Dissertations / Theses: 'Textbook reading'

1

Hebbard, Aaron Brent. "Reading Daniel as a theological hermeneutics textbook." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/1538/.

Full text

Abstract:

Reading Daniel as a Theological Hermeneutics Textbook is a thesis that sets out to read the book of Daniel as a narrative textbook in the field of theological hermeneutics. Employing such disciplines as historical criticism, literary criticism, narrative theology and hermeneutics, this thesis seeks to maintain an interdisciplinary critical outlook on the book of Daniel. Two particular perspectives come to light in this reading of Daniel, both of which are inherently linked to one another. Firstly, is the perception that the character of Daniel is the paradigm of the good theological hermeneut; theology and hermeneutics are inseparable and converge in the character of Daniel. The reader must recognize in Daniel certain qualities, attitudes, abilities and convictions well worth emulating. Essentially, the reader must aspire to become a ‘Daniel’. Secondly, is the standpoint that the book of Daniel on the whole should be read as a hermeneutics textbook. The reader is led through a series of theories and exercises that are meant to be instilled into his/her theological, intellectual and practical life. Attention to the reader is a constant endeavor throughout this thesis. The concern is primarily with the contemporary reader and his/her community, yet with sensible consideration given to the historical readerly community with which the contemporary reader finds continuity. Greater attention on what the book of Daniel means for the contemporary reader is given than on what the book of Daniel meant in its historical setting. Yet, we must be sensitive to the ‘historical’ reasons (theirs and ours) that demand the acquisition of finely tuned hermeneutic skill. In the end the reader is left with difficult challenges, a sobering awareness of the volatility of the business of hermeneutics, and serious implications for the reader to implement both theologically and hermeneutically.

APA, Harvard, Vancouver, ISO, and other styles

2

Akyuz, Volkan. "The Effects Of Textbook Style And Reading Strategy On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605079/index.pdf.

Full text

Abstract:

ABSTRACT THE EFFECTS OF TEXTBOOK STYLE AND READING STRATEGY ON STUDENTS&rsquo ACHIEVEMENTS AND ATTITUDES TOWARDS HEAT AND TEMPERATURE Aky&uuml z, Volkan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz July 2004, 96 pages The aim of this study is to investigate the effect of textbook style and reading strategy on 9th grade students&rsquo achievement and attitude towards heat and temperature at Eregli district of Zonguldak. Textbook style was means that whether textbook written in conceptual style or traditional style. The reading strategy was taken as K-W-L vs. reading without K-W-L. The study uses factorial design to investigate partial and combined effects of these methodologies. In the study convenience sampling was used. The participants were 123 9th grade students at Zonguldak Eregli Super High School in four different classes. Then selected classes were randomly assigned into four groups. The groups were conceptual physics text with K-W-L reading strategy, conceptual physics text with reading without K-W-L, traditional physics text with K-W-L reading strategy and traditional physics text with reading without K-W-L. Achievement and attitude tests were administered before and after the treatment. The data was analyzed by Multiple Analysis of Covariance (MANCOVA) to find out individual and combined effects of conceptual physics texts and K-W-L reading strategy. The results has shown that conceptual physics texts were effective in increasing students&rsquo attitude, K-W-L was effective in increasing achievement, and their combination was effective in increasing both achievement and attitude of the students.

APA, Harvard, Vancouver, ISO, and other styles

3

Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook." University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.

Full text

Abstract:

Magister Philosophiae - MPhil Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.

APA, Harvard, Vancouver, ISO, and other styles

4

OLIVEIRA, LUCIA HELENA GAZOLIS DE. "TEXTBOOK AND READING LEARNING PROCESS IN THE BEGINNING OF PRIMARY EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10413@1.

Full text

Abstract:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO O estudo se insere no âmbito das investigações sobre escolas eficazes. Utiliza dados de survey longitudinal, obtidos pela pesquisa GERES: Estudo da Geração Escolar 2005. A subamostra corresponde a 3.454 alunos da primeira série do Ensino Fundamental (ou seu equivalente em ciclo), e seus respectivos professores, distribuídos em 176 turmas, de 68 escolas pertencentes às redes municipal, privada e federal do Rio de Janeiro. Transitando-se entre as vertentes qualitativa e quantitativa, procurou-se medir, descrever e interpretar o valor agregado pelos professores às suas turmas, em leitura, especialmente no que diz respeito ao uso do livro didático de Língua Portuguesa. Aprofunda-se o tema, articulando-se as concepções de alfabetização no Brasil nas últimas décadas com as características do Programa Nacional do Livro Didático (PNLD) e com as formas de apropriação por parte dos professores em relação a essa política. A literatura referente à eficácia escolar e o aprofundamento do tema específico fundamentam as análises dos dados e conseqüentes conclusões. Na vertente qualitativa, foi construída uma escala de proficiência que, interpretada, resulta na descrição de sete níveis de aprendizagem, o que confere sentido pedagógico à escala. São apresentados os resultados alcançados pelos estudantes em leitura, tendo- se em consideração as particularidades das dependências administrativas às quais estão vinculados. Mostra-se como ocorreu a mobilidade de alunos entre os níveis de aprendizagem em função da utilização ou não do livro didático. Na vertente quantitativa, são implementados modelos de regressão linear que investigam o efeito do uso do livro didático, do tempo de experiência do professor com o referido livro e da menção recebida pelo livro no PNLD. Os resultados evidenciam um aumento significativo do aprendizado médio apresentado pelos alunos participantes do estudo, o que contradiz hipótese recorrente no meio educacional, segundo a qual o fracasso identificado nas séries iniciais do Ensino Fundamental teria origem no processo de alfabetização. Destacam-se, entre os achados, maior valor agregado pelos alunos que utilizaram livro didático e benefícios ainda maiores para estudantes cujos professores tinham mais de dois anos de experiência com o uso do mesmo livro. Em termos de política pública, a dissertação sugere que a avaliação de livros didáticos - e, em sentido mais geral, de programas educacionais - considere também o efeito sobre o aprendizado. This research is included in the investigation about efficaciousness schools. It uses longitudinal survey data from the GERES Project: School Generation Research 2005. The part of the sub-sample studied corresponds to 3454 students from the first year of the primary education (or its equivalent) and its respective teachers of 176 classes, from 68 private, municipal or federal schools in Rio de Janeiro. Moving through quantitative and qualitative approaches, the added value in reading by the teachers to the classes is measured, described and interpreted, specially related to the use of Portuguese textbooks. Through in depth study of this theme, the conceptions about Brazil alphabetization that have appeared in previous decades and have considered the characteristics of the Textbooks National Program (PNLD) and the appropriation of these politics by the teachers are articulated. The literacy referred to the scholar efficaciousness and the research into this specific theme are the basis for the data analysis and its conclusions. In the qualitative approach a proficiency scale was built and, when it is interpreted, results in a description of seven learning levels, proving its inherent significance of the scale to teaching. The reading results reached by the students are presented, considering the administrative dependences that they are linked to. The students mobility is presented within the learning levels according to whether they used or didn´t use textbooks. In the quantitative approach, a linear regression model was implanted, which investigated the effect of the use of textbooks, how much experience the teacher had with that book and what PNLD says about the same book. The study verified that there was a significant increase in the learning average of the students that participated in the research. This contradicted a recurrent hipothesis in the educational area that suggested that the failure in the beginning levels of the primary education has origin in the alphabetization process. Among the results, stands out that there was more added value by the students that used the textbook and much more benefits to the students whose teachers had more than two years experience with the same book. In terms of public politics, this dissertation suggests that the textbook evaluation - and, in a more general form, the educational programs - considers the effect on the learning too.

APA, Harvard, Vancouver, ISO, and other styles

5

Workman, Beth. "The effects of reading the textbook in a seventh grade science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/workman/WorkmanB0811.pdf.

Full text

Abstract:

In this investigation the science textbook was read orally through 12 weeks of our 7th grade science curriculum. Formative assessments were given throughout this period after each section of a chapter was read. Pre and post tests were given before and after each chapter. The next 12 weeks followed the same pattern except for the fact that the students read the textbook silently. Students' surveys were given at the beginning of the school year, after the 12 weeks of reading orally, and again after the 12 weeks of reading silently. Silent reading showed better results in both the formative and summative assessments. The survey showed that students don't particularly enjoy reading orally, but they feel it improves their learning.

APA, Harvard, Vancouver, ISO, and other styles

6

Culbreth, Phyllis Devan. "How does extraneous textbook material influence the reading comprehension of normal and impaired college students? /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/culbrethp/phyllisculbreth.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Tsang, Wing-chi Wendy, and 曾穎芝. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tsang, Wing-chi Wendy. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190756.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Meadows, Rita Emily. "The portrayal of older adults in basal reading textbooks of the 1960s and 1980s." Gainesville, FL, 1986. http://www.archive.org/details/portrayalofolder00mead.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Björkman, Teresia. "Övas det som prövas? : En textanalys av samstämmigheten mellan två läsförståelseläromedel och PIRLS läsprov." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29076.

Full text

Abstract:

In the light of Swedish pupils' declining understanding of non-fiction, as well as the abolition of textbook examination, the idea for this study was born. The purpose was to explore two reading comprehension textbooks in the subject of Swedish and compare them to PIRLS reading test from 2011. Furthermore, the overall aim has been to analyze the coherence between them (alignment). The study was focused on highlighting the similarities and differences among the texts and tasks provided in the materials. With particular focus on the text's prose, genre and format, as well as on the reading comprehension strategies that were practiced and tested in the tasks. Through text analysis, theories of alignment (Biggs, 2003) and reading comprehension strategies (Andreassen 2008; Reichenberg 2014; Westlund 2015) the following questions were answered: Which similarities and differences regarding the text's prose form, genre and design can be discerned in the two textbooks compared to PIRLS reading test? Which similarities and differences exist between the reading comprehension strategies that are practiced in the textbooks' tasks compared to those tested in PIRLS reading test? Which preconditions are given the pupils to perform at PIRLS through the work of these two reading comprehension textbooks? The results showed both similarities and differences among all of the materials. The distribution of the text's prose form differed. In one textbook the most common form was fictional prose, whereas in the other book non-fiction occurred more. However the distribution was even in PIRLS reading test. Results also revealed that the extent of the texts was significantly longer in the reading test than in either one of the textbooks. Additionally the results indicated that the tasks, in PIRLS and in the textbooks, require a use of different reading comprehension strategies. In the textbooks multiple strategies were needed to solve the tasks, in contrast to PIRLS, where there were no use of several of them. These findings suggest a lack of alignment between the analyzed materials.

APA, Harvard, Vancouver, ISO, and other styles

11

Abubaker, Azza A. "Factors influence reading from screen of Arabic textbook for learning by children aged 9 to 13." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/19509/.

Full text

Abstract:

The problem with e-texts are related to the way texts are displayed on a screen, with multiple and different aspects that affect legibility, making readers prefer to read a paper format rather than e-resources. This research describes the factors that affect the legibility of online texts aimed at obtaining a better understanding of the usability of electronic Arabic texts for learning purposes within the field of electronic reading; mainly reading Arabic texts for students aged 9 to 13. This study sets out three particular aims: (1) building a reading strategy for Arabic schoolbook in both formats electronic and paper format based on users’ cognitive and behavioural processes; (2) defining the influence of three typographical variables that affect reading Arabic texts on a screen (font size, font-type and line length); and (3) studying the efficiency of reading Arabic texts and the related factors impacting the efficiency of reading and comprehension. Based on the nature of the research questions and objectives, positivism and phenomenology are adopted as the underlying philosophy for this research. The empirical research was divided into three phases; the first phase focused on collecting data about using the internet among students in primary schools by means of a questionnaire. This has helped in the selection of samples and determined the extent of the students’ reluctance to read from a screen. The second phase was to investigate the reading process of school book in two formats [ paper and electronic format] to build reading model based on users’ cognitive and behavioural processes. The third phase was to examine the factors that affect negatively the usability of electronic texts by examining three issues: font size [10, 14, 16 and 18], font type [Arabic traditional, Arial, Times New Roman, Simplified Arabic, and Courier New], and line length [single column and double columns]. Observation was applied as a tool to collect the data. The study has made a significant contribution to the understanding of electronic reading of Arabic language. This contribution addressed five aspects: (1) Two models of reading process for schoolbook using Arabic language were built according to users’ interaction with the school textbook in two formats ( electronic and paper). These models will not only help define the interaction amongst users and e-books, but will also help designers to understand user behaviour of e-books and thereby to establish the most appropriate functions/features when building an e-book interface. (2) Identify the optimal font size for reading an Arabic script from screen by children aged 9 to 13. (3) Based on collecting data from experiments (2) and (3) and comparing this date with other researches that have done in the same field, new model explains the interaction between three topographical variables [font size, font type and line length] and their relationships with independent variables were provided. (4) Test a new display technique to improve the legibility of reading Arabic online texts by using colour to increase the ability to focus vision when moving from one line to another so as to improve the screen display. And (5) according to quantitative and qualitative several of the rules were recommended for designers and educators to follow when designing and presenting Arabic text on screen. On the other hand, some recommendations for future research have been derived from this thesis, such as the following. (1) Investigating the effect of the colour factor on improving the legibility of Arabic texts on screen for children, e.g. using different colours to distinguish between dots and vowels. (2) Exploring and developing an e-reading model based on all the factors recorded in the empirical studies in the reading field which will lead to building a theory on e- reading. (3) Investigating the influence of a variable effect reading process and the variables that have a positive or negative impact on it. (4) Applying a model that used colour to increase the ability to focus using different age-range and type of information such as journals or books.

APA, Harvard, Vancouver, ISO, and other styles

12

Rogers, Linda Gail. "Bias in social studies textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Stanislavski, Cleila de Fátima Siqueira. "A coleção de leitura escolar : série Thales de Andrade (1928-1964) : reflexões sobre leitura escolar /." Marília : [s.n.], 2011. http://hdl.handle.net/11449/104798.

Full text

Abstract:

Orientador: Ana Clara Bortoleto Nery Banca: Carlos Roberto da Silva Monarcha Banca: Flávia Obino Corrêa Werle Banca: Vivian Batista da Silva Banca: Juvenal Zanquetta Júnior Resumo: Esta Tese de Doutorado tem como objetivo analisar a constituição de um modelo de leitura escolar instituído pela Coleção de Leitura Escolar: Série Thales de Andrade da Companhia Editora Nacional. Os livros que a compõe são Ler Brincando, Espelho, Vida na Roça, Trabalho, Saudade, Campo e Cidade e Alegria, do autor Thales Castanho de Andrade. Os livros eram destinados para o ensino e aprendizagem nas escolas brasileiras, no século XX. Apresentam características similares entre eles instituindo um modelo de leitura escolar apresentado e agrupado na coleção, definindo-se a partir das idéias educacionais, sociais e culturais do início do século XX. O modelo de leitura era voltado para as escolas isoladas rurais daquele momento. Para a análise foram estudadas a materialidade dos livros (Chartier); documentos editoriais no que se refere às políticas de aquisição dos livros entre Estado e editora; na busca dos leitores pretendidos, encontrados na análise dos dados da editora, do autor e dos próprios livros; e o mercado editorial. Segundo Roger Chartier (1991), suporte teórico-metodológico desta Tese, a metodologia está focada na compreensão, manipulação e estudo de textos, impressos de formas variadas, em seu contexto histórico e social, estudando-se o próprio texto e os impressos que lhe dão suporte. Dessa forma buscou-se compreender o texto a partir dos protocolos de leitura e reconstituir o processo pelos quais o livro adquire sentido considerando as relações estabelecidas entre três pólos: o texto, o objeto que lhe serve de suporte e a prática que dele se apodera. Este trabalho permite entender quais as características dos livros que compõe a Coleção e as formas pelas quais ela institui um modelo de leitura escolar. Este modelo estava presente nas características dos livros, em sua materialidade, assuntos e temas, disposição e desenvolvimento dos textos... (Resumo completo, clicar acesso eletrônico abaixo) Abstract: This doctoral thesis aims to analyze the constitution of a school reading model established by the Reading School Collection: Series Thales de Andrade of "Companhia Editora Nacional". The books that comprise it are: "Ler brincando", "Espelho", "Vida na roça", "Trabalho", "Saudade", "Campo e cidade", and "Alegria", from author Thales Castanho de Andrade. The books were intended for teaching and learning in Brazilian schools during the twentieth century. They present similar characteristics among them, instituting a school reading model presented and grouped in the collection, defined from educational, social and cultural values of the early twentieth century. The reading model was designed for isolated rural schools at that time. For the analysis we studied the materiality of books (Chartier); editorial documents regarding policies for acquisition of books between the State and the publishing house; in the search of intended readers, found in the data analysis of the publisher, the author and the books themselves; and the publishing market. According to Roger Chartier (1991), theoretical-methodological support of this Thesis, the methodology is focused on understanding, handling and study of texts, printed in various forms, in their historical and social context, studying the text itself and the folders that support it. Thus, it was sought to understand the text from the reading protocols and to reconstitute the process by which the book makes sense considering the relations among three poles: the text, the object supporting it, and the practice that takes it. This work allows understanding the characteristics of books that make up the Collection and the ways in which it establishes a school reading model. This model was present in the characteristics of books, in their materiality, issues and themes, layout and development of texts and in the educational... (Complete abstract click electronic access below) Doutor

APA, Harvard, Vancouver, ISO, and other styles

14

Campinho, Rosemary Lapa de Oliveira. "O silenciamento e o livro didático nas aulas de leitura no ensino médio da rede pública de ensino: um estudo de cunho etnográfico." Programa de Pós-Graduação em Letras e Linguística da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11456.

Full text

Abstract:

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-16T12:15:00Z No. of bitstreams: 1 Rosemary Lapa de Oliveira Campinho.pdf: 2091364 bytes, checksum: dd9b310ee665e175d6c6fd9e0b0b86e4 (MD5) Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-28T19:26:15Z (GMT) No. of bitstreams: 1 Rosemary Lapa de Oliveira Campinho.pdf: 2091364 bytes, checksum: dd9b310ee665e175d6c6fd9e0b0b86e4 (MD5) Made available in DSpace on 2013-05-28T19:26:15Z (GMT). No. of bitstreams: 1 Rosemary Lapa de Oliveira Campinho.pdf: 2091364 bytes, checksum: dd9b310ee665e175d6c6fd9e0b0b86e4 (MD5) Previous issue date: 2007 Este trabalho pretendia, originalmente, verificar e analisar que concepção de leitura direciona os trabalhos do professor, da professora de língua portuguesa do ensino médio e que impacto causa, em suas aulas, a introdução inédita do livro didático de língua portuguesa nas escolas estaduais brasileiras, pelo Governo Federal. Na verdade, esse objetivo foi alcançado, mas, por ser uma pesquisa de cunho etnográfico, outras nuances desse processo explicitaram-se e procurei analisá-las. As pesquisas revelaram algumas categorias de silenciamento presentes na prática de ensino da língua materna, bem como nas orientações para o ensino veiculadas pelos documentos do MEC. É o que se encontra no último capítulo, quando são discutidas as relações entre os conceitos de silêncio e barulho no fazer pedagógico, sob a perspectiva de silenciamento. Ainda sob um olhar descritivo, é feita uma análise de como vem sendo apresentada a proposta de atribuição de sentidos aos textos trabalhados no livro Português: Linguagens, usado pelas professoras do primeiro ano do EM e seus alunos, na Escola estadual da Fonte Nova e qual a sua concepção de língua, linguagem, texto e ensino de língua. Para tanto, é feita uma abordagem histórico-bibliográfica, sintetizando a história oficial da educação formal e acadêmica no Brasil, a história do livro didático e as políticas a elereferentes. Salvador

APA, Harvard, Vancouver, ISO, and other styles

15

Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Schoen, Ian. "Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/20.

Full text

Abstract:

Both electronic note-taking (typing) and traditional note-taking (handwriting) are being utilized by college students to retain information. The effects of the method of note-taking and note-taking context were examined to determine if handwriting or typing notes and whether a lecture context or a textbook-reading context influenced retention. Pitzer College and Scripps College students were assigned to either handwrite or type notes on a piece of academic material presented in either a lecture or textbook context and were given a test to assess their retention. The results demonstrated that there was a significant main effect for typing notes such that typing notes produced higher retention scores than handwriting notes. The results also indicated that there was an interaction between method of note-taking and context such that the lowest scores were achieved in the condition in which participants handwrote notes during a lecture. In total, these findings suggest that typing as a method of note-taking may by an influential factor in memory retention, particularly in a lecture context.

APA, Harvard, Vancouver, ISO, and other styles

17

Lombardi, Nicholas D. S. J. "Supplementing Textbook Reading and Writing Exercises in the Typical Spanish III Jesuit High School Language Classroom with Email Conferences." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/683.

Full text

Abstract:

This study attempted to determine whether supplementing textbook reading and writing exercises in the typical Jesuit high school Spanish III curriculum with native-language electronic conferences, E-mail and bulletins can significantly improve the Spanish verbal skills of the students involved. The focus was on the comparison of the achievement of the students in the same level of the Spanish curriculum in two similar Jesuit High Schools in the same city, one in the Bronx, New York, and another in Manhattan, New York. The control group followed the traditional curriculum and the experimental group supplemented textbook reading and writing assignments with their participation in one of the Internet Spanish language conferences. Using a pre-test/post-test instrument, the National Spanish Examination of the American Association of the Teachers of Spanish and Portuguese, no significant difference was found in the performance of the Spanish III students of the two groups that could be traced to the intervention of this study's experiment. There was found, however, a UN hypothesized and significant difference in the pretest performance of the two groups which seems to indicate that further studies may conclude that either this difference was unique to this pairing or that some other factor which eluded this study needs examining. Among the recommendations made by this study is the examination of the role of a Classical Latin requirement in the curriculum of one of the schools. Finally, finding no deterioration of performance in verbal skills in the language studied due to the substitution of E-mail conferences for traditional text book exercises, this study encourages their use and further experimentation due to the possible motivational factors that may be involved and the increasing availability of the needed technology.

APA, Harvard, Vancouver, ISO, and other styles

18

Dellatorre, Sahsha Kiyoko Watanabe. "Práticas de leitura nos manuais escolares de Francês (1930-1960)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-14032013-122218/.

Full text

Abstract:

Esta pesquisa teve por objetivo apresentar alguns aspectos das práticas de leitura propostas pelos manuais escolares de Francês publicados nas décadas de 1930 1960. Tendo como ponto de partida o estudo da disciplina escolar Francês sob o viés da presença da literatura em seus programas e manuais, buscou-se entender, segundo o referencial teórico relacionado à História Cultural, principalmente a história do livro e da leitura, como os textos escolhidos para o ensino da língua francesa e os protocolos de leitura impostos poderiam revelar uma visão de leitor ideal e um ensino pela literatura. This research aimed to present some aspects of Reading practices proposed in French textbooks that were published from 1930 to 1960. For this purpose, we started by analyzing the presence of Literature in French Language textbooks and school programs. We examined how those chosen textbooks for teaching French Language and their imposed protocols of reading would reveal a view of the ideal reader and a teaching method through literature. In order to reach this goal we have used the theoretical framework related to Cultural History, mainly the history of books and reading.

APA, Harvard, Vancouver, ISO, and other styles

19

Miranda, Marilda Lúcia. "O livro didático de língua portuguesa “ser protagonista”: uma análise de transitividade na perspectiva da linguística sistêmico-funcional." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6764.

Full text

Abstract:

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-01-19T09:21:57Z No. of bitstreams: 2 Dissertação - Marilda Lúcia Miranda - 2017.pdf: 5179253 bytes, checksum: d796dcd0203662bf9cf7809680ccba0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-19T10:29:13Z (GMT) No. of bitstreams: 2 Dissertação - Marilda Lúcia Miranda - 2017.pdf: 5179253 bytes, checksum: d796dcd0203662bf9cf7809680ccba0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2017-01-19T10:29:13Z (GMT). No. of bitstreams: 2 Dissertação - Marilda Lúcia Miranda - 2017.pdf: 5179253 bytes, checksum: d796dcd0203662bf9cf7809680ccba0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-01-05 In this study, the main objective was to investigate how the activities propose in the text production unit in the textbook “ Ser Protagonista’ are built and structured, directed to students of the third year of high school of the regional Catalão. Data analysis were based on concepts of Systemic Functional Linguistics (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2004), and so on the guidelines of Applied Linguistics (MOITA LOPES, 1996, 2006, 2008; CELANI, 2000), in the purpose of understand the meanings constructed in language. The secondary objective was to analyze the processes, according to study of transitivity, system presented by ideational metafunction, which expresses the purpose of understanding the ambience and portray the perception of world of the subject. The corpus had 2,691 words, distributed between processes, nominalizations and circumstances, composing the text production activities of the textbook "Be Protagonist". The methodology counted with the analysis of the participants of the proceedings, of lexicogrammatical elements, the semantic value, the question type (MARCUSCHI, 2009), the frequency of verbs, and presented the percentage in which they appear in the statements. The processes were selected and organized in WordSmith tools, through the WordList tools, KeyWords and Concord. In this study was also observed that the proposal of the textbook for textual production is consistent with the indications of institutional documents to the school reality for the study of language, as National Curriculum Parameters, Political Pedagogical Project, and the School Development Plan0. It was conducted an exploratory research, classified, according to Dornyei (2007), as qualiquantitative and investigative. This research was directed by questions and questioning that allow for reflection about problem-issues that plague the school context and, in particular, reading, writing and understanding of the activities. The process choices in the construction of the questions pointed to the mastery of the material and mental verbs, the recurrences of objective and direct questions, and the complexity of the lexical grammatical elements in some names in the exercises. The questions that guided this research headed for a coherent answer of the proposed text production activities, in order to provide the opportunity for linguistic improvement of the student. However, other research, respect to the contents and exercises presented in the textbook, are necessary, as this is an important educational material in the process of teaching and learning. Neste estudo, o objetivo principal foi investigar como são construídas e estruturadas as atividades propostas na unidade de produção de texto do livro didático “Ser Protagonista”, direcionado aos alunos do terceiro ano do ensino médio da rede regional de Catalão. A análise dos dados foi fundamentada em conceitos da Linguística Sistêmico-Funcional (HALLIDAY, 1994; HALLIDAY & MATTHIESSEN, 2004), bem como nas orientações da Linguística Aplicada (MOITA LOPES; 1996, 2006, 2008; CELANI, 2000), no propósito de compreender os significados construídos na linguagem. O objetivo secundário foi analisar os processos, de acordo com estudo do sistema de transitividade apresentado pela metafunção ideacional, que manifesta o propósito de compreender o ambiente e retratar a percepção de mundo do sujeito. O corpus apresentou 2.692 palavras, distribuídas entre processos, nominalizações e circunstâncias, compondo as atividades de produção de texto do livro didático “Ser Protagonista”. A metodologia contou com a análise dos participantes dos processos, dos elementos léxico-gramaticais, do valor semântico, da tipologia de pergunta (MARCUSCHI, 2009), da frequência dos verbos, e, ainda, apresentou a porcentagem em que os mesmos aparecem nos enunciados. Os processos foram selecionados e organizados no WordSmith tools, através das ferramentas WordList, KeyWords e Concord. Neste estudo, também foi observado se a proposta do livro didático para produção textual condiz com as indicações dos documentos institucionais adaptados à realidade escolar para o estudo da língua, como Parâmetros Curriculares Nacionais, Projeto Político Pedagógico, Plano de Desenvolvimento da Escola). Realizou-se uma pesquisa exploratória, classificada, segundo Dornyei (2007), como qualiquantitativa e investigativa. Esta pesquisa foi direcionada por perguntas e questionamentos que possibilitaram a reflexão sobre questões-problema que assolam o contexto escolar e, em especial, a leitura, a escrita e o entendimento das atividades. As escolhas dos processos na construção das perguntas apontaram o domínio dos verbos materiais e mentais, a recorrências de perguntas objetivas e diretas, e a complexidade dos elementos léxicos gramaticais em alguns nomes nos exercícios. Os questionamentos que nortearam esta investigação encaminharam para uma resposta coerente das propostas de atividades de produção de texto, no sentido de oportunizar o aperfeiçoamento linguístico do aluno. Entretanto, outras pesquisas, referentes ao conteúdo e aos exercícios apresentados no livro didático, são necessárias, visto se tratar de um material pedagógico importante no processo de ensino e aprendizagem.

APA, Harvard, Vancouver, ISO, and other styles

20

Wahlström, Fredrik. "Lyrikens roll : En komparativ analys av tre läroböcker för kursen Svenska 3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84321.

Full text

Abstract:

The aim of this essay is to examine the role of poetry in textbooks for the course Swedish 3. This is done by a comparative analysis of three textbooks: Svenska impulser 3, Svenska 3 – helt enkelt and Formativ svenska 3, where the differences and similarities are identified using the questions: Why use poetry? What kind of poetry and what poems are used? How is poetry supposed to be read? Together with Louise Rosenblatt’s dichotomy efferent and esthetic reading, these questions are then used to analyze the role of poetry in upper secondary school. The results show that Svenska impulser 3 uses poetry to teach students about its uniqueness and the importance of reading and analyzing poems from your own experiences, a primarily esthetic reading, while also reaching the knowledge requirements of the curriculum. Svenska 3 – helt enkelt and Formativ svenska 3 on the other hand are focused on the author behind the poem, but excludes the importance of poetry and that the reading should originate from the reader rather than the author, a primarily efferent reading.

APA, Harvard, Vancouver, ISO, and other styles

21

Fisher, Susan. "The effect of a study strategy, SQ3R, on the ability of fifth-grade students to read a social studies textbook." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/457829.

Full text

Abstract:

The purpose of this study was to examine the effect of teaching a study strategy on the ability of fifth-grade students to read a social studies textbook. The specific strategy was survey, question, read, recite, and review (SQ3R) (Robinson, 1961). It was taught as an integral part of the social studies lesson. The effect of gender and reading level on the SQ3R strategy was studied.The subjects were 72 students enrolled in four intact fifth-grade classrooms of two schools in an urban, midwestern school district. The classes were randomly assigned to a control group consisting of 37 subjects and an experimental group consisting of 35 subjects.The instrument used was the Sequential Tests of Educational Progress III (STEP III). The ability to read a social studies textbook was measured by the social studies subtest during pre- and posttesting procedures. The reading grade level indicator was determined by the reading subtest during the pretesting procedures.An inservice session conducted by the researcher trained the teachers of the experimental group in the SQ3R strategy. Traditional teaching procedures were followed by the control group teachers for the 9-week period.An analysis of covariance was used to examine the results at the p<.05 level of significance. The pretest score of the social studies subtest of the STEP III was used as the covariant.Statistical analysis of data generated the following results:1. There was a significant difference in the preinstructional knowledge of social studies between the experimental and control groups.2. There was no significant difference in the mean scores of the social studies subtest of the STEP III of fifth-grade students taught the SQ3R strategy and those taught the traditional way.3. There was no significant difference in the mean scores of the social studies subtest of the STEP III of males and females taught the SQ3R strategy and those taught the traditional way.4. There was no significant difference in the mean scores of the social studies subtest of the STEP III of above-average, average, and below-average readers taught the SQ3R strategy and those taught the traditional way.5. There was no interaction among the mean scores of the social studies subtest of the STEP III, the gender, and the reading level of fifth-grade students taught the SQ3R strategy and those taught the traditional way.

APA, Harvard, Vancouver, ISO, and other styles

22

Langeborg, Liselott. "Readability : an Analysis of English Textbooks for Swedish School Years 7-9." Thesis, University of Gävle, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7606.

Full text

Abstract:

The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series Good Stuff, Happy, Time and Wings. The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.

APA, Harvard, Vancouver, ISO, and other styles

23

Stanislavski, Cleila de Fátima Siqueira [UNESP]. "A coleção de leitura escolar: série Thales de Andrade (1928-1964) : reflexões sobre leitura escolar." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/104798.

Full text

Abstract:

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-23Bitstream added on 2014-06-13T19:23:29Z : No. of bitstreams: 1 stanislavski_cfs_dr_mar.pdf: 19828001 bytes, checksum: f53470adab2ad3815f0f08bd4e8503a2 (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) Esta Tese de Doutorado tem como objetivo analisar a constituição de um modelo de leitura escolar instituído pela Coleção de Leitura Escolar: Série Thales de Andrade da Companhia Editora Nacional. Os livros que a compõe são Ler Brincando, Espelho, Vida na Roça, Trabalho, Saudade, Campo e Cidade e Alegria, do autor Thales Castanho de Andrade. Os livros eram destinados para o ensino e aprendizagem nas escolas brasileiras, no século XX. Apresentam características similares entre eles instituindo um modelo de leitura escolar apresentado e agrupado na coleção, definindo-se a partir das idéias educacionais, sociais e culturais do início do século XX. O modelo de leitura era voltado para as escolas isoladas rurais daquele momento. Para a análise foram estudadas a materialidade dos livros (Chartier); documentos editoriais no que se refere às políticas de aquisição dos livros entre Estado e editora; na busca dos leitores pretendidos, encontrados na análise dos dados da editora, do autor e dos próprios livros; e o mercado editorial. Segundo Roger Chartier (1991), suporte teórico-metodológico desta Tese, a metodologia está focada na compreensão, manipulação e estudo de textos, impressos de formas variadas, em seu contexto histórico e social, estudando-se o próprio texto e os impressos que lhe dão suporte. Dessa forma buscou-se compreender o texto a partir dos protocolos de leitura e reconstituir o processo pelos quais o livro adquire sentido considerando as relações estabelecidas entre três pólos: o texto, o objeto que lhe serve de suporte e a prática que dele se apodera. Este trabalho permite entender quais as características dos livros que compõe a Coleção e as formas pelas quais ela institui um modelo de leitura escolar. Este modelo estava presente nas características dos livros, em sua materialidade, assuntos e temas, disposição e desenvolvimento dos textos... This doctoral thesis aims to analyze the constitution of a school reading model established by the Reading School Collection: Series Thales de Andrade of “Companhia Editora Nacional”. The books that comprise it are: “Ler brincando”, “Espelho”, “Vida na roça”, “Trabalho”, “Saudade”, “Campo e cidade”, and “Alegria”, from author Thales Castanho de Andrade. The books were intended for teaching and learning in Brazilian schools during the twentieth century. They present similar characteristics among them, instituting a school reading model presented and grouped in the collection, defined from educational, social and cultural values of the early twentieth century. The reading model was designed for isolated rural schools at that time. For the analysis we studied the materiality of books (Chartier); editorial documents regarding policies for acquisition of books between the State and the publishing house; in the search of intended readers, found in the data analysis of the publisher, the author and the books themselves; and the publishing market. According to Roger Chartier (1991), theoretical-methodological support of this Thesis, the methodology is focused on understanding, handling and study of texts, printed in various forms, in their historical and social context, studying the text itself and the folders that support it. Thus, it was sought to understand the text from the reading protocols and to reconstitute the process by which the book makes sense considering the relations among three poles: the text, the object supporting it, and the practice that takes it. This work allows understanding the characteristics of books that make up the Collection and the ways in which it establishes a school reading model. This model was present in the characteristics of books, in their materiality, issues and themes, layout and development of texts and in the educational... (Complete abstract click electronic access below)

APA, Harvard, Vancouver, ISO, and other styles

24

Edling, Agnes. "Abstraction and authority in textbooks : The textual paths towards specialized language." Doctoral thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6989.

Full text

Abstract:

During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels.The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains.A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way.From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.

APA, Harvard, Vancouver, ISO, and other styles

25

Costa, Elizangela Patrícia Moreira da. "Retrato da verbo-visualidade em livros didáticos do ensino fundamental: uma abordagem dialógica." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/18897.

Full text

Abstract:

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-18T12:58:13Z No. of bitstreams: 2 Elizangela Patrícia Moreira da Costa.pdf: 11121108 bytes, checksum: d80fc0a4a4b459ec1d3098d36a24ed4a (MD5) Elizangela Patrícia Moreira da Costa- ANEXOS e APÊNDICES.pdf: 10204772 bytes, checksum: 251c6a94ff6e3a089b927829e42900eb (MD5) Made available in DSpace on 2016-08-18T12:58:13Z (GMT). No. of bitstreams: 2 Elizangela Patrícia Moreira da Costa.pdf: 11121108 bytes, checksum: d80fc0a4a4b459ec1d3098d36a24ed4a (MD5) Elizangela Patrícia Moreira da Costa- ANEXOS e APÊNDICES.pdf: 10204772 bytes, checksum: 251c6a94ff6e3a089b927829e42900eb (MD5) Previous issue date: 2016-06-09 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Conselho Nacional de Desenvolvimento Científico e Tecnológico This thesis aims at understanding how the utterances constituted in/by verbal-visuality as expression plan, present in two collections of Portuguese Language textbooks (LDP) of Elementary School, can collaborate to the formation of a critical reader, in this phase of teaching in which the reading capabilities are in full development. The corpus consisted of two collections designed to the third and fourth cycles (6th to 9th years) of Elementary School, namely: To live together: Portuguese, from SM Publisher, and Portuguese: languages, from Saraiva Publisher, published in 2012, recommended by the National Program of the Textbook – PNLD – (BRAZIL, 2013) and selected from the choice of Portuguese teachers of two public schools of Cuiabá-MT. The interest for the subject was motivated by the results arising from the Master research in Language Studies, carried out in the UFMT (Federal University of Mato Grosso) (COSTA, 2011). The objects consisted of the High School LDP to understand how the inclusion of genres which link verbal and visual materiality in its composition contributed to the reading skills education of young students from the final years of basic education. In the dissertation, it was observed the scarcity of visual and verbal-visual genres in specific reading activities and its approach proved itself little fruitful to mobilize reading capabilities to their specificities. In this investigation, proceeding with the initial studies, it was taken as object the LDP of Elementary School. It has been assumed that approaches of discursive genres which are constituted in/by the verbal-visual plan, present in the Elementary School collections, would not collaborate for the reading skills education of young students at this educational level. It is argued that considering the verbal and the visual dimension of an utterance as unique and indissoluble, in reading approaches in relation to verbal-visual discursive genres, in the teaching-learning project of selected textbooks, will contribute to a good work of reading skills education of young students who have access to these books in the Brazilian basic education. Therefore, the work is based on the dialogical language theory by Bakhtin and the Circle, in the conceptions of concrete utterances, dialogical relationships and active and creative understanding, combining them to the studies of verbal-visual dimension of the utterance developed by Brait (2009; 2012). It is a research of documental analysis of dialogical approach. In order to develop it, discursive genres constituted in/by verbal-visual plan included in the selected objects were analyzed, seeking to observe in which way its approach can contribute to educate students in response to the reading demands of the contemporary world. Thus, answers were sought to the following questions of investigation: 1. Which discursive genres constituted in/by the verbal-visual plan are present in two collections of LDP from the 6th to the 9th years of Elementary School? 2. How is the verbal-visual materiality in the selected LDP treated? 3. How does the treatment of verbal-visual materiality, in the selected activities, can contribute to the active and creative understanding of the text and for the development of reading capabilities for the specificities of a verbal-visual utterance? This study is justified due to the need of reflecting on the place of verbal-visuality in Portuguese textbooks and reading skills education of young students in Brazilian schools. The result of the analyses pointed to the scarcity of verbal-visual discourses in specific reading activities, revealing that the inclusion in activities whose aim is the reading skills education of the student brings little contribution to the recognition of the verbal-visual dimension of the utterance as indissoluble, which render impossible the development of special capabilities for the reading of verbal-visual utterances. In light of this, an activity of reading practice was formulated as contribution of this investigation to the teacher and researchers in the area of mother-tongue teaching and as a proposition of a possible way to teaching-learning of critical reading, from the observation and consideration of verbal-visual materiality of the utterance as indissoluble, thus, making it possible the development of capabilities for its understanding in an active and creative way Esta tese tem como objetivo geral compreender como os enunciados constituídos na/pela verbo-visualidade como plano de expressão, presentes em duas coleções de livros didáticos de Língua Portuguesa (LDP) do Ensino Fundamental, podem colaborar para a formação de um leitor crítico, nessa fase de ensino em que as capacidades leitoras estão em pleno desenvolvimento. O corpus foi constituído por duas coleções destinadas ao 3º e 4º ciclos (6º ao 9º anos) do Ensino Fundamental, a saber: Para viver juntos: português, da Editora SM, e Português: linguagens, da Editora Saraiva, editadas em 2012, indicadas pelo Programa Nacional do Livro didático – PNLD – (BRASIL, 2013) e selecionadas a partir da escolha de professores de Língua Portuguesa de duas escolas públicas de Cuiabá-MT. O interesse pelo assunto foi motivado pelos resultados advindos da pesquisa de Mestrado em Estudos da Linguagem, realizada na UFMT (COSTA, 2011). Nela, os objetos constituídos foram os LDP do Ensino Médio para compreender como a inserção de gêneros que aliam as materialidades verbal e visual em sua composição contribuía para a formação leitora de jovens estudantes dos anos finais da educação básica. Observou-se, na dissertação, a escassez de gêneros visuais e verbo-visuais em atividades específicas de leitura e sua abordagem revelou-se pouco profícua para a mobilização de capacidades leitoras para as suas especificidades. Nesta investigação, dando continuidade aos estudos iniciais, tomou-se como objeto o LDP do Ensino Fundamental. Partiu-se da hipótese de que as abordagens dos gêneros discursivos que se constituem no/pelo plano verbo-visual, presentes nas coleções do Ensino Fundamental, não colaborariam para a formação leitora dos jovens estudantes desse nível de ensino. Defende-se a tese de que considerar a dimensão verbal e a visual de um enunciado como única e indissolúvel, nas abordagens de leitura referentes aos gêneros discursivos verbo-visuais, no projeto didático-pedagógico dos livros didáticos selecionados, contribuirá para um bom trabalho de formação leitora dos jovens estudantes que tiverem acesso a esses livros na educação básica brasileira. Para tanto, fundamenta-se o trabalho na teoria dialógica da linguagem de Bakhtin e o Círculo, nas concepções de enunciado concreto, relações dialógicas e compreensão ativa e criadora, aliando-os aos estudos sobre a dimensão verbo-visual do enunciado desenvolvidos por Brait (2009; 2012). Trata-se de uma pesquisa de análise documental de abordagem dialógica. Para desenvolvê-la, foram analisados os gêneros discursivos constituídos no/pelo plano verbo-visual inseridos nos objetos selecionados, buscando observar de que forma sua abordagem pode contribuir para a formação de alunos que respondam às demandas leitoras do mundo contemporâneo. Dessa maneira, buscou-se resposta para as seguintes questões de investigação: 1. Quais gêneros discursivos constituídos no/pelo plano verbo-visual estão presentes em duas coleções de LDP do 6º ao 9º anos do Ensino Fundamental? 2. Como se dá o tratamento da materialidade verbo-visual nos LDP selecionados? 3. Como o tratamento da materialidade verbo-visual, nas atividades selecionadas, pode contribuir para a compreensão ativa e criadora do texto e para o desenvolvimento de capacidades leitoras para as especificidades de um enunciado verbo-visual? Este trabalho justifica-se pela necessidade de refletir sobre o lugar da verbo-visualidade nos livros didáticos de Língua Portuguesa e na formação leitora de jovens estudantes das escolas brasileiras. O resultado das análises apontou para a escassez de enunciados verbo-visuais em atividades específicas de leitura, revelando que a sua inserção em atividades cujo objetivo seja a formação leitora do aluno pouco contribui para o reconhecimento da dimensão verbo-visual do enunciado como indissolúvel, o que inviabiliza o desenvolvimento de capacidades especiais para a leitura de enunciados verbo-visuais. Diante de tal resultado, formulou-se uma atividade de prática de leitura como contribuição desta investigação ao professor e aos pesquisadores da área de ensino de língua materna e como proposição de um caminho possível para o ensino-aprendizagem de leitura crítica, a partir da observação e consideração da materialidade verbo-visual do enunciado como indissolúvel, possibilitando, desse modo, o desenvolvimento de capacidades para a sua compreensão de forma ativa e criadora

APA, Harvard, Vancouver, ISO, and other styles

26

Azevedo, Luciano Taveira de. "Discurso e leitura : as atividades de compreensão no livro didático do ensino médio Português: Linguagens." Universidade Federal de Alagoas, 2010. http://repositorio.ufal.br/handle/riufal/493.

Full text

Abstract:

The notion of discursive function from the perspective of Discourse Analysis on French bases introduce in languages studies a new path that can be take in account while reading a text. Understanding how language works and makes meaning in its constitutive relation with the socio-historical guides the reading from a conception focused on the appropriation of the text senses to other one that reflects on how the senses are produced. Reading and comprehension on this theoretical perspective are understood as processes that require from the reader an investment about how the senses are built in the narrow relationship established between linguistic materiality and discourse. Based on this conception, we understand that the critical reader is that one who works on the senses and reflect on the historical and social determinations of reading and text. This research seeks, grounded on the theoretical reflections proposed by Bakhtin (2002, 2006), Bakhtin/Voloshinov (2002), Maingueneau (2005, 2008a; 2008b) and Orlandi (1988; 1996; 1999; 2001a; 2001b), to consider the discursive functioning of the text and its implications for the reading process. So, at lights of a discourse theory, this work aims to analyze the reading activities proposed on the textbook Português: Linguagens by Cereja and Magalhães (2005) in order to understand how the authors work on discursive aspects in a section devoted to textual comprehension. Among the methods in which qualitative research is grounded, we chose the content analysis , because we feel that this method allows the study of printed texts, such as official documents, guidelines, educational materials, etc. The content analysis consists on three stages, which are: i) pre-analysis that corresponds to the material organization; ii) analytical description that begins on preevaluation but, at this stage, specifically, the stuff of documents that envolves the research corpus is submitted to a depth study; iii) inferential interpretation that relies on research datas and reaches a potencial of reflection more intense about the material analyzed (TRIVIÑOS, 1987). Based on these theoretical assumptions, we build the analysis corpus which includes eight activities of the Reading section. These activities, focused on reading comprehension, follow the literary study of texts inhered of different movements from brazilian and foreign literature. In a first step, our dates displayed a very important gap that happened between the theory adopted by the authors and the directions about the reading activities. During the analysis process, it was also observed that some discursive aspects are figured in the statement of the questions in a purpose of makes the reading apprentices to infer certain meaning and, rarely, to make them reflect on the discursive functioning of the text. In all analyzed questions, we noticed a strong tendency by the authors to reaffirm a reading practice on the lights of the traditional perspective, although they express adopt a social interactionist perspective and affirm search on the Discourse Analysis theoretical contributions for the work with maternal language teaching. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior A noção de funcionamento discursivo, na perspectiva da Análise do Discurso Francesa, introduz nos estudos da linguagem um novo viés pelo qual se pode pensar a leitura de um texto. Entender como a língua funciona e produz sentidos na sua relação constitutiva com o histórico-social desloca a leitura de uma concepção focada na apropriação do(s) sentido(s) do texto para outra que reflete sobre como os sentidos são produzidos. Leitura e compreensão, nessa perspectiva teórica, são entendidas como processos que requerem do leitor um investimento sobre como os sentidos se constituem na estreita relação que se estabelece entre materialidade lingüística e discurso. Partindo dessa concepção, temos que o leitor crítico é aquele que trabalha sobre os sentidos e reflete sobre as determinações histórico-sociais da leitura e do texto. Este trabalho acadêmico busca respaldo teórico nas reflexões propostas por Bakhtin (2002; 2006); Bakhtin/Voloshinov (2002); Maingueneau (2005; 2008a; 2008b) e Orlandi (1988; 1996; 1999; 2001a; 2001b) para pensar o funcionamento discursivo do texto e suas implicações no processo de leitura. Assim, respaldada por uma teoria do discurso, a presente pesquisa tem como objetivo analisar as atividades de leitura propostas no livro didático Português: linguagens de Cereja e Magalhães (2005) a fim de entender como os autores trabalham aspectos da discursividade em seção dedicada à compreensão textual. Dentre os métodos nos quais a pesquisa qualitativa se desdobra, optamos pela a Análise de Conteúdo, por entendermos que esse método permite o estudo de textos impressos, como documentos oficiais, diretrizes, materiais didáticos etc. A Análise de Conteúdo compreende três etapas, a saber: i) pré-análise que corresponde à organização do material; ii) descrição analítica que tem início na pré-análise, mas nesta etapa, especificamente, o material de documentos que constitui o corpus é submetido a um estudo aprofundado; iii) interpretação inferencial que apóia-se nos dados de pesquisa e alcança uma maior intensidade na reflexão sobre o material analisado (TRIVIÑOS, 1987). Com base nesses pressupostos metodológicos, construímos o corpus de análise que compreende oito atividades da seção Leitura. Essas atividades, voltadas para a compreensão textual, acompanham o estudo de textos literários pertencentes a diferentes movimentos da literatura brasileira e estrangeira. Num primeiro momento, nossos dados apontaram para uma lacuna bastante significativa existente entre a teoria adotada pelos autores e o encaminhamento dado às atividades de leitura. Durante a análise, percebeu-se também que aspectos discursivos figuram no enunciado das questões com o objetivo de levar o aluno-leitor a inferir determinados sentidos e, raras vezes, para fazê-lo refletir sobre o funcionamento discursivo do texto. Em todas as questões analisadas, percebemos uma forte tendência por parte dos autores em reiterar uma prática de leitura aos moldes da perspectiva tradicional, embora expressem assumir uma perspectiva sociointeracionista e afirmem buscar na Análise do Discurso contribuições teóricas para o trabalho com o ensino de língua materna.

APA, Harvard, Vancouver, ISO, and other styles

27

Silva, Regina Elena da. "Aula de leitura: um jogo de restrição dos sentidos." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9275.

Full text

Abstract:

O objetivo principal desta pesquisa é analisar os procedimentos didáticos relativos à leitura, no livro didático, Português Contexto, Interlocução e Sentido, destinado ao Ensino Médio, da Editora Moderna, de autoria de Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre e Marcela Pontara, em sua seção de Produção de Texto, principalmente. A análise visa configurar o percurso teórico-metodológico desse livro didático, com o intuito de observar em que consiste a abordagem discursiva de leitura pretendida por esse livro. Para tanto, busquei contrapor os conceitos e procedimentos desenvolvidos no livro didático com aquilo que, em Análise do Discurso, se concebe como uma abordagem discursiva de leitura. Parto do princípio de que uma abordagem discursiva de leitura pressupõe a consideração das condições de produção de um texto, isto é, a relação de posições histórica e socialmente determinadas em que o simbólico (linguístico) e o imaginário (ideológico) se juntam (ORLANDI, 2008, p.11). A análise do corpus demonstrou que, a despeito de anunciar uma abordagem discursiva, o livro didático não realiza esse intento. As propostas didáticas de leitura repetem o tradicional modelo de interpretação de texto, sem considerar os pressupostos elementares de uma análise discursiva, isto é, que o sentido não está inscrito na superficialidade do texto, mas é produto da complexa relação entre leitor, autor e contexto sócio-histórico-ideológico The main objective of this research lies in examining the didactic procedures related to reading in the textbook Portuguese Language - Context, Interlocution and Meaning" (Moderna Publishing House), recommended for use in High Schools, mainly in its section "Text Production". This analysis aims to set the theoretical and methodological path followed by the textbook in terms of observing what "discourse-based approach to reading, proposed by the book, means. To this end, I have opposed the concepts and procedures developed in the textbook to what is known as discourse-based approach to reading in Discourse Analysis. I assume that a discourse-based approach to reading implies considering text production conditions, i.e., the relationship of historical and socially determined positions - in which the symbolic (linguistic) and the imaginary (ideological) meet" (ORLANDI, 2008, p.11). The corpus analysis has shown that, despite claiming to have a discourse-based approach, the aforementioned textbook does not accomplish its intent. The didactic purpose of reading repeats the traditional model of "reading comprehension", without considering basic assumptions of Discourse Analysis, namely, that the meaning is not a product of a texts shallow reading, but it is the consequence of a complex relationship between reader, author and socio-historical and ideological context

APA, Harvard, Vancouver, ISO, and other styles

28

Oliveira, Marília Maira Brisolla de. "Leitura e ensino: Percurso na história e aspectos das práticas." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/2212.

Full text

Abstract:

Made available in DSpace on 2016-03-15T19:46:28Z (GMT). No. of bitstreams: 1 Marilia Maira Brisolla.pdf: 5754474 bytes, checksum: f999fdd13fc68f6813b502e8f4d4133a (MD5) Previous issue date: 2015-08-06 Much has been studied about the issues surrounding the teaching of reading at school, especially within the Portuguese classes. This consideration is the result of many results system assessments such as PISA (Programa Internacional de Avaliação de Estudantes), which feature the gap in reading proficiency. Motivated by the critical situation of the current public education, in a general way, this study proposes to make a historical research on the teaching of reading in Brazil from the perspective of the discipline of Portuguese Language within the historical period of the 1960s to the end 1990s, using the textbook as its historical document. For this, we constructed the chapters within the three principles of Koener (KOERNER 1995 apud BATISTA, 2013, p. 75): contextualization, immanence and adequacy. The first one refers to the historical context in which the Portuguese language course and the textbook were inserted; the second discusses the process in which the linguistic sciences were developed in Brazil and the influence they had exerted on the teaching of reading; the latter aims to analyze the textbooks in their time context, considering both the historical context and the current scientific development. So the purpose of this research is to assess how the process of reading instruction has been developing over these four decades that were marked by the democratization of education. In the collation of the textbooks analyzed, it can be observed that the reading teaching practices that were adopted by each material were gradually shaped by the cultural context of the society of the time, trying to establish a growing dialogue with the social environment. Muito tem se estudado acerca das questões que envolvem ensino da leitura no espaço escolar, especialmente dentro das aulas de Língua Portuguesa. Tal reflexão é produto de inúmeros resultados de avaliações do sistema, como o PISA (Programa Internacional de Avaliação de Estudantes), que apresentam a defasagem na proficiência em leitura. Motivado pelo quadro crítico em que a educação pública se encontra, de maneira genérica, este trabalho se propôs a fazer uma pesquisa historiográfica sobre o ensino da leitura no Brasil sob a ótica da disciplina Língua Portuguesa dentro do recorte histórico da década de 1960 até o final da década de 1990, utilizando como documento histórico o livro didático. Para isso, construímos os capítulos dentro dos três princípios de Koener (KOERNER, 1995 apud BATISTA, 2013, p.75): contextualização, imanência e adequação. O primeiro faz referência ao contexto histórico em que a disciplina Língua Portuguesa e o livro didático estavam inseridos; o segundo procura analisar o processo em que as ciências linguísticas se desenvolveram no Brasil e a influência que elas exerceriam no ensino da leitura; o último propõe discutir as obras didáticas dentro do seu recorte temporal, considerando tanto o contexto histórico quanto o desenvolvimento científico vigente. Assim, o propósito desta pesquisa é avaliar como o processo do ensino da leitura foi se desenvolvendo ao longo dessas quatro décadas, marcadas pela democratização da educação. No cotejo dos livros didáticos analisados, pode-se observar que as práticas relacionadas ao ensino da leitura adotadas em cada material foram se moldando gradualmente ao contexto cultural em que sociedade se encontrava, procurando estabelecer um diálogo cada vez maior com o meio social.

APA, Harvard, Vancouver, ISO, and other styles

29

Zarate, Pérez Adolfo. "Estructura y función de las preguntas de comprensión crítica en los libros de texto de educación secundaria." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/586218.

Full text

Abstract:

La presente investigación analiza la estructura y función de las preguntas de comprensión crítica en los libros de texto de educación secundaria en el Perú. La investigación sigue una metodología descriptiva-hermenéutica, con una aproximación abductiva (Wodak, 2003). Se trabajó con un corpus de 2.297 preguntas críticas seleccionadas de 36 manuales, entre libros de texto y cuadernos de trabajo del área curricular de Comunicación. Los resultados muestran a nivel pedagógico que las preguntas tienen diversas estructuras y formas, pero la mayoría de ellas evalúa habilidades críticas que se sustentan en el enfoque cognitivo y solo cerca del 5% demanda habilidades de literacidad crítica. Asimismo, se identificó un conjunto de preguntas orientadas hacia una respuesta esperada, las que limitan la criticidad. También se ha advertido la presencia de ideologías y representaciones sociales en las preguntas. Finalmente, no se encontró grandes diferencias entre los manuales del Ministerio de Educación y de las editoriales privadas. This research analyzes the structure and function of critical comprehension questions in secondary education textbooks in Peru. The research follows a descriptive-hermeneutic methodology, with an abductive approach (Wodak, 2003). We worked with a corpus of 2297 critical questions selected from 36 manuals, between textbooks and workbooks of the curricular area of Communication. The results show at the pedagogical level that the questions have different structures and forms, but most of them evaluate critical skills that are based on the cognitive approach and only about 5% of the questions demand critical literacy skills. Likewise, a set of questions oriented towards an expected response were identified, which limit criticality. It has also been noticed the presence of ideologies and social representations in the questions. Finally, no major differences were found between the manuals of the Ministry of Education and private publishing houses.

APA, Harvard, Vancouver, ISO, and other styles

30

Kalala, Laurent Beya. "An appraisal study of language usage and use for literacy in second language acquisition: An investigation into English textbooks used in the Democratic Republic of Congo." University of the Western Cape, 2018. http://hdl.handle.net/11394/6794.

Full text

Abstract:

Philosophiae Doctor - PhD Since a number of studies on textbooks in Second Language Acquisition (SLA) have shown that textbooks hold a major place in education (De Guzman, 2000; Oakes & Saunders, 2004), this study proposes to investigate the content of an English Language Teaching (ELT)/ English as a Second Language (ESL) textbook used in 6th form secondary school (Grade 12) in the DRC, Go for English 1RE. It aims to identify and evaluate the content of this ELT textbook so as to deduce and derive main insights for the determination or not of its appropriateness and relevance in terms of its contribution to language use and literacy in the ELT/ESL curriculum of the DRC. The study draws its theoretical underpinning from two theories: the Cunningsworth’s textbook analysis theory and McDonough and Shaw evaluation theory. As research design, the study adopts an a descriptive, exploratory and interpretive design which draws on both quantitative and qualitative data collected on the basis of textbook evaluation checklist and semi-structured interviews. In regard to the procedural orientation, the study uses descriptive and content analysis to analyze, interpret and examine both interviews and textbook evaluation likert-scale checklist data. In respect of its data, the study uses ‘mixed methods approach’. Both qualitative and quantitative data come from 259 teacher and student participants on the basis of two different samples. The quantitative data comes from 209 student participants and 25 teacher participants and the qualitative data from 10 student participants and 15 teacher participants. The findings attest to the general content of "Go for English 1RE ELT" textbook in regard to language activities and tasks related to its subject matter, to the quality and nature of language it contains, and finally to the diversity in its subject matter and its cultural aspects, is suitable for language use and literacy skills development. However, even though its content is suitable, the findings also indicate that this ELT textbook is not well adapted to Congolese 6th form secondary school students’ level.

APA, Harvard, Vancouver, ISO, and other styles

31

Bertoletti, Márcia Lenise. "A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19236.

Full text

Abstract:

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-21T19:23:54Z No. of bitstreams: 1 Márcia Lenise Bertoletti.pdf: 2423188 bytes, checksum: 1844487fdcddfc05d4c713cbfffcedde (MD5) Made available in DSpace on 2016-10-21T19:23:54Z (GMT). No. of bitstreams: 1 Márcia Lenise Bertoletti.pdf: 2423188 bytes, checksum: 1844487fdcddfc05d4c713cbfffcedde (MD5) Previous issue date: 2016-09-09 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The present research, placed in the research line Reading, writing and teaching of Portuguese Language of Portuguese Language Studies Programme, has its theme focused on the relationship between Linguistic Education, teacher and textbook in the 9th grade of elementary school from public schools, in reference of knowledge building and the reading comprehension by ApEn, in the light of Linguistic Education. The questions that orientated this research were 1 "How Linguistic Education, teacher and textbook make possible to the ApEn the building of his knowledge in relation to the traditional teaching model?", 2 "What way Linguistic Education favor the teacher, or EnAp, to stop being a knowledge transmission to be an advisor, who aids ApEn to build his own knowledge?", 3 "The teacher, or EnAp, understands the concept of Linguistic Education to be able to transfer it to the pedagogical reading activities?", and 4 "The new role of EnAp is motivated in the textbook?". Its goals are to identify the building of knowledge and the reading comprehension by ApEn through the relationship between Linguistic Education, teacher and textbook; to investigate which will be the strategies to enable EnAp to let being a person that just transmit knowledge to be a mediator in the teaching-learning process; to identify in the textbooks the opportunities and strategies offered to the AnEn, in a active role, reaches the reading comprehension; to identify how the transposition of Linguistic Education is done by EnAp to ApEn in the practice of classroom; to investigate how the Linguistic Education is merged or not in the textbooks; to identify if the EnAp is stimulated through textbook to act in an autonomous way. A review of the literature was performed based upon data from Linguistic Education theoretician (PALMA and TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), Reading and Reading Pedagogy (KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)), and Active Methodologies (MOSATTO (2016)). As part of the analyzed material, it was applied 06 questionnaires, being the respondents 9th grade teachers in elementary school from public schools, and the analysis of the reading activities from a Portuguese Language textbook for 9th grade. 8 The results showed that the Linguistic Education, through the work with active methodologies and textual genre, stimulates the EnAp to assume his new role as a mediator, giving voice to ApEn. The textbooks need to follow this change making available more room to ApEn autonomy during this practice in the classroom. The reading activities suggested in the textbook must be more aligned to the Linguistic Education to enable ApEn to build his own knowledge A presente pesquisa, situada na linha de pesquisa Leitura, escrita e ensino de Língua Portuguesa do Programa de Estudos de Língua Portuguesa, tem por tema a relação entre Educação Linguística, professor e livro didático no 9º ano do ensino fundamental em escolas públicas, no que se refere à construção do conhecimento e à compreensão leitora pelo ApEn, à luz da Educação Linguística (EL). As perguntas que orientaram a pesquisa foram 1 "Como a Educação Linguística, o professor e o livro didático possibilitam ao ApEn a construção de seu conhecimento em relação ao modelo tradicional de ensino?", 2 "De que modo a EL favorece o professor, ou EnAp, a deixar de ser um transmissor de conhecimento para se tornar um orientador, que auxilia o ApEn a construir seu próprio conhecimento?", 3 "O professor, ou EnAp, entende o conceito de EL para que possa transpô-lo para as atividades pedagógicas de leitura?" e 4 "O novo papel do EnAp é estimulado no livro didático?". Seus objetivos são identificar a construção do conhecimento e a compreensão leitora do ApEn por meio da relação entre a Educação Linguística, o professor e o livro didático; averiguar quais seriam as estratégias para EnAp deixar de ser apenas um transmissor de conhecimento para se tornar um mediador no processo de ensino-aprendizagem; identificar nos livros didático as oportunidades e estratégias oferecidas para que o ApEn, em um papel ativo, atinja a compreensão leitora; identificar como a transposição da EL é feita pelo EnAp para o ApEn na prática da sala de aula; averiguar como a EL está incorporada ou não aos livros didáticos; identificar se o EnAp é estimulado no livro didático a agir de forma autônoma. A pesquisa bibliográfica para a construção da parte teórica desta dissertação foi feita com base em teóricos da Educação Linguística (com PALMA e TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), da Leitura e da Pedagogia da Leitura (com KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)) e das Metodologias ativas (MOSATTO (2016)). Para compor o material de análise, foram aplicados 06 questionários, sendo os respondentes professores do 9º ano do ensino fundamental de escolas públicas, e a análise de uma atividade de leitura de um livro didático de Língua Portuguesa do 9º ano do ensino fundamental. 6 O resultados obtidos mostraram que a EL, por meio do trabalho com metodologias ativas e gêneros textuais, motiva os EnAp a assumir seu novo papel de mediador, dando voz aos ApEn. Os LD precisam acompanhar essa mudança disponibilizando mais espaço para que o ApEn tenha autonomia em sua docência. As atividades de leitura sugeridas nos LD devem estar mais alinhadas com a EL para que o ApEn construa seu próprio conhecimento

APA, Harvard, Vancouver, ISO, and other styles

32

Coelho, Izaaque Paulino. "Interpretação de questões textuais em livro didático de português do ensino fundamental II: a mediação do professor entre texto e aluno na produção de sentidos." Universidade Federal do Tocantins, 2015. http://hdl.handle.net/11612/400.

Full text

Abstract:

O presente trabalho examina o desempenho de alunos do ensino fundamental II de uma escola pública municipal em leitura e interpretação textual através de perguntas propostas pelo livro didático e em perguntas elaboradas por mim, enquanto professor-pesquisador e regente da sala. A pesquisa está inserida na área da Linguística Aplicada e discute, dentro de uma perspectiva sociointeracionista de linguagem baseada em Bakhtin, (1997a, 1997b) o exercício da produção de sentidos no texto. O trabalho de análise das questões de interpretação em livro didático de português e proposição de uma nova modalidade de questões interpretativas é desenvolvido, a partir das contribuições de Marcuschi (1996, 2008) e de Santos (2001). Contribuem também neste processo de (re) elaboração de questões os autores Kleiman (1999), Koch e Elias (2006) e Antunes (2010). Foi desenvolvido no âmbito da pesquisa-ação de acordo com Engel (2000) e Bortoni-Ricardo (2008) e de base quanti-qualitativa, conforme propõem Gomes e Araújo (2005) e Gatti, (2014). O processo investigativo em questão tomou como sujeito de pesquisa, uma turma de alunos do ensino fundamental II de uma escola pública municipal de Marabá, estado do Pará, no ano de 2014. Os instrumentos utilizados para a geração de dados foram, no primeiro momento, a proposta de leitura e interpretação de um texto extraída do livro didático adotado na escola investigada; e, em momento posterior, a releitura do texto seguida da interpretação de perguntas, desta feita, elaboradas por mim, enquanto professor-pesquisador e regente. A análise dos dados tornou evidentes os seguintes resultados: a) Apesar das frequentes reformulações pelas quais tem passado o livro didático, principalmente após o advento do PNLD e dos PCNs, como controladores da qualidade desse material, essa ferramenta ainda registra problemas de diversas ordens, o que exige do professor um trabalho de análise e reformulação de determinadas atividades; b) Os alunos têm se mantido mais aptos a responder questões do tipo que priorizam a localização e cópia de informação em detrimento de questões que exigem o uso de um raciocínio crítico-reflexivo para a (re) construção dos sentidos; c) O quadro atual do livro didático e o desempenho dos alunos nas atividades de interpretação exigem cada vez mais do professor uma postura mediadora, que estimule o debate, a reflexão e a interação em prol de uma satisfatória obtenção de resultados. This study was aimed at examining the performance of elementary school students II of a public school in reading and textual interpretation through questions proposed by the textbook and questions drawn up by me, as a teacher-researcher and conductor of the room. The research is inserted in the area of Applied Linguistics and discusses within an interactional social cognitive perspective language Bakhtin (1997a, 1997b) the idea of the creation of meaning in text. The analytical work of interpretation issues in textbook Portuguese and propose a new type of interpretative issues is developed from the contributions of Marcuschi (1996, 2008) and Santos (2001). They also contribute in this redesign process issues the authors Kleiman (1999), Koch and Elias (2006) and Antunes (2010). Developed within the framework of action research Engel (2000) and Bortoni-Ricardo (2008) based quantitative and qualitative Gomes and Araújo (2005) and Gatti (2014). The investigative process in question took as a research subject, a group of elementary school students II of a public school in Marabá state of Pará, in the year 2014. The instruments used for data collection were, at first, the proposal for reading and interpretation of a text extracted from the textbook adopted in school investigated; and, thereafter, re-reading the text then the interpretation of questions, this time drawn by me, as a teacher-researcher and conductor. Data analysis became apparent the following results: a) Despite frequent redesigns in which the textbook has passed, especially after the advent of PNLD and NCPs, as supervisors of the material quality, also highlight problems of different aspects, which It is requires the teacher a work of analysis and reformulation of certain activities; b) The students has remained more apt to answer questions that prioritize location and copy information to the detriment of issues that require the use of a critical and reflective thinking to the (re) construction of the senses; c) The current picture of the textbook and the performance of students in interpretation activities requires more teacher a mediating posture that stimulates debate reflection and interaction towards a satisfactory achievement of results.

APA, Harvard, Vancouver, ISO, and other styles

33

Barbosa, Norma Lúcia. "A leitura no currículo do ensino médio como meio de inserção social." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10608.

Full text

Abstract:

Made available in DSpace on 2016-04-27T16:33:25Z (GMT). No. of bitstreams: 1 Norma Lucia Barbosa.pdf: 17067702 bytes, checksum: 96355e0e117f3eab45dfa51142a9487c (MD5) Previous issue date: 2007-08-31 This research aimed to understand the contributions of the reading practices in the formation and social inclusion of the students of high school of São Paulo State Public School connected to East-5 Teaching Directory Administration of São Paulo in the Portuguese Language subject. The objective was listing and analyzing the reading practices developed by the high school teachers, identifying and characterizing such practices and the reading frequency of different text genres, checking in which circumstances reading has been worked in classrooms, other spaces like the library or other moments like extra class activity, and analyzing the teachers evaluations. This research involved the concepts about Curriculum (in the point of view of authors like Gimeno Sacristán, Apple, Young and Silva); Reading and Literature (in the point of view of authors like Bourdieu, Chartier, Hebrárd, Lajolo, Zilberman, Geraldi, Smith, Foucambert, Sole, Soares, and others), and the official documents that helped these teachers practices (PCN, DCNEM). The analysis of data obtained from March to June/2006 by means of (1) examination and analyzis of school documents (Management Plan, School Plan, Pedagogical Proposal) and teachers (planning, class diary, evaluations), (2) reading practice observations in high school classrooms, and (3) interviews with three teachers, allowed us to confirm the hypothesis that resources and procedures used to develop the reading practices are restrict and have not provided proper appropriation to students in general and specifically to those with learning difficulties. The results unveiled that reading is an existent practice in the public school. However, it has been developed as a pragmatic education and it has not yet won an activity dimension which could support the preparation for life and, consequently, for the work world, although reading like a means activity is one cultural and important social component in the literate societies, whose domination and use become elements of distinction and social inclusion O objetivo desta pesquisa foi compreender as contribuições das práticas de leitura na formação e inserção social do aluno do Ensino Médio de uma Escola Pública da Rede Estadual de ensino vinculada à Diretoria de Ensino Leste-5, da cidade de São Paulo, na disciplina Língua Portuguesa. Buscou-se inventariar e analisar as práticas de leitura desenvolvidas pelos professores do Ensino Médio, identificando e caracterizando tais práticas e a freqüência com que se lêem diferentes gêneros textuais, aferindo de que modo e em que circunstâncias a leitura é trabalhada em sala de aula, em outros espaços como a biblioteca, ou em outros momentos como atividade extraclasse, e realizando análise de avaliações utilizadas pelos professores. Nortearam a pesquisa os conceitos de Currículo (Gimeno Sacristán, Apple, Young e Silva), Leitura e Literatura (na visão de estudiosos como Bakhtin, Bourdieu, Chartier, Hébrard, Solé, Lajolo, Zilberman, Geraldi, Smith, Foucambert, Goulemot, entre outros), e os documentos oficiais que subsidiaram a prática desses professores (PCN, DCNEM). A análise dos dados coletados no período de março a junho/2006, por meio de (1) exame e análise dos documentos da escola (Plano Gestão, Plano Escolar, Proposta Pedagógica) e dos professores (Planejamento, diário de classe, avaliações), (2) observações de práticas de leitura em classes de Ensino Médio e (3) entrevistas com 03 professores, permitiu confirmar a hipótese de que os recursos e procedimentos utilizados para o desenvolvimento das práticas de leitura são restritos e não têm proporcionado apropriação adequada aos alunos de modo geral e, em específico, àqueles com dificuldades de aprendizagem. Os resultados obtidos revelaram que a leitura existe na escola pública. Contudo, desenvolvida como ensino pragmático, ainda não ganhou dimensão de atividade que subsidie a preparação para a vida e, conseqüentemente, para o trabalho, conquanto a leitura como atividade-meio é um componente cultural relevante nas sociedades letradas, cuja apropriação e uso tornam-se elementos de distinção e de inserção social

APA, Harvard, Vancouver, ISO, and other styles

34

Sampaio, Desireé Lorane Negrão. "O uso da teoria da intertextualidade no livro didático para o ensino da leitura." Universidade do Oeste Paulista, 2013. http://bdtd.unoeste.br:8080/tede/handle/tede/147.

Full text

Abstract:

Made available in DSpace on 2016-01-26T18:49:53Z (GMT). No. of bitstreams: 1 DISSERTACAO_DESIREE FASE FINAL 29_07_2013.pdf: 13798504 bytes, checksum: a190e9a0537eaefd0dbe6c3e813b6453 (MD5) Previous issue date: 2013-10-03 The name search "The Use of the Theory of Intertextuality in Textbook for Teaching Reading", aimed, in general, to identify and analyze the uses of the theory mentioned in the modes of teaching and learning of reading proposed by the Education Textbook key (Cycle II, 6th year). The methodology involved bibliographical studies on the theory of intertextual Text and Reading (Bakhtin, 1979, Kristeva, 1969 and other theorists) in a qualitative study, which was based on Document Analysis (Ludke & André 1986; Gatti, 2005, and Gonsalves, 2005). Was used as the object of analysis, a textbook, selected by the researcher. Justified the present study because, although there are already many researches on the processes of teaching and learning of reading, there is a need also to evaluate the quality of the textbooks most recent (last five years) adopted by public schools of Elementary Education, by the fact that these books have been using often the theory of intertextuality for preparation of didactic sequences on reading. The results obtained, confirmed the initial hypothesis that, despite the current use of the theory of intertextuality by textbook authors, the activities proposed for them are not consistent with the theoretical announced, not leading thus to the formation of the critical reader. A pesquisa, intitulada O Uso da Teoria da Intertextualidade no Livro Didático para O Ensino da Leitura , objetivou, de modo geral, identificar e analisar os usos da teoria citada nos modos de ensino e aprendizagem da leitura, propostos pelo Livro Didático da Educação Fundamental (Ciclo II, 6º ano). A metodologia envolveu estudos bibliográficos sobre a teoria intertextual do Texto e da Leitura (Bakhtin,1979, Kristeva, 1969 e outros teóricos) em uma pesquisa qualitativa, que se pautou na Análise Documental (Ludke & André, 1986; Gatti, 2005 e Gonsalves, 2005). Foi utilizado, como objeto de análise, um livro didático, selecionado pela pesquisadora. Justificou-se o presente estudo, pois, apesar de já existirem inúmeras pesquisas sobre os processos de ensino e aprendizagem da leitura, há necessidade, ainda, de se avaliar a qualidade dos livros didáticos mais recentes (dos últimos cinco anos) adotados pelas escolas públicas da Educação Fundamental, pelo fato de que estes livros vêm utilizando, com frequência, a teoria da Intertextualidade para elaboração das sequências didáticas sobre leitura. Como resultados obtidos, confirmou-se a hipótese inicial de que, apesar do aproveitamento atual da teoria da Intertextualidade pelos autores de livros didáticos, as atividades propostas por eles não condizem com os pressupostos teóricos anunciados, não levando, assim, à formação crítica do leitor.

APA, Harvard, Vancouver, ISO, and other styles

35

Ammouri, Quinteros Diana. "The Integration of the Four Skills in English in an Indian Classroom : A study of the integration of speaking, listening, reading and writing in the English classroom in a primary school in Vadodara, India." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121436.

Full text

Abstract:

The aim of this study and field trip is to study how English as a second language is taught in a school in India. The focus will be on the materials used during the lessons and how they are used by the teacher. My concentration will be on a primary school in Vadodara, Gujarat in India and my delimitation will be on English learned as a second language in a governmental school. The purpose of this study is to describe and analyze how English teachers in local government schools in Vadodara, Gujarat focus on the integration of the four skills; speaking, listening, reading and writing during the English lessons. I have gathered data through interviews, observations and through the material used during the lesson. The results of the empirical findings are that even though the government has specific goals, focusing on the teaching of the four skills, for the schools these goals cannot be attained. These goals can be found in the syllabus which is presented in the theoretical background of the essay. Even though the teachers state that they can use different materials teaching English, the only material used in the classroom is the textbook and all the lessons are based on it. To be able to "pronounce English words and word-clusters and sentences occurring in the text; correctly" was a speaking goal that was difficult for the students to attain. The reason for that may be because of the teachers’ lack of proficiency in the English language.

APA, Harvard, Vancouver, ISO, and other styles

36

Silva, Miriã Alves de Laet. "Ensino e aprendizagem de leitura: mobilização dos descritores da Prova Brasil em livro didático de português." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5812.

Full text

Abstract:

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T11:40:18Z No. of bitstreams: 2 Dissertação - Miriã Alves de Laet Silva - 2015.pdf: 15833827 bytes, checksum: 3738038828bd5e8ae1f571064e4b19d0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T11:47:30Z (GMT) No. of bitstreams: 2 Dissertação - Miriã Alves de Laet Silva - 2015.pdf: 15833827 bytes, checksum: 3738038828bd5e8ae1f571064e4b19d0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2016-08-04T11:47:30Z (GMT). No. of bitstreams: 2 Dissertação - Miriã Alves de Laet Silva - 2015.pdf: 15833827 bytes, checksum: 3738038828bd5e8ae1f571064e4b19d0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-09-17 This dissertation of master’s degree is a study about reading. In the educational context, it permeates all the subjects in the curriculum. Such a fact is of fundamental importance, as the activities of reading and interpretation done by the students must favor the development of literacy (institutionalized or not). At school, the access to reading occurs, most of the time, from the textbook and this, lately, has aroused the interest of researchers that started seeing it as an important constituent of school practices. The evaluations (including the large-scale ones – ENADE, ENEM, Prova Brasil, for example) are built having the reading as a tool to measure the competences and abilities of the student. To this end, my aim was analyse if the proposals of reading and interpretation of the written text showed to the students by the Portuguese textbook “ Tudo é linguagem”, by Ana Trinconi Borgatto, Terezinha Bertin and Vera Marchezi, Editora Ática, Elementary School, last year, contemplate the descriptors of the reference “Matriz” of Portuguese of “Prova Brasil”, understanding that the development of the competences and abilities, proposed by the matrix, coadunate with meaningful practices of reading. This research, a qualitative and interpretative one, characterizes as a case study. It is situated in the field of Education and intents to contribute to the reflexions on teaching and learning. I use as theorical contributions the considerations of PCN (Brasil, 1998) and the contributions of Backhtin/Volochinov (1929/2006): Bakhtin (1952-53/1997), Schneuwly and Dolz (1996/2010), Rojo and Batista (2003), Rojo (2009), among others. The results show that the six topics of “Prova Brasil” and its twenty one descriptors were mobilized in the collection, however there is quantitative and qualitative discrepancy of ocorrence among them. Esta dissertação de mestrado é um estudo sobre leitura. No contexto educacional, ela perpassa todas as disciplinas do Currículo. Tal fato é de fundamental importância, uma vez que as atividades de leitura e interpretação feitas pelos alunos devem favorecer o desenvolvimento dos letramentos (institucionalizados ou não). Na escola, o acesso à leitura ocorre, na maioria das vezes, a partir do livro didático (LD) e este, ultimamente, tem despertado o interesse dos pesquisadores que passaram a vê-lo como um importante integrante das práticas escolares. As avaliações (incluindo as de larga escala – Enade, Enem, Prova Brasil, por exemplo) são construídas tendo a leitura como ferramenta para medir as competências e habilidades do aluno. Tendo isso em vista, meu objetivo foi analisar se as propostas de leitura e interpretação do texto escrito, apresentadas aos alunos pelo Livro Didático de Português – LDP – Tudo é linguagem, das autoras Ana Trinconi Borgatto, Terezinha Bertin e Vera Marchezi, Editora Ática, Ensino Fundamental II – anos finais, contemplam os descritores da Matriz de Referência de Língua Portuguesa da Prova Brasil, entendendo que o desenvolvimento das competências e habilidades, propostas pela matriz, coadunam com práticas significativas de leitura. Esta pesquisa, de cunho qualitativo interpretativista, caracteriza-se como estudo de caso, situa-se no campo da Educação e pretende contribuir para as reflexões acerca do ensino e aprendizagem. Utilizo como aportes teóricos as considerações dos PCN (BRASIL, 1998) e as contribuições de Bakhtin/Volochínov ([1929]2006); Bakhtin ([1952-53] 1997), Schneuwly e Dolz ([1996] 2010); Rojo e Batista (2003), Rojo (2009), dentre outros. Os resultados mostram que os seis tópicos da Prova Brasil e seus vinte e um descritores foram mobilizados na coleção, porém havendo discrepância quantitativa e qualitativa de ocorrência entre eles.

APA, Harvard, Vancouver, ISO, and other styles

37

Amaral, Trícia Tamara Boeira do. "A ABORDAGEM DE IMAGENS EM ATIVIDADES DE LEITURA DE UM LIVRO DIDÁTICO DO 1º ANO DO ENSINO FUNDAMENTAL: PERSPECTIVAS DE LETRAMENTO PARA ALÉM DO ESCRITO." Universidade Catolica de Pelotas, 2012. http://tede.ucpel.edu.br:8080/jspui/handle/tede/239.

Full text

Abstract:

Made available in DSpace on 2016-03-22T17:26:49Z (GMT). No. of bitstreams: 1 restr.pdf: 8178 bytes, checksum: ef98c28e57b111d1180aca2871da13a9 (MD5) Previous issue date: 2012-03-27 In view of the great diversity of languages and, yet, predicting that literacy is a phase in which, it is believed, is of great value in relation to the establishment of the child in terms of literacy, the present study has as main objective to identify how images are covered in proposed readings present in textbook (LD = abbreviation of livro didático ): Português: Linguagens Letramento e Alfabetização 1º ano, of Cereja e Magalhães (2010), approved by the Programa Nacional do Livro Didático (PNLD/2010), through the Guia Nacional do Livro Didático of the same year. Specific objectives for this research include: 1) examine, in the light of the Visual Language Syntax (DONDIS, 2007), which approaches characterise the images present in the textbook; 2) verify to what extent the reading activities related to present images in a comprehensive textbook stimulate reading and criticism of imagetic texts. To do so, a qualitative research is performed (BAUER and GASKELL, 2002) in which the LD is examined by means of an interpretative epistemology (SOARES, 2006). The method of this research is the literature search (SOUSA, 2009), through documentary research (SOUSA, 2009). Among the main theoretical contributions used there are the literacies under a theory of sociocultural perspective (GEE, 2001; STREET, 2003, FISCHER, 2007) and the theory of Visual Language Syntax (DONDIS, 2007). To proceed with the analyses, it was selected the first chapter of each of the four units that make up the textbook in question. Were also established six categories of analysis: three for the imagetic texts imagetic-compositional texts, imagetic-illustrative texts and imagetic-decorative texts and three for reading activities activities of reading the imagetic text, activities of decoding the imagetic text and activities of no-reading the imagetic text. The analyses indicate, in general, that the images are offered to students from sociocultural perspectives involving the visual literacy in the examined LD. On the basis of this proposal, therefore, it is expected to be able to contribute to the process of teaching and learning, as well as provide data that may be relevant to the discussion of how to approach and promote the reading of images from the original series Tendo em vista a grande multiplicidade de linguagens e, ainda, prevendo que a alfabetização é de grande valia no que concerne à constituição da criança em termos de letramentos, o presente estudo tem como objetivo principal identificar como as imagens são abordadas em propostas de leituras de textos presentes no livro didático (LD) Português: Linguagens Letramento e Alfabetização 1º ano, de Cereja e Magalhães (2010), aprovado pelo Programa Nacional do Livro Didático (PNLD/ 2010), por meio do Guia Nacional do Livro Didático do mesmo ano. Os objetivos específicos traçados para esta pesquisa são: 1) analisar, à luz da Sintaxe da Linguagem Visual (DONDIS, 2007), quais abordagens caracterizam as imagens presentes no livro didático; 2) verificar em que medida as atividades de leitura relacionadas às imagens presentes no livro didático favorecem a uma leitura compreensiva e crítica dos textos imagéticos. Para tanto, é realizada uma pesquisa qualitativa (BAUER e GASKELL, 2002) em que o LD é analisado por meio de uma epistemologia interpretativa (SOARES, 2006). O método desta pesquisa é a investigação bibliográfica (SOUSA, 2009), por meio de investigação documental (SOUSA, 2009). Dentre os principais aportes teóricos utilizados estão a teoria dos letramentos sob uma perspectiva sociocultural (GEE, 2001; STREET, 2003, FISCHER, 2007) e a teoria da Sintaxe da Linguagem Visual (DONDIS, 2007). Para proceder com as análises selecionou-se o primeiro capítulo de cada uma das quatro unidades que compõem o livro didático em questão. Também foram estabelecidas seis categorias de análise: três para os textos imagéticos textos imagético-compositivos, textos imagético-ilustrativos e textos imagético-decorativos , e três para as atividades de leitura atividades de leitura do texto imagético, atividades de decodificação do texto imagético e atividades de não leitura do texto imagético. As análises indicam, de um modo geral, que as imagens são propostas aos alunos a partir de perspectivas socioculturais envolvendo o letramento visual no LD analisado. Com base nessa proposta, portanto, espera-se poder contribuir com o processo de ensino-aprendizagem, bem como fornecer dados que possam ser relevantes à reflexão de como abordar e promover a leitura de imagens desde as séries iniciais

APA, Harvard, Vancouver, ISO, and other styles

38

Gottarp, Rickard. "What Can We Learn from Contemporary Research into Dyslexia? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Kucksdorf, Loni. "Textbooks across the curriculum can struggling readers succeed? /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kucksdorfl.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Starnes, Kathryn. "Fairy tales, textbooks and social science : a folklorist reading of international relations introductory textbooks." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/fairy-tales-textbooks-and-social-science-a-folklorist-reading-of-international-relations-introductory-textbooks(4fc0195b-97db-4e48-9cc7-deb4b3c24e2f).html.

Full text

Abstract:

This thesis explores the research question: to what extent does the idea of 'social science' persist in constructing IR textbooks in our contemporary context? In light of the considerable changes in the discipline's canon catalysed by the Third Debate, it is surprising that there has been no sustained engagement with a large body of textbooks in over a decade. The thesis uses a folklorist approach to review contemporary undergraduate IR textbooks by exploring their family resemblances to Donkeyskin and Bluebeard stories. The thesis finds that many contemporary textbooks resemble Donkeyskin stories, both because they employ a problem/choice structure that works to curtail how IR is defined and because they rely on a number of assumptions about what it means to write a textbook and study IR. However, the thesis also finds that there is a limited but notable body of textbooks that resembles Bluebeard stories in terms of how 'forbidden' assumptions about how IR is defined and what it means to write a textbook are confronted. These two readings of textbooks are complemented by a third aspect of the folklorist approach, a reading of framing gestures. While many textbook authors employ framing gestures that cast authors as curators of the field of IR, reinforcing strict boundaries for participation in the negotiation of the IR canon, there are notable exceptions that cast textbook authors as creators. The effect is to demonstrate and open up for participation the process of negotiating the boundaries of what gets to 'count' as IR.

APA, Harvard, Vancouver, ISO, and other styles

41

Silva, Rosenil Gonçalina dos Reis e. "A leitura em livros didáticos do ensino fundamental e a formação para o leitor crítico literário." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/201.

Full text

Abstract:

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-10T11:13:36Z No. of bitstreams: 1 DISS_2015_Rosenil Gonçalina dos Reis e Silva.pdf: 6537504 bytes, checksum: c15f46c7438045ba00a59a27ab8aeda5 (MD5) Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-10T11:13:55Z (GMT) No. of bitstreams: 1 DISS_2015_Rosenil Gonçalina dos Reis e Silva.pdf: 6537504 bytes, checksum: c15f46c7438045ba00a59a27ab8aeda5 (MD5) Made available in DSpace on 2017-02-10T11:13:55Z (GMT). No. of bitstreams: 1 DISS_2015_Rosenil Gonçalina dos Reis e Silva.pdf: 6537504 bytes, checksum: c15f46c7438045ba00a59a27ab8aeda5 (MD5) Previous issue date: 2015-07-17 CAPES A presente pesquisa busca discutir a formação de leitores, tendo como foco as atividades de leitura de textos nos gêneros da esfera literária. A escolha se deve por considerarmos a leitura como fundamental na formação social do indivíduo, condição indispensável para o exercício da cidadania. A literatura também contribui na formação do homem, por constituir-se como um fenômeno simbólico e ideológico, passível de múltiplas interpretações, que colabora na promoção de sua autonomia e para uma leitura crítica das diversas problemáticas que se apresentam no dia a dia da sociedade. Desse modo, selecionamos, para nossa análise, apenas os gêneros literários, presentes nas atividades de leitura de uma coleção de livros didáticos de Língua Portuguesa, intitulada “Vontade de Saber Português”, das autoras Rosemeire Alves e Tatiane Brugnerotto, aprovada pelo PNLD de 2014 - Programa Nacional do Livro Didático - selecionada a partir de sua escolha e utilização em uma das maiores escolas públicas de Cuiabá, Mato Grosso, em número de alunos matriculados, num total de 2.300. Nosso objetivo foi o de identificar primeiramente quais gêneros da esfera literária estão presentes em cada volume da coleção, em seguida, verificar quais são as atividades que tratam especificamente da leitura e, por fim, verificar que capacidades de leitura essas atividades mobilizam, e se de fato contribuem ou não para o desenvolvimento de capacidades leitoras do aluno. Para tanto, recorremos a alguns pressupostos da teoria enunciativo-discursiva de Bakhtin e seu Círculo que, neste recorte, aliaram-se a outras contribuições, como do letramento crítico, e os fundamentos da concepção de Vygotsky para a compreensão de aspectos da linguagem, ideologia e interação, que influenciam na aprendizagem e constituição dos sujeitos sociais, assim como as de Freire, que têm inspirado os estudos do letramento crítico. Trata-se de uma pesquisa de análise documental, de abordagem qualitativa e dialógica. Para fins metodológicos, realizamos um levantamento quantitativo que ofereceu informações para a análise qualitativa. A análise dos dados revelou que a incidência dos textos em gêneros da esfera literária é pouco representativa, sob dois aspectos. Primeiro, em relação à quantidade total de textos em gêneros de outras esferas, e segundo, em relação à quantidade dos que são utilizados para atividades de leitura. Além disso, o tratamento didático dispensado às atividades de leitura não favorece a mobilização de capacidades leitoras capazes de favorecer a autonomia do aluno, além de não promover uma educação transformadora. Assim, de um modo geral, a coleção pouco contribui para a formação do letramento literário e crítico de alunos do Ensino Fundamental das escolas públicas que o utilizam. Esperamos que este trabalho possa contribuir para reflexões acerca da necessidade de uma formação leitora no contexto escolar, com especial destaque para o letramento crítico nos mais diversos níveis de ensino, favorecendo o desenvolvimento de capacidades específicas para a leitura não somente de gêneros da esfera literária, mas de outras esferas de atividade humana. This research aims to discuss the formation of readers, focusing on the activities of text reading in the genres of literary sphere. We chose do so because we consider reading as fundamental in the social formation of the individual, a prerequisite for citizenship. Literature also helps in the formation of man, because it establishes itself as a symbolic and ideological phenomenon, susceptible to multiple interpretations, which collaborates in promoting its autonomy and to a critical reading of the various problems that arise in society's everyday life. Thus, we selected, for our analysis, only the literary genres present in the reading activities of a collection of textbooks in Portuguese Language, titled "Vontade de Saber Português", by the authors Rosemeire Alves and Tatiane Brugnerotto, approved by the 2014 PNLD - Programa Nacional do Livro Didático (National Textbook Program) - selected from of its choice and usage in one of the largest public schools in Cuiabá, Mato Grosso, in number of students enrolled, a total of 2,300. Our goal was to first identify which genres of the literary sphere are present in each volume of the collection, then, to check what are the activities that specifically address reading and, finally, to verify which reading skills these activities mobilize, and, if, for a fact, they contribute or not to the development of the reader skills of the student. For that, we turn to some assumptions of the enunciative-discoursive theory of Bakhtin and the Circle, that, in this context, allied to other contributions, such as critical literacy and fundamentals of Vygotsky's conception for the understanding of aspects of language, ideology and interaction, which influence in the learning and constitution of social subjects, as well as Freire's, which have inspired the studies of critical literacy. This is a research of documental analysis, of qualitative and dialogical approach. For methodological purposes, we conducted a quantitative survey that provided information for qualitative analysis. Data analysis revealed that the incidence of texts in genres of thr literary sphere is unrepresentative, under two aspects. First, in relation to the total amount of texts in genres of other spheres, and secondly, in relation to the quantity of those used for reading activities. In addition, the educational treatment given to reading activities does not favor the mobilization of reading capabilities capable of fostering the student's autonomy, and it does not promote a transforming education. Thus, in general, the collection contributes little to the formation of literary and critical literacy of elementary school students in the public schools that use it. We hope that this work can contribute to reflections on the need for a reader formation in the school context, with particular emphasis on critical literacy in various school levels, supporting the development of specific skills for reading not only genres of the literary sphere, but in other spheres of human activity.

APA, Harvard, Vancouver, ISO, and other styles

42

Vesna, Simović. "Теличност као дистинктивно обележје аспектуалног значења у француском и српском језику". Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101016&source=NDLTD&language=en.

Full text

Abstract:

Предмет рада је анализа семантичке категорије теличности као дистинктивног обележја аспектуалног значења у француском и српском језику. Теличност представља једно од семантичких, односно инхерентних аспектуалних особина глаголских лексема или синтагми и означава постојање крајње тачке у одвијању глаголске радње. У теорији концептуалне семантике (Jackendoff 1996) теличност се дефинише као ограничење Путање, једне од основних концептуалних категорија, која заједно са категоријама Догађај и Време чини структуру глаголске ситуације.Циљ рада је анализа начина на које теличност учествује у стварању аспектуалног значења у француском и српском језику. У анализи су посматране семантичке класе глагола кретања, као и класе глагола извођења, стварања и трошења код којих важну улогу у изражавању теличности има директни објекат. Примењена метода контрастивне анализе открива да између француског и српског језика у начинима изражавања теличности највећа сличност постоји код глагола кретања: у француском ограниченост осе путање обележавају предлози à и jusque (+à/en), док предлог vers указује на неограниченост путање; у српском, ограниченост путање и достизање циља у току кретања изражавају предлошко-падежне конструкције са акузативом, док предлошко-падежне конструкције са дативом означавају да циљ у току кретања није достигнут и да је путања неограничена. У оба језика уочава се семантичка усклађеност између типа глаголске ситуације и предлога у француском, односно предлошко-падежних конструкција и глаголског вида у српском језику: уз ателичне глаголске ситуације у француском, односно неограниченотрајне глаголе у српском јављају се синтагме уведене предлогом, односно предлошко-падежном конструкцијом који такође означавају неограничену осу путање у процесу кретања (marcher/nager/courir vers – ходати/пливати/трчати према ка); уз глаголе који означавају тренутне радње, у француском теличне глаголске ситуације, а у српском глаголе свршеног вида, јављају се синтагме уведене предлогом, односно предлошко-падежне конструкције које указују да је оса путање у току кретања ограничена (arriver/venir/entrer à – стићи/доћи/ући у). Код семантичких класа глагола извођења, стварања и трошења у француском и српском језику, међутим, уочава се извесна разлика у погледу изражавања теличности. У француском језику концептуализација објекта као ограниченог или неограниченог учествује у изражавању теличности, те се глаголске ситуације у којима је објекат изражен као неограничен интерпретирају као ателичне (lire des romans/écrire des lettres/manger des oranges), док се глаголске ситуације које подразумевају постојање објекта актуализованог као ограниченог, целовитог појма, посматрају као теличне (lire les romans/écrire les lettres/manger les oranges). И у српском језику уочава се улога директног објекта у односу на теличност, али је она у вези са градилачким процесима. Код семантичких класа српских глагола извођења, стварања и трошења телични карактер глаголске ситуације обележава се непостојањем трећег члана видске опозиције у оним случајевима када перфективни облик глагола означава да је радња у потпуности протекла кроз објекат, односно када објекат настане или нестане у целости током глаголске радње (читати – прочитати – *прочитавати / писати – написати – *написавати / трошити – потрошити – *потрошивати). Уколико је објекат модификован или трансформисан, могуће је продужити радњу и тада постоји трећи члан видске опозиције (писати – уписати – уписивати). У оба језика, дакле, на концептуалном нивоу уочавају се истоветне појмовне категорије које се на структурно-језичком плану формализују на различите начине. Predmet rada je analiza semantičke kategorije teličnosti kao distinktivnog obeležja aspektualnog značenja u francuskom i srpskom jeziku. Teličnost predstavlja jedno od semantičkih, odnosno inherentnih aspektualnih osobina glagolskih leksema ili sintagmi i označava postojanje krajnje tačke u odvijanju glagolske radnje. U teoriji konceptualne semantike (Jackendoff 1996) teličnost se definiše kao ograničenje Putanje, jedne od osnovnih konceptualnih kategorija, koja zajedno sa kategorijama Događaj i Vreme čini strukturu glagolske situacije.Cilj rada je analiza načina na koje teličnost učestvuje u stvaranju aspektualnog značenja u francuskom i srpskom jeziku. U analizi su posmatrane semantičke klase glagola kretanja, kao i klase glagola izvođenja, stvaranja i trošenja kod kojih važnu ulogu u izražavanju teličnosti ima direktni objekat. Primenjena metoda kontrastivne analize otkriva da između francuskog i srpskog jezika u načinima izražavanja teličnosti najveća sličnost postoji kod glagola kretanja: u francuskom ograničenost ose putanje obeležavaju predlozi à i jusque (+à/en), dok predlog vers ukazuje na neograničenost putanje; u srpskom, ograničenost putanje i dostizanje cilja u toku kretanja izražavaju predloško-padežne konstrukcije sa akuzativom, dok predloško-padežne konstrukcije sa dativom označavaju da cilj u toku kretanja nije dostignut i da je putanja neograničena. U oba jezika uočava se semantička usklađenost između tipa glagolske situacije i predloga u francuskom, odnosno predloško-padežnih konstrukcija i glagolskog vida u srpskom jeziku: uz atelične glagolske situacije u francuskom, odnosno neograničenotrajne glagole u srpskom javljaju se sintagme uvedene predlogom, odnosno predloško-padežnom konstrukcijom koji takođe označavaju neograničenu osu putanje u procesu kretanja (marcher/nager/courir vers – hodati/plivati/trčati prema ka); uz glagole koji označavaju trenutne radnje, u francuskom telične glagolske situacije, a u srpskom glagole svršenog vida, javljaju se sintagme uvedene predlogom, odnosno predloško-padežne konstrukcije koje ukazuju da je osa putanje u toku kretanja ograničena (arriver/venir/entrer à – stići/doći/ući u). Kod semantičkih klasa glagola izvođenja, stvaranja i trošenja u francuskom i srpskom jeziku, međutim, uočava se izvesna razlika u pogledu izražavanja teličnosti. U francuskom jeziku konceptualizacija objekta kao ograničenog ili neograničenog učestvuje u izražavanju teličnosti, te se glagolske situacije u kojima je objekat izražen kao neograničen interpretiraju kao atelične (lire des romans/écrire des lettres/manger des oranges), dok se glagolske situacije koje podrazumevaju postojanje objekta aktualizovanog kao ograničenog, celovitog pojma, posmatraju kao telične (lire les romans/écrire les lettres/manger les oranges). I u srpskom jeziku uočava se uloga direktnog objekta u odnosu na teličnost, ali je ona u vezi sa gradilačkim procesima. Kod semantičkih klasa srpskih glagola izvođenja, stvaranja i trošenja telični karakter glagolske situacije obeležava se nepostojanjem trećeg člana vidske opozicije u onim slučajevima kada perfektivni oblik glagola označava da je radnja u potpunosti protekla kroz objekat, odnosno kada objekat nastane ili nestane u celosti tokom glagolske radnje (čitati – pročitati – *pročitavati / pisati – napisati – *napisavati / trošiti – potrošiti – *potrošivati). Ukoliko je objekat modifikovan ili transformisan, moguće je produžiti radnju i tada postoji treći član vidske opozicije (pisati – upisati – upisivati). U oba jezika, dakle, na konceptualnom nivou uočavaju se istovetne pojmovne kategorije koje se na strukturno-jezičkom planu formalizuju na različite načine. The subject of this dissertation is the presence,position and role of literary texts in thetextbooks of French as a foreign language.Though in the last few years a lot has beenwritten about the importance of using literarytexts in foreign language teaching and itsadvantages in comparison to other types ofteaching material, French glotodidacticianspoint to the fact that literary texts are used incontemporary communication-orientedtextbooks as any other texts, with the primarypurpose of developing language skills. In orderto prove this hypothesis, the textbooks ofnational and French authors in use inelementary and high schools in Serbia areanalysed. As reading, that is, understanding atext is a prerequisite to any further work on thetext, special attention is given to readingstrategies and models which facilitate students’access to literary texts used in textbooks. Thecomparative approach allows us to gain insightinto similarities and differences in choosingFrench authors and their work represented intextbooks, the position of literary texts inteaching unit, the ways they are presented andthe accompanying activities. These criteria areused in the analysis of all textbooks: the ones byour and French authors both for elementaryschools, and for high schools.

APA, Harvard, Vancouver, ISO, and other styles

43

Berg, Mattsson Alexander. "Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42912.

Full text

Abstract:

The present thesis investigates to what extent contemporary ELT textbooks include reading materials as well as what types of texts are being used and what reading strategies they seemingly promote. Additionally, the study analyzes whether there is a noticeable discrepancy in teaching materials designed for the vocational and university preparatory and considers whether the design of the current textbook is representative of the current view of reading as a teaching tool as reflected in official policy documents. Through the means of a content analysis of a total of six in use ELT textbooks, the study discovers that few ELT textbooks include a satisfactory amount of reading materials and that there is a significant discrepancy between teaching materials intended for the separate orientations of upper secondary school in Sweden. It is also discovered that the set of textbooks largely reflect the current view of language teaching. The study concludes that the current practice of language teaching is ill-suited to counter the development of declining reading literacy and suggests an alternative methodology in extensive reading.

APA, Harvard, Vancouver, ISO, and other styles

44

Ma, Chunhui. "Textbooks, a vivid mirror of culture : a comparative study of animal materials in American elementary reading textbooks and Chinese elementary language textbooks." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845935.

Full text

Abstract:

Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China. Department of Anthropology

APA, Harvard, Vancouver, ISO, and other styles

45

DIANI, CARLA. "I LIBRI DI LETTURA LOMBARDI PER LA SCUOLA ELEMENTARE TRA OTTO E NOVECENTO: LE CASE EDITRICI AGNELLI, RISVEGLIO EDUCATIVO, TREVISINI E VALLARDI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/35769.

Full text

Abstract:

Il libro scolastico, nella sua duplice fisionomia di supporto didattico e di prodotto editoriale e sociale, costituisce una preziosa fonte per la ricostruzione della storia pedagogica e didattica, culturale e politica dalla seconda metà del Settecento sino al primo ventennio del Novecento. Sulla base di questa premessa la tesi si propone di evidenziare la valenza educativa e didattica della letteratura scolastica per l’infanzia e il ruolo ricoperto dalla scuola nella formazione dei fanciulli italiani tramite l’analisi quantitativa e qualitativa dei principali libri di lettura editi in Lombardia tra Otto e Novecento. Dopo una panoramica generale sulla produzione editoriale scolastica della realtà italiana, la ricerca fa emergere i contenuti, l’apparato iconografico e la forma linguistica di 65 libri di lettura, adottati a livello nazionale nelle scuole elementari e pubblicati nei decenni postunitari (1871-1923) da case editrici lombarde di notevole rilievo, quali Agnelli, Risveglio Educativo, Trevisini e Vallardi. The textbook, in its dual aspect of educational support and publishing and social product, is a precious source to reconstruct educational, teaching, cultural and political history from the second half of the eighteenth century to the first decades of the twentieth century. This thesis aims to underline the educational and teaching value of school literature and the role played by school in the education of Italian children through a quantitative and a qualitative analysis of the main reading textbooks published in Lombardy between the nineteenth and the twentyth centuries. After a general overview of the editorial school production of the Italian situation, the research focus on the contents, the iconography and linguistic form of 65 reading textbooks, adopted nationally in the elementary schools and published in the decades after the unification (1871-1923) by important Lombard publishers, such as Agnelli, Risveglio Educativo, Trevisini and Vallardi.

APA, Harvard, Vancouver, ISO, and other styles

46

DIANI, CARLA. "I LIBRI DI LETTURA LOMBARDI PER LA SCUOLA ELEMENTARE TRA OTTO E NOVECENTO: LE CASE EDITRICI AGNELLI, RISVEGLIO EDUCATIVO, TREVISINI E VALLARDI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/35769.

Full text

Abstract:

Il libro scolastico, nella sua duplice fisionomia di supporto didattico e di prodotto editoriale e sociale, costituisce una preziosa fonte per la ricostruzione della storia pedagogica e didattica, culturale e politica dalla seconda metà del Settecento sino al primo ventennio del Novecento. Sulla base di questa premessa la tesi si propone di evidenziare la valenza educativa e didattica della letteratura scolastica per l’infanzia e il ruolo ricoperto dalla scuola nella formazione dei fanciulli italiani tramite l’analisi quantitativa e qualitativa dei principali libri di lettura editi in Lombardia tra Otto e Novecento. Dopo una panoramica generale sulla produzione editoriale scolastica della realtà italiana, la ricerca fa emergere i contenuti, l’apparato iconografico e la forma linguistica di 65 libri di lettura, adottati a livello nazionale nelle scuole elementari e pubblicati nei decenni postunitari (1871-1923) da case editrici lombarde di notevole rilievo, quali Agnelli, Risveglio Educativo, Trevisini e Vallardi. The textbook, in its dual aspect of educational support and publishing and social product, is a precious source to reconstruct educational, teaching, cultural and political history from the second half of the eighteenth century to the first decades of the twentieth century. This thesis aims to underline the educational and teaching value of school literature and the role played by school in the education of Italian children through a quantitative and a qualitative analysis of the main reading textbooks published in Lombardy between the nineteenth and the twentyth centuries. After a general overview of the editorial school production of the Italian situation, the research focus on the contents, the iconography and linguistic form of 65 reading textbooks, adopted nationally in the elementary schools and published in the decades after the unification (1871-1923) by important Lombard publishers, such as Agnelli, Risveglio Educativo, Trevisini and Vallardi.

APA, Harvard, Vancouver, ISO, and other styles

47

Scarborough, Amy C. "Using Empirically Validated Reading Strategies to Improve Middle School Students' Reading Fluency of classroom Textbooks." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/78.

Full text

Abstract:

According to the National Center for Education Statistics (2007), 27% of the nation’s 8th grade population scored below the basic reading level in 2006-2007. Reading fluency strategies are a viable practice for improving reading achievement yet seldom are they incorporated into the 8th grade curriculum. To be effective, passages used in reading fluency strategies should be at the students’ instructional reading level (Daly, Persampieri, et al., 2005; Welsch, 2007). However, if increased oral reading fluency gained at the instructional reading level fails to generalize to content-area text that a student is required to read, the gain is not clinically significant, as it does not allow the student access to required reading. Stahl and Heubach (2006) recommended providing instruction in more difficult material while providing a strong degree of support. In this study, four middle school students reading one to two years below grade level received strong support for increasing reading fluency while using their social studies textbook. The intervention package consisted of listening passage preview, repeated reading, phrase-drill error correction, and performance feedback with student charting. Two research questions guided this study: (a) What are the effects of a comprehensive treatment package consisting of commonly utilized strategies for improving oral reading fluency on middle school students’ oral reading fluency using their required grade-level social studies textbooks? and (b) to what extent does performance generalize to required literature textbook passages and passages from CRCT Coach in Science (2002) and CRCT Coach in Social Studies (2002)? A multiple probe across participants design was used to answer these questions. Visual analysis of graphically displayed single-case data revealed that the multicomponent reading intervention positively affected student performance on intervention and generalization passages. The results of this study are promising, and given that reading content-area text is the core of education in middle school, further research is necessary.

APA, Harvard, Vancouver, ISO, and other styles

48

Papen, Uta. "Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Barvíková, Martina. "Elektronické knihy a jejich uplatnění v českém vysokém školství." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199971.

Full text

Abstract:

The goal of the thesis is to formulate suggestion to Czech universities regarding publication of textbooks and academic texts in electronic formats. The thesis also provides a general view of the Czech ebook market -- the history, formats and digital right management of ebooks are described. The process of ebook elaboration and reading devices with their pros and cons are also mentioned. The comparison of world and Czech ebook and etextbook market is emphasized and the availability of Czech etextbooks and academic text in Czech higher education institutions is mapped. The hypothesis that Czech students' demand for etextbooks is sufficient for profitable etextbook elaboration by Czech higher education institutions in the way that prevents from illegal sharing of content and violating of authorial laws is examined.

APA, Harvard, Vancouver, ISO, and other styles

50

Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.

Full text

Abstract:

The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the sources of control were different, they influenced textbook content in a similar way.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Textbook reading'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles