem por objetivo compreender, sob o ponto de vista da Análise Dialógica do Discurso, o processo de construção dos sentidos em Guia de receitas brasileiras ─ texto premiado na primeira edição do Concurso Cultural Viagem Nestlé pela Literatura (1999). Com o tema A literatura e a vida nos 500 anos de Brasil , essa edição desafiou alunos e professores a produzir um intertexto literário-cultural, utilizando cinco obras da literatura brasileira ─ Cronistas do Descobrimento, com textos de Pero Vaz de Caminha e Hans Staden, O Cortiço, de Aluísio Azevedo, Dom Casmurro, de Machado de Assis, Fogo Morto, de José Lins do Rego e Sentimento do Mundo, de Carlos Drummond de Andrade. Dentre os textos vencedores na primeira edição do concurso, selecionamos Guia de receitas brasileiras para nosso objeto de estudo, em razão de esse texto apresentar uma particularidade: essa produção escolar não apenas oferece o elemento temático viagem como centro organizador das relações espaço-temporais na narrativa, conforme observamos nas outras duas produções, mas traz também uma composição híbrida (receita culinária e receita poética). Examinamos, também, o roteiro literário que movimentou, em 1999, mais de seis mil escolas, públicas e privadas, fazendo o aluno do Ensino Médio saltar da posição de estudante sem interesse pela leitura para leitor com condição de assinar o próprio texto. Constituem, assim, o corpus desta pesquisa, o texto Guia de receitas brasileiras e o Guia Viagem Nestlé pela Literatura (Caderno Roteiro Cultural Caderno Pedagógico do concurso). Para compreender o processo de construção dos sentidos em Guia de receitas brasileiras, buscamos apoio teórico no estudo de M. Bakhtin, intitulado Formas de tempo e do cronotopo no romance: ensaios de poética histórica . A escolha desse recorte teórico se justifica por observarmos no espaço da narrativa de Guia de receitas brasileiras algumas características próximas da natureza dos cronotopos (neologismo que significa tempo-espaço ) examinados por Bakhtin. Encontramos explicações para o processo de construção dos sentidos em Guia de receitas brasileiras em três categorias cronotópicas, observadas no estudo de Bakhtin: cronotopo da metamorfose, cronotopo da estrada e cronotopo do autor e do leitor. No que diz respeito ao processo de construção dos sentidos do texto, a análise de Guia de receitas brasileiras mostrou que autores e leitores desempenham papéis ativos na construção de sentidos, sendo o repertório de natureza literária de ambos o aspecto relevante na relação que se cria entre enunciados no mesmo espaço narrativo. O Guia Viagem Nestlé pela Literatura favoreceu a transformação dos jovens leitores com baixo rendimento na avaliação de leitura para leitores críticos e autores de textos literários. Mostrou aos estudantes brasileiros o diálogo intertextual e interdiscursivo que percorre toda viagem literária
21
D'Amico, John Mark Jr. "Reading the Self through the Text of the Other: The Shared Spaces of Marcel Proust's A la Recherche du Temps Perdu." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281026538.
Full text
22
McGarry, Theresa. "English Translations of the Reading Passages in James W. Gair & W. S. Karunatilaka." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6143.
Full textAbstract:
Excerpt: James W. Gair and W.S. Karunatilaka’s Literary Sinhala, published at Cornell University in 1974, remains the best textbook for non-native speakers who want to learn literary Sinhala, which is quite distinct from the colloquial language. Given that very few institutions outside Sri Lanka offer Sinhala instruction, many persons seeking a reading knowledge of the language use this textbook on their own. Literary Sinhala, however, was produced with the assumption that the user would have access to an instructor, and does not include English translations of the Sinhala reading passages. This publication, commissioned and published by the American Institute for Sri Lankan Studies 40 years after the appearance of Literary Sinhala, provides these translations. The intention is to make the textbook more helpful, especially for those using it without an instructor.
23
Silva, Danielle Ayres. "O ensino de literatura no ensino médio de uma escola da rede pública do Estado do Paraná: um estudo de caso." Universidade do Oeste Paulista, 2012. http://bdtd.unoeste.br:8080/tede/handle/tede/151.
Full textAbstract:
Made available in DSpace on 2016-01-26T18:49:54Z (GMT). No. of bitstreams: 1
AYRES D_Dissertacao_ultima correcao antes da entrega 24_07_13 (1).pdf: 796881 bytes, checksum: 9816337fc0c5c8b3e4bae10219acf974 (MD5)
Previous issue date: 2012-08-30This dissertation aims to bring in focus how school practices have done with literary texts, so then which role the Literature assumes in the school, what the developed work is done by school library and what is the concept that students have about the Literature. The development of this research is guided on the following methodological procedures: the first theoretical stage, which is under a bibliographic base, explains how it should be the study of literary texts in the classroom; the second stage is guided by investigation and researches related to the intensive direct observation, including the observations and interviews with twelve students, a Literature and Portuguese teacher and a librarian in a public school in the city of Ivaiporã / Pr. The observed school grades were: ninth grade and eleventh grade (four students in each class). Besides the observation, it was done an analysis of documents of the teaching plans from the observed teacher, and finally, the final report based on analysis of collected data that reveal a misguided approach of literary texts by school, which sometimes, leads the work with this type of texts to an utilitarian work, disregarding their peculiarities. Now, the literary text is particularly polysemic, symbolic, and allegorical and it must be read. Therefore, teachers must know this language and from it, lead their students to a complete reading.
A presente dissertação objetiva pôr em foco como as práticas escolares têm encaminhado o trabalho com texto literário, contemplando, assim, que papel a Literatura assume na escola, qual o trabalho desenvolvido pela biblioteca escolar e qual é o conceito que os alunos têm acerca da Literatura. O desenvolvimento desta pesquisa é pautado sobre os seguintes procedimentos metodológicos: a primeira etapa, de natureza teórica, voltada para o embasamento bibliográfico, explana como deve ser a abordagem do texto literário na sala de aula; a segunda, norteada pelo cerne da investigação, utiliza, como meio de coleta de dados, técnicas relacionadas, à observação direta intensiva, que inclui a observação e a entrevista direcionada com doze alunos, um professor (de Língua Portuguesa e Literatura) e um funcionário responsável pela biblioteca de um colégio público da cidade de Ivaiporã/PR. As séries observadas foram: primeiras e terceiras do ensino médio (quatro alunos de cada turma). Além da observação, fez-se a análise documental dos planos de ensino do professor observado e, por fim, a elaboração do relatório final, pautado na análise dos dados recolhidos que revelam uma abordagem equivocada do texto literário pela escola, que, por vezes, encaminha o trabalho com esse tipo de texto de modo a tratá-lo como um texto utilitário, desprezando, assim, as suas peculiaridades. Ora, o texto literário é sobretudo polissêmico, simbólico e alegórico e assim deve ser lido. Para tanto, o professor deve conhecer essa linguagem e, a partir dela, conduzir seus alunos a uma leitura completa.
24
Hägg, Linda. "A study on the use of literature in the second language classroom." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23118.
Full textAbstract:
This study reports on the use and benefits of fiction as a method to teach English as a second language in primary school. The study was conducted by reading previous research and conducting one-on-one interviews with six active teachers. The teachers all taught English in first to third grade, and they all had received education for it. The interviews contained questions about the use of fiction in both English and Swedish education. The results show that the general idea of using fiction to teach English is positive; however, only one teacher used it in practice. The other teachers list films and speaking exercises as their main tools for teaching English. According to previous research and interviews, the results of using fiction are positive, as it enhances vocabulary, comprehension and pronunciation. It has been shown that reading fiction enhances vocabulary, as the children are interested in what they read and therefore learn more as it engages them.
25
Ramberg, Sörensen Lena. "Vilka typer av texter möter elever på gymnasiesärskolan : Ett samspel mellan text och läsförståelse." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118047.
Full text
26
Magnusson, Petra. "Att läsa skönlitteratur : Gymnasieelevers arbete med att utveckla litterär kompetens." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2136.
Full textAbstract:
This study is based on my work as a teacher of Swedish language and literature to upper secondary school students, and my interest in developing the teaching of literature by using both new criticism theories and theories of literary perception focusing on reader response. The purpose of the study is to examine the learning process in trying to develop literary competence and to find out how to describe the competence shown by the students. My starting-point is a discussion about literary competence and the theory and model of literary competence by Örjan Torell. In examining literary competence, by how students use their constitutional competence as well as performance and literary transfer competences, Torell´s model shows the possibility and the need for both knowledge of literature and personal reception by focusing on the dialogue between author and reader.
The method is qualitative and the empirics are material collected in one senior high school class in the Social Science programme during their second and third year. The material contains written reading logs, written answers to tasks and transcribed recordings of discussions of literature.
The analysis shows a variety among the literary competence shown and developed by the students and points to the complexity of understanding the concept of literary competence. The model proves to be useful in focusing the teaching and learning of literature and the results indicate that teaching of literature by combining learning of epochs, genres, ideas and conceptions with personal reading is a valuable approach.
Keywords: literary competence, literary teaching, literary reception, discussions of literature, reading logs, literary repertoire, text competence.
27
Oliveira, Eliana Kefalas. "Corpo a corpo com o texto literario." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270323.
Full textAbstract:
Orientador: Suzi Frankl SperberTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-13T17:59:34Z (GMT). No. of bitstreams: 1 Oliveira_ElianaKefalas_D.pdf: 1075996 bytes, checksum: 9ba7d4ab8db9106607dd950dfa96e549 (MD5) Previous issue date: 2009
Resumo: O desafio, neste texto, é o de debruçar sobre um conjunto de reflexões acerca da literatura e da leitura, tomando-as como lugar de formação, de transformação e de desestruturação do sujeito. Partindo de um corpo a corpo com o texto literário e levando em conta o campo sensorial do verbo, foram elaborados quatro ensaios sobre as relações entre o corpo da palavra e o corpo do leitor. Para se experimentar um texto, é necessário, por um lado, colocar a atenção nos sentidos da palavra e, por outro, abrir ao texto os sentidos do corpo de quem o recebe. Uma relação carnal com o texto permite compreender a palavra literária, não somente através de uma perspectiva analítica, mas também sensorial, de forma que o ato de ler, silencioso ou em voz alta, seja tomado como performance, como movimento de sentidos.
Abstract: The challenge in this text is to reflect on a set of issues concerning literature and reading, viewing both as a place where the subject is transformed. Starting from a body-to-body struggle with the literary text and taking into account the sensorial field of the verb, four essays have been written addressing the relationship between the body of the word and the body of the reader. In order to experience a text, it is necessary, on the one hand, to pay attention to the sense of the word and, on the other hand, to open the text to the body of those that receive it. A carnal relation with the text allows one to understand the literary word, not only from an analytic perspective, but also from a sensorial one, so that the act of reading - whether silent or out-loud - can be viewed as performance, as a movement of the senses.
Doutorado
Teoria e Critica Literaria
Doutor em Teoria e História Literária
28
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.
29
Blick, Adam. "Läsförståelse genom skärm och papper : En kvantitativ studie om elevers läsförståelse av traditionell papperstext och digital text." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84551.
Full textAbstract:
Studien tar avstamp i tidigare undersökningar om textmediers olika effekter och söker att svara på hur elevers läsförståelse påverkas av att läsa texter genom olika textmedium. Studien ville specifikt svara på om elevers inställning till textmediet de använder kan påverka deras läsförståelseförmåga. För att svara på detta användes material från tidigare PISA-undersökningar för att konstruera ett läsförståelsetest som undersökningsgruppen fick göra genom att läsa texter via en skärm eller en vanlig papperstext. Till studien fick undersökningsgruppen även svara på om en enkät där de fick beskriva sina upplevelser av läsning genom olika textmedium. Undersökningsgruppen bestod av sammanlagt 56 elever i årskurs 9. Resultaten visade att elevers inställning till textmediet kan ha påverkan på läsförståelseförmågan, och att elever med en preferens för traditionella papperstexter hade i genomsnitt bättre resultat på läsförståelsetestet. Undersökningens enkät visade att en majoritet av eleverna hade en preferens för papperstext, och att digitala texter generellt upplevdes vara mer obekväm att läsa.This study uses previous studies about the different effects of text mediums as a starting point and seeks to answer how the reading comprehension of students is affected by reding texts through different textmediums. The study specifically sought to answer whether the reading comprehension of students is affected by their attitude towards the text medium being used. To answer this, the study used material from previous PISA-studies to construct a reading comprehension test which the surveyed group worked with by reading texts either through a screen or a traditional print-based text. The surveyed group also answered a survey where they got to describe their experiences of reading through different textmediums. The group was made up of 56 students in 9th grade. The results showed that students’ attitude towards text mediums may have affected reading comprehension, and that students with a preference for print-based texts had slightly higher average score on the reading comprehension test. The survey showed that a majority of students had a preference for print-based text, and that digital texts was generally considered to be less comfortable as a text medium.
30
Värn, Mariethe, and Rebecca Persson. "”Perfekta läsa-själv-böcker för 6–9-åringar” : En litteraturanalys av de fyra delarna i serien Jakten på Jack." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60444.
Full textAbstract:
The aim of the study is to ascertain what characterizes a book classified as easy reading, and how the selected books relate to factors that are regarded as facilitating reading. The study was conducted with the help of a text analysis considering both linguistic and narratological aspects. The material used is the four parts in the series Jakten på Jack, written by Martin Olczak and illustrated by Anna Sandler. The theories on which the study is based are LIX value, the classification levels of the publisher Nypon Förlag, and MTM’s different aspects of what makes books easily read. The result of the study shows that it is not possible to use a calculation of the LIX value to find out how well a book suits a reader at a particular level. Other aspects need to be considered, for example, those found in Nypon Förlag’s levels and via MTM’s website. The results show that tempo and cliffhangers are factors that make reading easier. The illustrations in the books prove to be significant too, since they can help to explain difficult words or events.
31
Wikström, Debra. "Learning by Reading : A literature study on the use of authentic texts in the EFL upper elementary classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20874.
Full textAbstract:
The English language is widely used throughout the world and has become a core subject in many countries, especially for students in the upper elementary classroom. While textbooks have been the preferred EFL teaching method for a long time, this belief has seemingly changed within the last few years. Therefore, this study looks at what prior research says about the use of authentic texts in the EFL upper elementary classroom with an aim to answer research questions on how teachers can work with authentic texts, what the potential benefits of using authentic texts are and what teachers and students say about the use of authentic texts in the EFL classroom. While this thesis is written from a Swedish perspective, it is recognized that many countries teach EFL. Therefore, international results have also been taken into consideration and seven previous research studies have been analyzed in order to gain a better understanding of the use of authentic texts in the EFL classroom. Results indicate that the use of authentic texts is beneficial in teaching EFL. However, many teachers are still reluctant to use these, mainly because of time constraints and the belief that such texts are too difficult for their students. Since these findings are mainly focused on areas outside of Sweden, additional research is needed before conclusions can be drawn on the use of authentic texts in the Swedish upper elementary EFL classroom.Engelska
32
Sellgren, Emma, and Elin Kjellberg. "Högläsningens möjligheter : En studie om två verksamma lärares arbete med skönlitterär högläsning i årskurs 3." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67680.
Full textAbstract:
Abstract Reading aloud can give pupils a chance to experience what reading involves and an opportunity to discover new worlds. The aim of the study is to arrive at an understanding of the possibilities for conversation and activities that can be provided by teachers’ work with reading literature aloud in the classroom in grade 3. We proceed from questions about how the teaching of reading is organized and how the teachers talk to the pupils about the text. To achieve the aim and answer the questions, two observations were conducted. The study uses the concepts of sequential reading elements and text movability as analytical tools. The result shows that work is mainly done before and after the reading aloud. This takes the form of involving the pupils in predicting what will happen in the plot, discussing, and working with written assignments. The teachers give the pupils a chance to talk about new words, to sum up the contents, to read between the lines and discuss the author’s intention with the text. Our study shows that the way two teachers organize reading aloud gives pupils opportunities in different ways to discuss and work with literary texts.
33
Schmidl, Helen. "Från vildmark till grön ängel : Receptionsanalyser av läsning i åttonde klass." Doctoral thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8538.
Full textAbstract:
The subject of this dissertation is Swedish upper secondary pupils’ reception of novels read as part of their literature instruction. The main purpose is to study and compare the reading of female pupils with that of male pupils and to analyze to what extent attention is paid to their private reading experiences in the literary teaching. What strategies do the students use to interpret and discuss fiction? And what is the relationship between their private reading habits and the way fiction is studied at school? Consequently, the subject field of this qualitative study concerns not only teenagers’ private reading habits, but also gender related issues, school adjusted reading routines and didactic matters. Reading at school differs in many ways from the pupils’ private reading habits, but there are also differences regarding the students’ attitudes towards reading as such. There proved to be certain diversities between the reading habits of boys and girls. The boys read in general less than the girls, and many boys were interested in reading adventurous and exciting stories. The girls were more into reading realistic novels, and to them it was important that they could identify with the characters. Many pupils responded personally to their reading. Instead of reflecting on the meaning of a text and comparing it to other texts or phenomena of the surrounding world, their reception confined itself to categories like “boring” or “exciting”. Merely a few students included a more profound literary analysis in their responses. An important aim of literature instruction must be to broaden the pupils’ literary repertoires and to make them improve their reading skills. This study shows that to achieve these improvements the students must feel involved, which means that literature instruction must be adapted to the literary cultures of both boys and girls.
34
Olin-Scheller, Christina. "Mellan Dante och 'Big Brother' : En studie om gymnasieelevers textvärldar." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-474.
Full textAbstract:
This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.
The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?
Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.
The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.
35
Helming, Gustavsson Maria. "Bedömning av texttolkning : En studie i hur lärare bedömer elevers förmåga att tolka budskap i text." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61641.
Full textAbstract:
This study, based on interviews with seven teachers of Swedish, investigates how they define the concept of text interpretation and how they assess pupils’ ability to interpret text. The results show that the teachers define text interpretation as an ability to perceive hidden messages in text and an ability that is closely connected to reading comprehension. This description agrees with the way text interpretation is explained in previous research but not with the description in the curriculum. This is a defect, since teachers ought to know what they are supposed to assess, based on the steering documents they are expected to follow in their professional practice. Here, however, the teachers’ assessment skills are shown to be an asset. When teaching literature the teachers say that they normally use dialogue and written assignments in which pupils reason on the basis of the content of the text and their personal experience. The forms of assessment are summative and formal, although it seems difficult to use fixed answer templates for reasoning in contexts like this where it is not clear what can be said to be right or wrong. Summative assessment, however, seems more reliable and credible than formative assessment. A picture thus emerges of the difficulty of assessing text interpretation which is simultaneously multivalent and reliable.Denna studie är grundad på intervjuer av 7 svensklärare i syfte att undersöka hur de definierar begreppet texttolkning och hur de bedömer elevers förmåga att tolka text. I resultatet framgår att lärarna definierar texttolkning som en förmåga att uppfatta dolda budskap i text och en förmåga som är nära sammankopplad med läsförståelse. Denna beskrivning stämmer väl överens med hur texttolkning förklaras i tidigare forskning men inte med den beskrivning som framkommer i läroplanen. Detta är en brist då lärare bör veta vad de ska bedöma, utifrån styrdokument de ska utgå från i sin yrkesutövning. Här framstår dock lärares bedömningsfärdighet som en tillgång. Vid litteraturundervisning säger lärarna att de vanligen tillämpar dialog och skriftliga inlämningsuppgifter, med resonemang utifrån både textens innehåll och personliga erfarenheter. Bedömningsformerna är summativa och formella, även om fasta svarsmallar ter sig svåra att använda vid resonemang, då det i dessa sammanhang inte tydligt framgår något som med säkerhet kan sägas vara rätt eller fel. Summativ bedömning ter sig dock mer tillförlitlig och trovärdig vid en bedömningssituation, jämfört med formativ. Här framkommer således en bild av att det är svårt att bedöma texttolkning som på samma gång är flertydig och tillförlitlig.
36
Borgman, Lindsay Reith Frankenfeld. "Reading guide to Japanese literature: Making the texts of Aozora Bunko available to students of Japanese (Kenji Miyazawa)." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1435233.
Full text
37
Yoo, Jungmin. "Materiality and Writing: Circulation of Texts, Reading and Reception, and Production of Literature in Late 18th-century Korea." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13065154.
Full textAbstract:
This study explores the literature of late Choson in its material context, examining how the physical aspects of the production and circulation of texts impacted the practice of writing. By analyzing various travelogues from Beijing (yonhaengnok) and private collections (munjip) from the late seventeenth to the early nineteenth century, I examine how transcultural contacts across borders and changing textual environments influenced intellectual circles and literary trends in late Choson Korea.
Interpreting the literary text as the material product of a culture, my study shifts the emphasis from the author as the creator of a text to the editors, publishers, collectors, and readers, through whose hands a text is reshaped and given new meaning. In light of the concept of social authorship, the written culture of late Choson will be revisited in relation to complex networks of social interactions. The print and manuscript culture of the day, socio-political groups that the author belonged to, the book market, and the government policies of that time provide interesting information on the practices of literary production, based on the larger cultural dynamics of East Asia.
This dissertation revolves around a series of questions about circulation networks and their impact. In regard to the social and cultural condition of literary production in the eighteenth century, I examine transnational interactions with foreign intellectuals as well as collective coterie activities of reading and writing among the literati in Seoul. How did the flourishing of print culture of the Jiangnan area and the book markets in Beijing change the textual dynamics of Korea? Did the government censorship carried out by the Qing and the Choson governments effectively control the circulation of books? How did the Choson literati consume the foreign books and why did they form so many literary communities in Seoul? By investigating the large scope of these textual situations, I explore how the transcultural contacts "across borders" and the changing textual environments influenced intellectual circles and literary trends in late Choson.
With respect to textual dynamics, I emphasize the various "informal networks" that have been placed at the center of book reception and consumption. For example, a number of book brokers in the Qing and Choson facilitated the distribution of books, and the sharing of manuscripts among friends in literary coteries was influential in the shaping of new literary tastes and public culture. These unconventional routes outside of established channels functioned as the actual key drivers of book culture in late Choson. My argument throughout this dissertation is that "informal circulation" is a central, rather than marginal, feature of eighteenth-century book culture and literary production.
Through a specific case study of a literatus-official, Yi Tong-mu (1741-1793), my dissertation addresses these issues in three parts that consist of seven chapters: (1) Part One, "Social Authorship and Manuscript Production," examines how the writings of Yi Tong-mu were constructed and transmitted through a complex of social interactions and how the physical aspects of texts inform various transactions of human and non-human agencies in the production of texts. (2) Part Two, "The Location of Texts: Circulation of Books, Censorship, and Community Activities" traces how social networks among the domestic literati as well as among foreign intellectuals facilitated the circulation of books. First, I examine the large scope of transnational interaction between China and Korea, and the literary inquisition carried out by the Choson government in response to the changing textual environment. This is followed by a discussion of the poetry communities in Seoul, in which the Choson literati shared their reading practices and produced their common aesthetic tastes in their writings. (3) Part Three, "Making Meaning: Reading Self and Social Discourses," examines how Yi Tong-mu read books from the Ming and the Qing--such as those by Yuan Hongdao of the Ming and Wang Shizhen of the Qing--and wrote his own poetry and literary criticism and embodied his interpretive activities in his own works.East Asian Languages and Civilizations
38
LeGris, Hannah Fraser. "HYBRIDITY, TRAUMA, AND QUEER IDENTITY: READING MASCULINITY ACROSS THE TEXTS OF JUNOT DÍAZ." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/9.
Full textAbstract:
When writing about Junot Díaz’s Drown (1996) Brief Wondrous Life of Oscar Wao (2007) and This is How You Lose Her (2012), I focus on the iterations of masculinity depicted and embodied by Yunior de las Casas, the primary narrator of this collection. I explore the links between diaspora, hybridity, masculinity, and trauma, arguing that both socio-historical and personal traumatic experience reverberates through the psyches and bodies of Díaz’s characters. I demonstrate the relationship between Yunior’s navigation of the United States and the Dominican Republic and his ever-shifting sexuality, self-presentation, and gender identity. The physical and discursive spaces he must traverse contain multiple, contradictory narratives about how to be a man; within Díaz’s collection, we witness Yunior’s coming-to-terms with the way that these stories of masculinity are rendered dysfunctional and incoherent. Accordingly, Yunior uses the hegemonic discourses of masculinity as a way to cloak his own queer difference, ambivalently interacting and identifying with characters marked as Other. In this analysis, I read Yunior’s masculinity as reactionary to the expectations of Domincan society, and also explore how he shaped by migration, trauma, and unspeakable queer desire.
39
Mikita, Clara Elizabeth. "STUDENT DIALOGUE ABOUT BOOKS: CRITICAL ENCOUNTERS." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619040209887649.
Full text
40
Frick, Linnea. "Text-parasiter : En tanke-vandring kring vår relation till texter och läsande." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156033.
Full textAbstract:
This study explored the reading-subjects relationship to reading and texts, and if this relationship, through metaphors, could be compared to that of a parasite or a symbiosis. In other words the question that was asked was; can the reading-subjects relationship to the written text be compared to that of a parasite and it’s host, or is the relationship more similar to that of a symbiosis? The method for the study has been to find and compare different views on reading and text, that has been presented by a series of different theoreticians. The author’s whose work the study is based upon are Anders Johansson and his studies concerning “good” and “evil”, Martin Borgs work on propaganda and Iser Wolfgangs book The implied reader. The analysis is also based of the worldview presented by the characters in Ray Bradbury’s novel Fahrenheit 451. In conclusion, the parasitic and symbiotic metaphor, could be applied and seen in each off the works listed above, it is however not possible to fully say the relationship is closer to one or the other. Each text works in a network of other texts with all different background and intentions. To be able to fully understand the relationship – further studies must be made.
41
Buescher, Kimberly. "Reading in a Second Language Classroom: A Pedagogical Report on Sociocultural Strategies for Reading Texts in the Elementary French Classroom." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/285/.
Full text
42
Bakken, Michael. "Lättläst mellan raderna : En jämförande transitivitetsanalys mellan skönlitterär text och dess lättlästa version utifrån ett läsförståelseperspektiv." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35623.
Full textAbstract:
The purpose of this study was to analyze, investigate and compare the eventual differences within the aspects of the ideational metafunction, of the systemic functional linguistics, between two fictional novels and their respective easy-Swedish versions, looking at chosen variables within the theory. The study also investigates how the eventual differences, effects the potential reader by setting the results of the analysis against contemporary research in reading comprehension. The method of use is transitvity analysis based within the ideational metafunction and its variables: processes, participants, circumstances, grammatical metaphors and register. The material that has been analyzed is Sodomsäpplet (Martin, 2016) and Mina drömmars stad (Fogelström, 2009) and their respective easy-Swedish versions. The result of the analysis proved that a lot of the material processes had been replaced by relational processes. This contributed to making the easy-Swedish versions more concrete but also static and impersonal, which effected the voice of the author as well as the register and the perspective of telling. The result is discussed with a reading comprehension perspective telling that the easy-Swedish versions not in every way is particularly easy as they displace the register and the authors voice. They also limit the abilities of interpretation for a potential reader.
43
Nigutova, Svatava. "Knowledge Construction in Multicultural Reading Projects." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27126.
Full textAbstract:
This paper researches the theoretical background needed for the implementation of literary texts with multicultural themes for use in EFL courses in Sweden and it offers several concrete didactical solutions for multicultural reading. The theory of multicultural education by J. A. Banks is presented with focus on the dimension of knowledge construction. The processes that are examined are the learning processes in the zone of proximal development by Vygotsky (1986), the concept of scaffolding by Woods, Bruner & Ross (1976) and the process of perspective-taking by Thein & Sloan (2013). These processes each employ a three-step sequence that moves students from their existing knowledge to new knowledge and revised personal opinions. The teacher’s role is to provide support during the learning process. The second part of the paper suggests different activities for the multicultural reading of a novel, used to make the process of multicultural knowledge construction and scaffolding visible. Teacher support includes text reduction, book discussion and language analysis. Discussion points found in Love Medicine start with revising the stereotypical images, discovering how personal experience influences knowledge or how ethnicity influences professional career choices. When teachers and students read literary texts with multicultural themes, students’ racial prejudice can be reduced (Banks 2004) and their ethical attitudes become more open (Thein & Sloan 2013). The literary work chosen for framing in the theory is Love Medicine by Louise Erdrich. The paper ends with a reflection over the limitations of multicultural reading projects.
44
Cavalcante, Tatyana Guerra de Souza Lira. "Leitura do texto literário no ensino fundamental ii: a formação de leitores por meio do gênero conto." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8927.
Full textAbstract:
Submitted by Maike Costa (maiksebas@gmail.com) on 2017-04-17T12:29:18Z
No. of bitstreams: 1
arquivototal.pdf: 1902086 bytes, checksum: a8f659e1156145b3dc66276be351084c (MD5)Made available in DSpace on 2017-04-17T12:29:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1902086 bytes, checksum: a8f659e1156145b3dc66276be351084c (MD5) Previous issue date: 2016-11-23
The literary text is one of the most important tools of collaboration in the formation of readers as it carries with it high aesthetic quality and makes special use of language. It is necessary that the noble role of educating readers, commonly attributed to school, it is taken by reading these texts, since they are made up of knowledge about the world and man, they are able to promote intense experiences to the reader, his critical training and make them learn to read literarily. Given this importance to the literary work, we propose, with this work, to organize a practice of reading to allow students the assignment of understanding what they read and their admeasurement. To make our project, we chose the literary genre tale because it is a linear text, brief and which has as one of its main features the condition to endure, in its brevity, all fictional possibilities. We believe that its concision power allows readers to training, but not yet mature, the effective appreciation of the literary text. In order to establish integration between knowledge and its use, we adopted the methodology of action-research for application and intervention. With this, we aim to improve the reading competence of students in the 9th grade of elementary school in a public school in the city of Orobó - PE. The project activities proposed are anchored in reading Basic Sequence described by Cosson (2006). In addition, our theoretical framework will be based, on the tale, Moses (1967), Coelho (2000), Cortázar (2006), Piglia (2004) on the aspects of reading and literature teaching, Candido (2004 ), Jouve (2012) Cosson (2006; 2014), Souza (2010), PCNs (1998), among others.
O texto literário é um dos mais expressivos instrumentos de colaboração na formação de leitores, pois carrega em si alta qualidade estética e faz uso especial da linguagem. É preciso que a nobre função de formar leitores, comumente atribuída à escola, seja empreendida por meio da leitura desses textos, já que são constituídos de saberes sobre o mundo e o homem, capazes de promover experiências intensas ao leitor, sua formação crítica e de letrar literariamente. Considerando essa importância da obra literária, propomos, com esse trabalho, sistematizar uma prática de leitura que permita aos alunos a atribuição de sentido ao que leem e seu compartilhamento. Para esse trabalho, escolhemos a obra Com certeza tenho amor, de Marina Colasanti. Esse livro faz parte do acervo distribuído às escolas públicas pelo Ministério da Educação no âmbito do Programa Nacional Biblioteca da Escola – PNBE de 2013. Para viabilizar nosso projeto, elegemos o gênero literário conto por ser um texto linear, breve e que tem como uma de suas principais características a condição de suportar, em sua brevidade, todas as possibilidades de ficção. Acreditamos que seu poder de concisão permite aos leitores em formação, ainda não maduros, a apreciação efetiva do texto literário. A fim de estabelecer a integração entre os saberes e a prática, adotamos a metodologia da pesquisa–ação para aplicação e intervenção. Com isso, objetivamos aprimorar a competência leitora dos alunos do 9º ano do Ensino Fundamental, em uma escola municipal da cidade de Orobó – PE. As propostas de atividades do projeto se ancoram na Sequência Básica de leitura descrita por Cosson (2006). Ademais, nosso aporte teórico terá como base, para os estudos sobre o conto, Moisés (1967), Coelho (2000), Cortázar (2006), Piglia (2004), sobre os aspectos da leitura e do ensino de literatura, Candido (2004), Jouve (2012), Cosson (2006; 2014), Souza (2010), PCNs (1998), dentre outros
45
Fredriksson, Caroline, and Jessica Gustafsson. "Illustrationers betydelse för elevers förståelse av text : En studie om elevers syn på illustrationer i högläsningsböcker för årskurs 1 och 2." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80124.
Full textAbstract:
Målet med denna studie är att undersöka illustrationernas betydelse i böcker för elevernas förståelse av skönlitterär text. Metoden som används är kvalitativa gruppintervjuer med två olika årskurser för att förstå deras inställning och erfarenheter av illustrationer i kombination med text i böcker. Undersökningen genomfördes med fyra boksamtal som följdes av gruppintervju. Materialet för studien är de transkriberade gruppintervjuerna. Teorier som använts i studien är hermeneutiken och Vygotskijs proximala utvecklingszon. Resultatet har analyserats i diskussionen utifrån studiens frågeställningar med den hermeneutiska cirkeln som utgångspunkt. Resultatet visar att eleverna hade en positiv attityd till illustrationer i böcker och att illustrationer tillsammans med text behövs för att förstå texten. Vidare visar resultatet att det finns fler fördelar än nackdelar till användningen av böcker med illustrationer, då eleverna markerade att de ville ha en illustration till texten för att förstå textens innehåll. I gruppintervjuns resultat framkom att elever var missnöjda med studiens högläsningsböcker, vilket ledde till ytterligare en fråga för studien som ansågs relevant. Resultatet för sistnämnda frågan besvarades med att elevers förväntan beror på deras tidigare erfarenhet. För studien används två noveller ur samlingen Sagorna (Lindgren 1980), Draken med de röda ögonen och Allrakäraste syster, samt Draken med de röda ögonen, med illustrationer av Ilon Wikland (Lindgren 1985) samt Allrakäraste syster med illustrationer av Hans Arnold (Lindgren 1973).
46
Bartlett, Melissa Ellis. "High School Students Reading Informational Texts| A Comparison of Written and Video Response Modalities." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690206.
Full text
47
Eriksson, Ingemo. ""...vad kul att få läsa matbloggar på lektionstid!" : En jämförelse av gymnasieelevers litteraturläsning i Svenska A mellan skönlitterär och saklitterär text." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13360.
Full text
48
McGarry, Theresa, and R. Marotta. "Songs and Memories for Expanding Vocabulary and Grammar." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6152.
Full textAbstract:
Book Summary: New Ways in Teaching With Humor explores the whole gamut of possibilities for using humor in English language teaching. Find ideas for beginning to advanced students, 5-minute activitiesto start a class on a humorous note to multiday projects, and silly English puns and jokes to activities for examining controversial social issues. Topics covered include: Humor and Language Development; Wordplay and Puns; Comics and Cartoons; Jokes and Joke Telling; Sitcoms and Movies; Internet Resources and Digital Literacy; and Parody, Satire, and Sarcasm.What all these lessons have in common is that they all use humor to enhance the English learning experience and provide English language learners with the linguistic and cultural knowledge they need to become more proficient users of the language. New Ways in Teaching With Humor not only shows the how of using humor in the English language classroom, but also the why.
49
Andrée, Victoria. "Intensivläsning som metod för elevers läsutveckling : En interventionsstudie om elevers läsutveckling med intensivläsning som grund." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79597.
Full textAbstract:
Syftet med denna studie har varit att ta reda på hur en interventionsstudie med intensivläsning under en femveckorsperiod, fyra dagar i veckan, med material som är anpassat efter elevernas intressen påverkar elevernas läsförståelse. Metoder som används i studien är enskilda intervjuer med elever, observationer och DLS- test som är ett diagnosinstrument för att mäta elevers läsoch skrivförmåga. De teoretiska utgångspunkter som undersökningen grundar sig på är den sociokulturella lärandeteorin, kognitivism samt embodied learning. Den sociokulturella lärandeteorin valdes för att eleverna i undersökningen lär i samspel med andra, kognitivism för att förstå hur barn tänker. Embodied learning där fokus på den kroppsliga aktiviteten ligger som grund för att förstå hur eleven använder sin kropp vid intensivläsning. Tidigare forskning visar i PISA- undersökningar att svenska elever har en allt sämre läsförmåga. Resultatet i studien visar på kroppens betydelse för att förstå det som läses men även den avsaknad av reflektion i läsundervisningen för att eleverna ska få förståelse för hur processen läsning går till.The purpose of this study has been to find out how an intervention study with intensive reading during a five-week period, four days a week, with the material specifically adjusted to the pupils’ interests impacts their reading comprehension. The methods used in the study is individual interviews with the pupils, observations and DLS-tests which is a diagnosticinstrument for measuring the pupils reading and writing ability. The theories of this study are based on sociocultural learning theory, cognitivism and embodied learning. The sociocultural learning theory was chosen because the students in this study learn together with other, cognitivism because trying to understand how children think. Embodied learning where focus lies on activity of the body to understand how student use their body when they learn intensive reading. Earlier studies show in PISA studies that the Swedish pupils is getting lesser and lesser reading ability. The results in the study shows the body’s importance in understanding what we read. But it also shows the lack of reflection in the reading instructions for the pupils to understand how the process of reading works.
50
Kido, Roseli Stagliano [UNESP]. "Teia de leitores: um caminho possível para o desenvolvimento da leitura e produção textual em sala de aula a partir do texto literário." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151115.
Full textAbstract:
Submitted by ROSELI STAGLIANO KIDO null (roseli.kido@yahoo.com.br) on 2017-07-17T15:56:46Z
No. of bitstreams: 1
Dissertação (Roseli S. Kido).pdf: 5461932 bytes, checksum: 0fbb1cf0290cc06af80e6cb65315e34a (MD5)Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-07-17T19:49:59Z (GMT) No. of bitstreams: 1 kido_rs_me_assis.pdf: 5461932 bytes, checksum: 0fbb1cf0290cc06af80e6cb65315e34a (MD5)
Made available in DSpace on 2017-07-17T19:49:59Z (GMT). No. of bitstreams: 1 kido_rs_me_assis.pdf: 5461932 bytes, checksum: 0fbb1cf0290cc06af80e6cb65315e34a (MD5) Previous issue date: 2017-05-22
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O foco desta pesquisa é abordar a importância da leitura em sala de aula do Ensino Fundamental, mais precisamente nos 9º anos, a partir do texto literário, propondo uma intervenção para aprimoramento das práticas envolvendo a competência leitora. Assim, a questão que norteia o presente estudo é a seguinte: considerando uma perspectiva de letramento e multiletramentos; reconhecidas dificuldades e indicadores ponderados como insuficientes em relação à leitura no contexto escolar; bem como estudos de pesquisadores brasileiros sobre leitura e texto literário; pergunta-se: que configuração teria um projeto de intervenção relacionado à prática leitora em sala de aula, objetivando o estabelecimento de práticas autônomas, reflexivas e com criticidade, por parte de professores e alunos, em suas produções diárias? A pesquisa se caracteriza como qualitativa e, nesse aspecto, a fim de encontrar uma composição adequada para a proposta de intervenção foram escolhidos procedimentos próprios da pesquisa bibliográfica. Para a confecção da proposta de intervenção são utilizados aspectos do formato de organização para projetos sugeridos nos Parâmetros Curriculares Nacionais, para terceiro e quarto ciclos do ensino fundamental. Quatro capítulos são basilares no presente trabalho. O capítulo inicial trata da problemática envolvendo a inserção da atividade de leitura no contexto escolar, bem como sobre o poder transformador da leitura na vida do indivíduo. No capítulo seguinte, abordam-se questões sobre letramento e multiletramentos como forma de trazer à luz a importância desses processos no desenvolvimento de práticas relevantes para o aluno, quando atreladas à atividade da leitura. Na sequência, encontra-se uma seção sobre a importância do texto literário como importante instrumento para a prática leitora no contexto do letramento e multiletramentos. Por fim, há o capítulo contendo a proposta de intervenção a partir do conto “Gatos pretos” de Heloisa Seixas. A partir dos estudos de determinados autores constantes aqui, torna-se claro que a escola se encontra em crise em relação à leitura no contexto educacional brasileiro. A escola mostra-se com muitas dificuldades para promover práticas eficazes relacionadas à competência leitora em face de uma sociedade tão dinâmica em termos de utilização e diversidade de linguagens. Em relação aos resultados, constatou-se que o trabalho com leitura na escola, especialmente, nas aulas de língua portuguesa é questão sempre premente, dada a importância que a competência leitora tem para vida, considerando, inclusive, a importância do letramento e multiletramentos para o cotidiano. A presente pesquisa possibilitou a elaboração um projeto de intervenção, que pode ser utilizado como bússola por docentes, a partir de texto literário, objetivando o desenvolvimento da competência leitora e produção textual do aluno, bem como uma ambiência profícua de integração para o estabelecimento de uma teia de leitores, em que todos os públicos do contexto da escola estejam envolvidos.
The focus of this research is to address the importance of reading in the classroom of the Basic School, mainly in the 9th grades, from literary text, proposing an intervention to improve the practices involving the competence of reading. Therefore, the question that orientates the present study is: considering literacy and multiliteracies perspective; recognized difficulties and indicators considered insufficient related to reading in the school context; as well as studies from Brazilian researchers about reading and literary texts; one can wonder: what configuration would have a project of intervention related to the reading practice in the classroom, aiming the establishment of autonomous, reflexive and critical practices, from the teachers and students, in their daily practices? The research is characterized as qualitative and, in this aspect, in order to find an appropriate composition to the proposal of intervention, procedures of bibliographic research were chosen. To the elaboration of the proposal of intervention, aspects of the format of the organization to suggested projects of the National Curricular Parameters, to third and fourth cycles of the basic school, are used. Four chapters are essential in the present work. The initial chapter addresses the problematic situation involving the inclusion of reading activity in the school context, as well as the transforming power of reading in one's life. In the following chapter, questions about literacy and multiliteracies are addressed to show the importance of these processes in the development of practices that are relevant to the student, when coupled with the reading activity. In the sequence, there is a section about the importance of the literary text as an important instrument for the reading practice in the literacy and multiliteracies context. Lastly, there is the chapter containing the proposal of intervention from the tale "Gatos pretos" from Heloisa Seixas. From studies of certain authors containing here, it becomes clear that the school lies in crisis in relation to reading in the Brazilian educational context. There are many difficulties in the school to promote effective practices related to the reading competence in a dynamic society in terms of the utilization and diversity of languages. In relation to the results, it was found that the reading work in the school, especially, in the Portuguese language classes, is an always urgent question, assigned how the reading competence is important to life, considering, moreover, the importance of literacy and multiliteracies for the daily life. The present research allowed the elaboration of a project of intervention, which could be used as an orientation for teachers, from literary text, aiming the development of the reading competence and textual production of the student, as well as a successful atmosphere of integration for the establishment of a web of readers, in which all the public of the school context is involved.