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Close, Francoise Y. "'For whom do you write?' : reading Montaigne's subtext." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386007.
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King, Benjamin John. ""In whose name I write" : John Henry Newman's reading of the Alexandrian fathers." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2454/.
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The history of doctrine has been shaped by its historiographers. Prominent among nineteenth-century historiographers is John Henry Newman (1801-1890), apatristic scholar whose interest among historians today normally lies in his writings ondoctrinal development or in his own story of conversion. It is the purpose of this thesis to show that historians of theology, particularly of the patristic era, should also be interested in Newman's engagement with Origen, Athanasius and Cyril of Alexandria. In turn, this should interest all those who know the Apologia, for as an Anglican and as a Catholic Newman held different views of these Fathers. This thesis provides an examination of the changes that occur in Newman's reading of, and writing on, the Alexandrians Fathers across the years. Overall, three things will be seen. First, comparing his first book, The Arians of the Fourth Century (1833), with his later works, reveals a flattening out of Newman's account of history occurring just when he was propounding that doctrine is dynamic. Secondly, analysis of his sermons of the 1830s and 1840s shows an Alexandrian christology ("Monophysite" in Cyril's sense, as Newman explains it) in tension with his claims at the time, that he was leaving the Anglican Church because it held an analogous position to the Monophysites of the fifth century. Thirdly, contrasting his translations of Athanasius in the Library ofthe Fathers (1842-4) with his "free translation" (1881), reveals the effect thirty-five years of reading Catholic scholastic theology had on Newman.
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Brown, Linda Marie. "Handbook for parents of first grade children learning to read and write." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.
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Cueto, Desireé W. "What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560808.
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This dissertation offered a close reading of African diaspora young adult novels, written by African American, Afro-Caribbean and black African women. The four novels selected for this analysis - Coe Booth's (2010) Kendra, Nana Ekua Brew-Hammond's (2010) Powder Necklace, Lynn Joseph's (2010) Flowers in the Sky and Adwoa Badoe's (2010) Between Sisters - represented the life circumstances, concerns and issues facing black adolescent girls of this generation. Set in Ghana, the United States, the Dominican Republic and England, the novels collectively provided a compelling site to examine thematic parallels as well as points of departure in each author's representation of black female adolescent identity development. Given this focus, the study employed a methodology of critical content analysis, relying on theoretical arguments from black feminism, postcolonial studies, and a youth lens. The three theories were brought into dialogue with one another in order to examine how multiple social constructions, including age, interacted and overlapped in the lives of each of the protagonists. Findings revealed that age, and concomitantly race, class and gender significantly influenced the protagonists' sense of subjectivity and selfhood. Across the text set, the significance of age was brought into light through a dramatic shift in the protagonists' relationships with their mothers or mother figures. Specifically, it was the onset of sexual maturity that fueled a multiplying of oppressive experiences for each of the protagonists within her home. By attending to the ways in which the protagonists grappled with such experiences, the researcher uncovered new models for solidifying black female adolescent identity.
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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.
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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.
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Fox, Heather. "“I Must Write from Memory”: Reading Katherine Anne Porter’s The Old Order as a Reconstructive Process of Memory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/465.
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Katherine Anne Porter wrote The Old Order stories in the early 1930s; and while there is no evidence that she ever revised them on a story level, she revised the order of the stories over more than thirty years in three collections: The Leaning Tower and Other Stories (1944), The Old Order: Stories of the South from The Leaning Tower, Pale Horse, Pale Rider, and Flowering Judas (1955), and The Collected Stories of Katherine Anne Porter (1965). Individually, each story is its own episodic memory based on Miranda’s adult recollections of childhood experiences. Collectively, Porter’s rearrangement of these stories over time both deconstructs and reconstructs Miranda’s narrative from a chronological to a representational recollection. Therefore, while the individual stories reveal memory’s imprint on identity, the progressive reordering of The Old Order stories reveals a reconstructive process of memory which repositions itself over time.
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Edwards, Bobbie. "The Effects of Tests and Praise on Children's Hear-write and See-say Responses." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5465/.
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Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.
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Ghirello-Pires, Carla Salati Almeida. "A interrelação fala, leitura e escrita em duas crianças com síndrome de Down." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269136.
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Orientador: Maria Irma Hadler Coudry<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-16T22:00:41Z (GMT). No. of bitstreams: 1
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Previous issue date: 2010<br>Resumo: Esta tese apresenta e analisa o acompanhamento fonoaudiológico longitudinal de duas crianças com Síndrome de Down: ML e AM. Objetiva compreender a relação estabelecida entre linguagem oral e escrita no início dessas crianças do mundo das letras. Buscou-se identificar como os sujeitos da pesquisa adquiriram autonomia na fala por meio da mediação considerando, para tanto, o papel do outro/interlocutor. No início desse processo, a escrita funcionou como sustentação da materialidade da fala e, posteriormente, ganhou corpo como uma nova possibilidade de linguagem. Este trabalho tem ancoragem teórica na Neurolinguística Discursiva que concebe a linguagem, sintaticamente, como indeterminada e heterogênea, e semanticamente, humana, como lugar de interação e de interlocução em uma relação dinâmica e constitutiva entre sujeitos. A análise dos dados foi feita com base no conceito de dado-achado, produzido no momento da interação, e, no momento da análise, como um achado acionado pela teorização. No início do trabalho, observou-se que ML e AM apresentavam diferenças significativas em relação à oralidade indicando uma discrepância em relação à fala e seu funcionamento. Este fato, porém, não foi impeditivo e nem demarcou diferenças significativas em relação à leitura e à escrita. Além disso, constatou-se que os processos intermediários de significação realizados por essas crianças para domínio do sistema alfabético se estendessem por um tempo maior do que o esperado em relação às crianças tidas como normais e da mesma idade. Os sujeitos demonstraram avanços significativos em relação ao domínio e à autonomia na escrita, devido à mediação e à intervenção do adulto ao materializar e dar visibilidade à suas dificuldades com desafios a serem avançados com segurança, respeitando o ritmo e a individualidade. No final do trabalho, essas crianças, que não sabiam ler e nem escrever, demonstraram certa autonomia nesse domínio que, no entanto, necessita de acompanhamento para um avanço contínuo<br>Abstract: This research presents and analyzes the development of the speech of two children with Down syndrome: named as M.L. and A.M. It aims to understand the children's conception between oral and written language. It searches to identify how the subjects acquire speech autonomy considering an adult's interference. At the beginning of the process, the writing was a support of the materiality of speech, and later on as a new possibility of language. This work has basis on the foundations of Discursive Neurolinguistics theories that conceive language, syntactically, as indeterminate and heterogeneous, semantically, human, as a place of interaction and dialogue in a dynamic and constitutive relationship between subjects. Data analysis was based on the concepts of interaction theory. In early work, the children showed oral differences indicating a discrepancy in relation to speech and its functioning. That fact, however, was not relevant and did not cause meaningful differences to reading and writing processes. It took a longer period to achieve the results than expected comparing to children conceived as normal and with the same age. The subjects showed significant improvements in writing autonomy, caused by adults' intervention in order to materialize and to recognize their difficulties with challenges, respecting their rhythm and individuality. At the end of the study, the children who could neither read nor write have shown some independence requiring supervision for continuous development<br>Doutorado<br>Neurolinguistica<br>Doutor em Linguística
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Foehr, Regina Fortune Ron. "Using the simple to teach the complex teaching college students to interpret complex literature and to write literary analysis essays through fairy tales and children's stories /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004084.
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Thesis (D.A.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 19, 2005. Dissertation Committee: Ronald Fortune (chair), Patricia Harrington Klass, Glenn Grever, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.
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Fang, Ming. "A MULTIPLE CASE STUDY OF CHINESE STUDENTS’ L2 TASK REPRESENTATION ACROSS THREE READING-TO-WRITE TASKS IN AN UNDERGRADUATE EAP WRITING COURSE." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345480724.
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Sundström, Jerker. "Difficulties to Read and Write Under Lateral Vibration Exposure : Contextual Studies Of Train Passengers Ride Comfort." Doctoral thesis, KTH, Farkost och flyg, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3974.
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Many people use the train both as a daily means of transport as well as a working place to carry out activities such as reading or writing. There are, however, several important factors in this environment that will hamper good performance of such activities. Some of the main sources of disturbance, apart form other train passengers, are noise and vibrations generated from the train itself. Although there are standards available for evaluation of ride comfort in vehicles none of them consider the effects that vibrations have on particular passengers' activities. To address these issues, three different studies were conducted to investigate how low frequency lateral vibrations influence the passengers' ability to read and write onboard trains. The first study was conducted on three types of Inter-Regional trains during normal service and included both a questionnaire survey and vibration measurements. Two proceeding laboratory studies were conducted in a train mock-up where the perceived difficulty of reading and writing was evaluated for different frequencies and amplitudes. To model and clarify how vibrations influence the processes of reading and writing the fundamentals of Human Activity Theory was used as a framework in this thesis. In the field study about 80% of the passengers were found to be reading at some point during the journey, 25% were writing by hand, and 14% worked with portable computers. The passengers applied a wide range of seated postures for their different activities. According to the standardised measurements, even the trains running on poor tracks showed acceptable levels of vibration. However, when the passengers performed a short written test, over 60 % reported to be disturbed or affected by vibrations and noise in the train. In the laboratory studies it was found that the difficulty in reading and writing is strongly influenced by both vibration frequency and acceleration amplitude. The vibration spectra of real trains were found to correspond well to the frequency characteristics of the rated difficulty. It was also observed that moderate levels of difficulty begin at fairly low vibration levels. Contextual parameters like sitting posture and type of activity also showed strong influence on how vibrations cause difficulty.
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Johansson, Sandra, and Sara Bjaaland. "Två elever med läs- och skrivsvårigheter i två ASL-klassrum : Lärares och elevers upplevelser." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27154.
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I dagens samhälle är det av stor vikt att kunna läsa och skriva då texter finns i olika former överallt, mycket på grund av den tekniska utvecklingen i samhället. Vägen till att "knäcka koden" ser olika ut för barn. I studien har vi valt att fokusera elever med läs- och skrivsvårigheter samt hur tekniken kan fungera som stöd i undervisningen. Syftet med studien är att undersöka hur lärare beskriver sin undervisning i förhållande till läs- och skrivsvårigheter. Vidare är syftet att undersöka hur elever med läs- och skrivsvårigheter upplever sin undervisning. Studien har sin utgångspunkt i den sociokulturella teorin. Empirin till studien är skapad genom semistrukturerade intervjuer med lärare och elever. Materialet har sedan analyserats och presenteras i resultatet. Resultatet av studien indikerar på att undervisning och stödstrukturer inom ASL stödjer elever med läs- och skrivsvårigheter i sin läs- och skrivinlärning genom att de får höra och se sambandet mellan ljud och bokstav.<br>In today's society it's important to be able to read and write because there are texts everywhere, and also as the technology has made a bigger impact in the society. For some children it can be difficult to learn how to write and read. Because of this we have chosen to focus on pupils with disabilities in the read- and writing process. We also want to see how the technology can support pupils in their learning. The aim of this study is therefore to investigate how teachers describe their teaching in relation to reading and writing disabilities. The study also aims to investigate how pupils with reading and writing disabilities describe their education. The sociocultural theory is the base of this study. The empirics to this study is created by interviews with pupils and teachers. The empirics has been analyzed and presented in the result. The result of this study shows that the method "write to read" supports pupils with writing and reading disabilities in their writing and reading education because the link between letter and sound clarifieds for the pupils.
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Fowler, Michelle Danielle. "L2 Learners’ Experiences with Reading and Writing and their Perceptions of the Connections Between the Skills." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461884877.
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Lu, Mei-Yu. ""When you write 'four' in Chinese, you will find two 'J's' in it" a case study of four children learning to be literate in alphabetic and non-alphabetic print /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229583.
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Thesis (Ph.D.)--Indiana University, Language Education Dept., 2006.<br>"Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2914. Adviser: Jerome C. Harste.
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Landsjö, Christina. "Möte med olika texttyper : En studie om hur sådana möten kan te sig i förskoleklass till årskurs 3." Thesis, Högskolan i Jönköping, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30763.
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Sammanfattning Tidigare forskning visar att elever i de yngre åren i huvudsak möter skönlitterära texter och att detta kan innebära svårigheter för dem i klass 4 då de förväntas förstå olika texttyper. Denna studie undersöker vilka texttyper elever i förskoleklass till årskurs 3 får möta på två olika skolor i två skilda kommuner och om lärarna anser att det kan påverka elevers läsförståelse och läsintresse. Undersökningen gjordes genom kvalitativa intervjuer med verksamma lärare och baseras på en lärandesyn utifrån ett sociokulturellt perspektiv och begreppet literacy. Resultatet visar att de yngre barnen på de två deltagande skolorna till stor del får möta olika texttyper och att lärarna anser att det främjar både läsförståelse och läsintresse.<br>Abstract Previous research show that students in the younger years mainly meets fictional text types and that this may cause difficulties for them in 4th-grade when they are expected to understand different kinds of text. This study examines which types of text students in preschool to grade three meet at two different schools in two separate municipalities, and if teachers believe that it can affect students reading comprehension and interest in reading. The survey was conducted through qualitative interviews with practicing teachers and is based on a learning approach from a sociocultural perspective and the literacy concept. The result show that the younger children at the two participating schools for the most part get to meet different types of texts and that the teachers considers it promotes both reading comprehension and interest in reading.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Pettersson, Sofia. "Läsundervisning- att följa en metod eller ej? : En jämförande studie om lärares val av metod i arbetet med den tidiga läsinlärningen." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43801.
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This is a study of how four teachers work with pupils’ early literacy learning. Interviews were conducted with two teachers who chose to use a specific method, Writing to Read (WTR), for teaching pupils to read, and with two teachers who had not chosen a specific method. The aim of the study was to compare how the teachers worked, their motives for their choice of method, and the ideas the teachers have about early literacy learning. To see whether the teachers’ choice of method was related to the individualization of the teaching and their views of pupils’ learning in interaction, Vygotsky’s theories about children’s learning have been used. The result shows that there are both similarities and differences in the teachers’ reasons for their choice of method. Those who use WTR say that they do so to be able to individualize the teaching, while the teachers who do not use a specific method use the same arguments. There is a difference in whether the teachers aim for structured or unstructured teaching, regardless of the choice of method. Several parallels to Vygotsky’s theories were found, in that all four teachers, irrespective of method, think that their teaching should be characterized by interaction and individualization.
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Zhao, Ruilan. "Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195.
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Santos, Dilma Pereira dos. "Objetos educacionais como instrumentos mediadores no processo de ensino e aprendizagem da língua portuguesa para alunos com deficiência auditiva." Universidade do Oeste Paulista, 2016. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1030.
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Previous issue date: 2016-04-18<br>The present dissertation was developed for the Master of Education degree at the Universidade do Oeste Paulista (Unoeste). The objective of this study was to investigate the influence of certain educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students. This study is based on technological and human sociocultural theories which help one understand the process of learning the written and spoken Portuguese language. Additionally, it is also based on the ethical and legal guidelines that promote the use of educational tools as pedagogical resources in teaching deaf, hard of hearing, and speech impaired students. A group of six deaf, hard of hearing, and speech impaired students participated in this study. Their ages ranged from 9 to 10. These students were enrolled in a school that serves hearing and speech impaired students in Foz do Iguacu, Parana, Brazil. This qualitative study. As part of the methodology, the following took place: Structured diagnostic observation, collection of data produced by students, text interpretation, and verification of the quality of texts produced by the students. Next, the researcher applied intervention activities by using HagaQue, Tux Pent, and Scrapbooking which are tools that focus on writing and reading skills. A second evaluation was conducted to determine if any significant change was found in the students’ writing and reading comprehension skills. Results show the significance and validity of these educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students.<br>A presente dissertação foi desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista (Unoeste). A pesquisa tem como objetivo investigar a influência de Objetos de Aprendizagem como recurso pedagógico para promover o desenvolvimento da leitura e escrita para alunos com deficiência auditiva. Para fundamentação foram utilizadas bases teóricas voltadas ao sociointeracionismo no qual o humano e o tecnológico interagem no processo de aprendizagem da língua portuguesa escrita; bem como bases legais que sustentam o uso de objetos educacionais no desenvolvimento dos alunos com deficiência auditiva. Os sujeitos da pesquisa foram seis alunos com deficiência auditiva, entre 9 e 10 anos de idade; devidamente matriculados no ensino fundamental, no qual cursavam o quarto ano em uma escola em Foz do Iguaçu (PR). A pesquisa foi de cunho qualitativa. Como procedimentos metodológicos para coleta de dados promoveu-se observação estruturada diagnóstica, análise dos documentos da produção de textos desenvolvidos pelos alunos, a fim de verificar a qualidade da produção e interpretação textual. Em seguida, foram aplicadas atividades de intervenção com os objetos educacionais HagáQuê e Tux Paint que visavam à produção escrita e leitura. Uma segunda avaliação foi realizada para determinar se houve mudança quanto à produção da escrita e interpretação textual. Como resultado, verificou-se a importância e validade pedagógica de tais objetos educacionais no processo de ensino e aprendizagem da Língua Portuguesa para alunos com deficiência auditiva.
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Silva, Adriana Naomi Fukushima da [UNESP]. "Programa Ler e Escrever e o ensino de atos de leitura por professores do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/147998.
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Previous issue date: 2016-12-09<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Este trabalho relata pesquisa que teve por objetivo geral analisar os processos de ensino dos atos de leitura por professores dos três anos iniciais do Ensino Fundamental, por meio do Programa Ler e Escrever, implantado pela Secretaria da Educação do Estado de São Paulo. Os objetivos específicos são: compreender as representações, metodologias utilizadas para ensinar a leitura e as práticas de ensino de atos de leitura dos professores, quando eles usam o material do Programa Ler e Escrever, especificamente nos três primeiros anos do ensino fundamental de uma escola estadual da cidade de Marília; desvelar processos de leitura em seus aspectos, e como os sujeitos se relacionam por meio de sua história e de suas experiências com essa prática cultural; e, por fim, provocar, entre os professores, a reflexão sobre suas práticas e avaliações, uma vez que essas práticas estão diretamente ligadas à formação do aluno leitor. Para isto, à luz do referencial teórico bakhtiano e através de uma pesquisa de tipo etnográfico, os dados foram levantados em duas etapas. A primeira foi o levantamento bibliográfico para orientar as observações da pesquisadora e fornecer elementos teóricos para a análise dos dados. A segunda etapa foi caracterizada pela geração de dados por meio de observações, entrevistas e análise documental com o intuito de encontrar informações mais detalhadas e subjetivas a respeito das atividades praticadas no ensino do ato de ler e compreender essas atividades no contexto da instituição de ensino e das práticas das professoras com a utilização do material do Programa Ler e Escrever. Os dados foram gerados em uma escola estadual da cidade de Marília, com três professoras das turmas do primeiro ano ao terceiro ano do ensino fundamental, nos meses de maio a setembro de 2015. Os dados foram transcritos e analisados com base em cinco núcleos temáticos: Os atos de leitura na sala de aula: entre concepções e ações, Gêneros discursivos na sala de aula, Os registros de uma forma já superada de escrita no contexto atual da sala de aula, Transmissão vocal ou vocalização de histórias, e Tarefas e avaliações de leitura na sala de aula. A análise permitiu verificar que entre as concepções de leitura disponíveis na sala de aula a predominante no ensino dos atos de leitura realizada pelas professoras é a concepção de leitura ligada à área fonológica. O material do Ler e Escrever, ainda que defenda o ensino da leitura como atribuição de sentidos, também apresenta propostas que valorizam o valor sonoro das palavras. Nessas condições, as propostas ligadas à área fonológica são as utilizadas pelos professores. Nas demais, as professoras adaptam as atividades de acordo com suas crenças e concepções. De modo geral, é possível concluir que as práticas de ensino, quando envolviam a utilização do Ler e Escrever, não seguiam as concepções defendidas nesse material, mas a do professor.<br>This paper describes research that aimed to analyze the educational processes of the acts of reading by teachers of the first three years of elementary school through the Read and Write Program, implemented by the São Paulo State Education. The specific objectives are: understand representations, methods used to teach reading and practices acts of reading of teachers, when they use the material Program Read and Write, specifically the first three years of elementary school a state school in the city of Marília; reveal reading processes in their aspects, and how subjects are related through their history and their experiences with this cultural practice; and, finally, induce, between teachers, reflection and reviews on their practices, as these practices are directly related to the formation of the reader student. For this, the light of Bakhtin theoretical framework and through an ethnographic research, data were collected in two stages. The first was the literature to guide the observations of the researcher and provide theoretical elements for data analysis. The second stage was characterized by the collection and generation of data through observations, interviews and document analysis in order to find more detailed and subjective information about the activities practiced in teaching reading and understand these activities in the context of the educational institution and practices of teachers using the material Read and Write Program. Data were collected at a state school in the city of Marilia/ SP, with three teachers of the classes of the first year to third year of elementary school in the months of May to September 2015. Data were transcribed and analyzed based on five themes: The acts of reading in the classroom: between ideas and actions, Discursive Genres in the classroom, The records in a way already overcome written in the current context of the classroom, Voice transmission or vocalization stories and Tasks and reading assessments in the classroom. The analysis shows that between concepts of reading available in the classroom, the prevailing teaching of the acts of reading done by the teachers is reading conception linked to phonological area. The material of Read and Write, even to defend the teaching of reading as an attribution of meaning, also makes proposals that value the sound value of words. Under these conditions, the proposals related to phonological area are used by teachers. In the other, the teachers adapt activities according to their beliefs and conceptions. Overall, we conclude that the teaching practices when involving the use of Read and Write, did not follow the ideas defended in this material, but the teacher’s.<br>CNPq: 131036/2015-7
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Jansson, Josefin. "Försenad läs- och skrivutveckling : Orsaker, förebyggande arbete och konsekvenser." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1456.
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<p>Syftet med detta arbete är att ta reda på hur lärarna arbetar med försenad läs– och skrivutveckling. Jag har valt att undersöka vad en försenad läs- och skrivutveckling kan bero på, hur man som lärare kan arbeta med att förebygga svårigheterna och vad svårigheterna kan få för konsekvenser längre fram. Lärarna har en viktig roll i att lära eleverna läsa och skriva för att förbereda eleverna på det kommande vuxenlivet och ge dem möjlighet till vidareutbildning. Jag har valt att intervjua lärare i olika årskurser för att se hur man arbetar med svårigheterna på olika stadier. Jag har även valt att intervjua elever för att få en bild av hur de själva ser på sin läs- och skrivutveckling.</p><p>Min undersökning visar att det finns ett flertal orsaker till en försenad läs- och skrivutveckling som ofta samverkar med varandra. Elever har olika förutsättningar beroende på bland annat hemmiljö, emotionella problem och dålig fonologisk medvetenhet. Även lärarna har en stor och viktig roll, undervisningen måste individanpassas så att varje elev känner glädje och motivation för den utmaning de står inför. Lärarna måste också arbeta med att eleverna inte jämför sin egna utveckling med kamraternas och att eleverna lär för sin egen skull.</p><br><p>The purpose of this work is to find out how teachers work with delayed reading and writing development. I have chosen to investigate what a delay of reading and writing development depends on, how you, as a teacher, can prevent the difficulties and what consequences they can lead to in the future. The teachers have an important task in teaching the students to read and write, to prepare them for the future grown-up life and to give them possibilities for further development. I have chosen to interview teachers in different grades to see how they work with difficulties in different stages. I have also interviewed some students to get a picture of how they look upon their own reading and writing evolvement.</p><p>The result of my investigation is that there are a number of reasons for this problem that interact with each other. The students have different conditions regarding for example home environment, emotional problems and low phonologic awareness. The teachers play a big part in this question as well. The education has to be individually adjusted so that every student feels joy and motivation for the challenge they face. The teachers also need to have the students understand that they study for there own knowledge and that they should not compare themselves with other students.</p>
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Persson, Marianne. "Läsinlärning utifrån olika metoder : - En studie av hur lärare på två olika skolor arbetar med läs- och skrivinlärning i årskurs 1." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65387.
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In view of the new compulsory assessment support and the added learning requirements in the curriculum, the aim of this study is to investigate how teachers work with teaching reading and writing in grade 1 in relation to the method used in the school. The study uses interviews as a method to answer the questions. The result shows that both schools use a combination of methods in the teaching of reading and writing. The teachers who took part in the study are favourably inclined to the new assessment support and hope that more follow-ups of the pupils’ results can mean that resources are provided earlier for those who need it. The teachers have differing opinions about changes in teaching taking place in connection with changes or additions to the curriculum. The crucial factor appears to be how great the changes are or what the additions concern, and how they relate to existing methods.
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Westgate, Geoff. "Strategies under surveillance : reading Irmtraud Morgner as a GDR writer." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312861.
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Coady, Kim Street. "No Writer Left Behind: Examining the Reading-Writing Connection in the Reading First Classroom through a Teacher Study Group." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/28.
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The goal of the federally-funded Reading First program is to ensure that all students read well by the end of third grade (Georgia Department of Education, 2006). However, Reading First makes few (if any) provisions for writing in its required 135-minute reading block for literacy instruction. Is it possible to teach reading effectively to young children without involving them in writing? The purpose of this naturalistic study was to investigate how the Reading First framework affected the teaching of writing in primary classrooms in one elementary school that received Reading First funding for three years. Using a social constructivist theoretical lens, the researcher explored these issues in the context of a professional learning community—a voluntary teacher study group—focused on writing instruction. Guiding questions were (1) What are primary teachers’ perceptions of the reading-writing connection for students in kindergarten through third grade? (2) How does the context of a school wide Reading First grant affect primary teachers’ perceptions of the reading-writing connection for students in K-3? (3) In what ways does a voluntary teacher study group focused on the reading-writing connection influence primary teachers’ perceptions of the reading-writing connection and their literacy instruction? Fifteen primary teachers participated in the study during a six-month period. Data sources included an open-ended questionnaire, three in-depth interviews with each participant, audiotapes and selective transcription from ten teacher study group sessions, field notes from observations in 12 of the 15 participants’ classrooms, a final focus group interview, and a researcher’s journal. Data were analyzed inductively using the constant comparative method (Glaser & Strauss, 1967). Trustworthiness and rigor were established through methods that ensure credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). Findings revealed that the teachers viewed reading and writing as connected processes in literacy instruction. Although the Reading First parameters made them fearful of engaging children in writing during the 135-minute reading block, the teacher study group validated their beliefs and knowledge and empowered them to interweave limited writing activities across the curriculum. Overall, the Reading First requirements prevented teachers from involving children in extensive writing process instruction and writing workshop.
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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Gray, Lena W. "A woman('s) writer? : Some issues in feminist reading of the work of Rosamond Lehmann." Thesis, University of Strathclyde, 1995. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21233.
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Frantz, Maria. "Handskriftens närvaro i den digitala skolan 2021 : Attityder och tankar om handskrift kontra datorskrift bland lärare och elever på mellanstadiet i skolan 2021." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84271.
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Denna undersökning handlar om handskriftens närvaro i den digitala skolan 2021 och vilka attityder lärare och elever har till att skriva för hand respektive att skriva på datorn samt fördelar och nackdelar med de båda skrivmetoderna. Empirin har samlats in genom observationer i klassrum och intervjuer med lärare och elever. Samtalen var digitala för ena gruppen och genom enskilda fysiska möten i den andra gruppen. Resultaten i denna undersökning gav både väntade och oväntade svar. Eleverna ansåg att de skrev längst texter på datorn tack vare rättstavningsprogrammen vilket var ett förväntat svar på frågan. Men att två tredjedelar av eleverna ansåg att de skrev en text snabbare för hand än på datorn var en oväntad vinkling. Lärarnas attityder handlade om skriftsättens olika fördelar och nackdelar. Empirin gav förväntade svar om hur bra handskrift är för det långsiktiga lärandet och de digitala hjälpmedlens möjligheter. Observationen visade att det skrivs både för hand och på datorn i skolan idag samt att skillnaden i tid mellan skrivsätten är mindre än jag hade uppfattningen om när jag började samla in empirin.<br>This survey is about the handwriting's presence in the digital school in 2021 and what attitudes teachers and students have to writing by hand and writing on the computer, respectively and advantages and disadvantages of both writing methods. The empirics have been collected through classroom observations and interviews with teachers and students. The conversations were digital for one group and through individual physical meetings in the other group. The results in this examination provided both expected and unexpected answers. The students felt that they wrote the longest texts on the computer thanks to the spelling programs, which was an expected answer to the question. But the fact that two-thirds of students thought they were writing a text faster by hand than on the computer was an unexpected slant. Teachers' attitudes were about the different advantages and disadvantages of the two types of writing. Empirical services provided expected answers about the quality of handwriting for long-term learning and the possibilities of digital aids. The observation showed that it is written both by hand and on the computer at school today and that the difference in time between writing methods is smaller than I had the idea of when I started collecting the empirical.
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Abdalah, Samira Lessa. "Currículo e didática da diferença : dançário de EIS AICE." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184675.
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Esta escrita t ranscorre por linhas que t rabalham um currículo e uma didát ica da t radução. Esse ato de escrever alia-se à imagem poét ica para pensar deslocamentos dos sete elementos que const ituem os blocos de pensamento de um currículo (EIS) e de uma didát ica (AICE). A escrita vem do corpo do pensamento e da linguagem, que se violentam ao encont ro de pensar como criação, sob os conceitos filosóficos de Deleuze e da filosofia da diferença. Os significados das palavras t ranspassam o sent ido literal, ao serem usadas como imagens poét icas e t ranscriadas num Dançário de EIS AICE. Produz poét ica na tentat iva de pôr, em movimentos, textos das imagens eisaiceanas ao serem operacionalizados com materiais desenvolvidos no Projeto Escrileit uras: um modo de ler e escrever em meio à vida, Obeduc/CAPES/INEP (2011-2014) problemat izando a ação docente nos espaços t radutórios do currículo e da didát ica ao most rar suas experimentações em t rês blocos de escrita. De modo que as palavras movam-se por um devir dançante buscando um vazio de fala, de um autor e de uma escrileitura por vir. Propõem dispor, diante dos arquivos operatórios, diferentes formas de pensar sobre o bloco de pensamento de EIS AICE.<br>This writ ing works with a curriculum and didact ics of the t ranslat ion. This act of writ ing join the poet ic image to think about displacement s of the seven element s that const itute the blocks of thought about a curriculum (EIS) and didact ics (AICE). The writ ing comes from the body of the thought and the language that they clash at t ime to think of creat ion, under the philosophical concept s of Deleuze and the philosophy of difference. The meanings of the words t ranscend the literal meaning, when they are get using as poet ic images and recreated in an Dancing of EIS AICE. I t produces poet ics in the at tempt to put , agoing, text s of the eisaiceanas images when they are operat ionalized with materials developed in the Escrileituras Project : um modo de ler e escrever em meio à vida, Obeduc / CAPES / INEP (2011-2014), problemat izing the teaching act ivity in spaces of the curriculum and didact ics by showing their experiment s in three writ ing blocks. So that the words move through a dancing becoming, seeking a void of speech, of an author and of a writ reading to come. The writ ing proposes to provide, before the operat ive archives, different ways of thinking about the block of thought of EIS AICE.
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Chaudhary, Mamta. "W. Somerset Maugham and the East : a postcolonial reading of the implications of history, culture and text in the work of a 'popular' writer." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440427.
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This is a study of W. Somerset Maugham's writings about the East as colonialist discourse. It examines Maugham's representation of 'white' men in the colonies, of the 'natives', and of the environment and landscape in which his stories are set. Drawing upon the work of the 'subaltern' group of Indian historians, and using historiography as a point of departure, the reading analyses the extent of the exclusion of 'subaltern' consciousness and history in Maugham's texts. It also locates the margins and the silences in his texts as sites for the recuperation of 'subaltern' presence and history. His representation of 'native' men, of 'native' women and of 'half-castes' is given particular attention. Racial hierarchies intersect with those of gender when 'white' women as 'sexual' beings share the condition of subalternity with 'natives'. Again, Eastern lands are also seen to be inscribed as feminine and as such made available for (Western) male occupation and domination. This reading also interrogates the dominant 'humanist' paradigm of Maugham criticism which has consistently read his work as being an 'exact' or'true' representation of the worlds he writes of, and demonstrates the extent to which his writing draws on Orientalist constructions of the East, and far from valorising the East (as traditional criticism has it), works within prevalent colonial discursive structures to reaffirm not only binary structurations of the world but also the relations of power that such structurations install and consolidate.
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Portugais, Daniel. "Origine, mémoire et épiphanie du réel dans l'oeuvre narrative de François Bon." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2038.
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Cette thèse est consacrée à l’œuvre narrative de François Bon. Elle concerne donc les romans, récits, autobiographies et biographies qui ont été publiés par l’écrivain de 1982 à 2016. De ce fait, la question centrale d’une nouvelle approche de la lecture et de l’écriture liée au développement du numérique ne sera abordée que lorsqu’elle permettra d’éclairer le mode de fonctionnement des livres de l’auteur de Sortie d’usine. Ce travail s’intéresse ainsi à trois dimensions essentielles du contemporain que l’œuvre questionne de manière incessante et récurrente : l’origine, la mémoire et la problématique d’un réel qui est à la fois imposé comme évidence dans ses manifestations les plus flagrantes et escamoté comme rejeté lorsqu’il remet en question l’ordre et le déroulement du monde dans lequel nous nous trouvons immergé. Elle aborde ainsi un certain nombre de thèmes et réflexions sous-tendus par une littérature au présent : l’émergence du nouveau au sein d’un monde ancien, des signes contradictoires même que ce phénomène induit, l’importance fondamentale que l’époque pourrait revêtir du point de vue de l’histoire. Elle explore, en outre, le lien entre la machine économico-industrielle et un nouvel ordre du monde néo-libéral qui évacue, escamote et recycle à la fois passé et présent en même temps qu’il écrit une histoire dont nous pouvons être assurée qu’elle ne correspond en aucune manière à l’expression d’une vérité. Dans ce travail de recherche est exploré le plus souvent ce qui relève de formes nouvelles, dans la relation même que l’auteur entretient avec des domaines qui ne constituaient pas jusqu’à une époque récente des préoccupations éminemment littéraires : l’univers pop-rock, une phénoménologie de la mécanique et de l’automobile, la présence d’un monde postindustriel en lequel l’usine et l’ouvrier apparaissent comme autant d’emblèmes et symboles<br>This thesis is devoted to the narrative work of François Bon. Therefore it concerns the novels, stories, autobiographies and biographies which were published by the writer from 1982 to 2016. So, the central question of a new way of reading and writing linked to the development of digital technology will only be addressed when it will shed light on the way books by the author of Sortie d’usine work. This thesis is thus focused on three essential dimensions of the contemporary that François Bon’s work constantly and recurrently questions: the origin, the memory and the problematic of a reality that is both imposed as evidence in its most obvious manifestations and retracted as rejected when it calls into question the order and the unfolding of the world in which we find ourselves immersed. It thus addresses a certain number of themes and reflections underlying a literature in the present: the emergence of the new within an ancient world, even contradictory signs that this phenomenon induces, the fundamental importance that the era could have from the point of view of history. It also explores the link between the economic-industrial machine and a new neo-liberal world order that evacuates, escapes and recycles both past and present while at the same time writing a story that we can be sure it does not in any way correspond to the expression of a truth. In this research work, new patterns are most often explored in the very relationship that the author maintains with fields that until recently did not constitute eminently literary concerns: the pop-rock universe, a phenomenology of mechanics and the automobile, the presence of a post-industrial world in which the factories and the workers appear as so many emblems and symbols
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Rodrigues, Antonio Cesar Lins. "Jogos de construção nas aulas de educação física: alternativa pedagógica para aquisição de competências leitora e escritora." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092010-093324/.
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O presente estudo versa sobre uma pesquisa-ação crítico-colaborativa desenvolvida numa classe de alfabetização em uma escola pública de Cubatão, SP, tendo como objeto principal a construção de competências leitora e escritora numa perspectiva globalizante das aulas de Educação Física. Para tanto, buscou-se nos jogos de construção sob a perspectiva epistemológica de Piaget, o caminho para chegar-se ao objetivo de reverter o quadro de fracasso escolar diagnosticado, nessa mesma classe. Foram aplicados os seguintes procedimentos metodológicos: aulas passeio, história-roteiro, temas geradores, palavras geradoras, roda cantada, lengalenga, colagens alfabetizadoras, dominó das rimas, cartas alfabetizantes, jogos da memória e livro em quadrinhos, todos desenvolvidos sob a forma de jogos de construção. Protocolaram-se as aulas por meio de filmagem em vídeo, fotografias, gravações, registros por escrito e depoimentos dos alunos. Também foram empregados materiais como câmera fotográfica, gravador mp3 e filmadora. Por meio de sessões de vídeo, leitura dos registros escritos, audição das gravações dos depoimentos e observação das fotografias, efetuou-se a análise dos dados coletados. Como resultado menciona-se a reversão do quadro de fracasso escolar detectado no mês de agosto de 2006, ao iniciar-se a pesquisa, juntamente com as ações de autonomia de cada aluno da turma pesquisada que passaram a ser uma constante nas situações de ensino e aprendizagem sugeridas ao longo da pesquisa. Há que se destacar o desenvolvimento de uma postura mais ativa dos pais e demais professores da escola onde foi realizada a pesquisa, em relação às ações de escolarização proposta pela direção e/ou diretoria de ensino.<br>The present study it turns on a developed critic-colaborative action-research developed in an alphabetization class in a public school of Cubatão, SP, with the main objective of construction of the writing and reading skills in a globalizing perspective in Physical Education lessons. For in such a way, one searched in the games of construction under the epistemológica perspective of Piaget, the way to arrive it the objective to revert the pertaining to school picture of failure diagnosised, in this same classroom. The following metodológicos procedures had been applied: aulas passeio, história-roteiro, temas geradores, palavras geradoras, roda cantada, lengalenga, colagens alfabetizadoras, dominó das rimas, cartas alfabetizantes, jogos da memória e livro em quadrinhos, todos desenvolvidos sob a forma de jogos de construção. The lessons by means of filming in video, photographs, writings, registers in writing and depositions of the pupils had been protocolled. Also they had been used material as camera, recording mp3 and video cam. By means of video sessions, reading of the written registers, hearing of the writings of the depositions and comment of photographs, effected it analysis of the collected data. As result mentions it reversion of the pertaining to school picture of failure detected in the month of August of 2006, when initiating itself it research, together with the actions of autonomy of each pupil of the searched group that had started to be a constant in the situations of suggested education and learning throughout the research. It has that to be distinguished the development of a more active position of the parents and too much professors of the school where the research was carried through, in relation to the actions of escolarização proposal for the direction and/or direction of education.
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CAMARGO, Flávio Pereira. "A dicção ensaístico-ficcional do personagem-escritor na narrativa brasileira contemporânea." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tde/2845.
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Previous issue date: 2012-08-24<br>In our research, we propose initially to rescue some of the current trends of
contemporary Brazilian prose fiction in order to introduce the reader to some of its main
lines of force, especially a metafictional narrative, produced in the late twentieth century
and early twenty-first century. To accomplish this bibliographical study, we chose to
divide it into two parts. In the first part, entitled A narrativa brasileira
contemporânea, comprising two chapters, we have made some considerations about
the concept of contemporary literature, as we did a rescue of the critical reception of
Brazilian literature produced in recent decades, followed by an extensive discussion on
the issues constituent of metafictional narrative. In the second part, titled A encenação
do fazer literário na prosa de ficção brasileira contemporânea, we propose to
effectively analyze narrative and discursive strategies employed by Sérgio Sant'Anna,
Antonio Fernando Borges and Rubem Fonseca in the preparation of his metafictional
novels, respectively: Um crime delicado (1997), Braz, Quincas & Cia (2002), e Diário
de um fescenino (2003), dedicating to each of these works a specific chapter in which
we seek to highlight the discursive and narrative strategies employed by the authors in
the construction process and elaboration of his novels, in order to explain the different
manifestations of the contemporary metafictional narrative.<br>Em nossa pesquisa, nos propomos, inicialmente, a resgatar algumas das tendências da
prosa de ficção brasileira contemporânea com o objetivo de apresentar ao leitor algumas
de suas principais linhas de força, com destaque para a narrativa metaficcional,
produzida no final do século XX e início do século XXI. Para realizar esse estudo de
cunho bibliográfico, optamos por dividi-lo em duas partes. Na primeira parte, intitulada
A narrativa brasileira contemporânea, composta por dois capítulos, tecemos algumas
considerações acerca do conceito de contemporâneo em literatura, assim como faremos
um resgate da recepção crítica da literatura brasileira produzida nas últimas décadas,
seguido de uma ampla discussão sobre os aspectos constitutivos da narrativa
metaficcional. Na segunda parte, intitulada A encenação do fazer literário na prosa
de ficção brasileira contemporânea, nos propomos a analisar efetivamente as
estratégias narrativas e discursivas empregadas por Sérgio Sant Anna, Antonio
Fernando Borges e Rubem Fonseca na elaboração de seus romances metaficcionais,
respectivamente: Um crime delicado (1997), Braz, Quincas & Cia (2002), e Diário de
um fescenino (2003), dedicando a cada uma dessas obras um capítulo específico nos
quais procuramos evidenciar as estratégias narrativas e discursivas empregadas pelos
autores no processo de construção e de elaboração de seus romances, de modo a
explicitar as distintas manifestações da narrativa metaficcional na contemporaneidade.
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Silva, Maria da Guia. "O leitor universit?rio e a constru??o das pr?ticas de ler e escrever textos impressos e digitais." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16250.
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Previous issue date: 2013-01-29<br>The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDR?, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation<br>A constru??o de um mapeamento das pr?ticas de ler e escrever textos impressos e digitais, declaradas por graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT), propiciou-nos a an?lise do percurso que eles est?o fazendo em um momento s?cio-hist?rico caracterizado pela revolu??o do p?s-papel. Nesse sentido, o objetivo geral desta pesquisa ? compreender como se d? essa constru??o sob o ponto de vista desses graduandos. Para tanto, norteou nossa reflex?o a busca por respostas a algumas quest?es que se nos apresentaram: 1) quais as concep??es de leitura e escrita dos graduandos do BCT; 2) quais as pr?ticas de leitura e escrita que esses colaboradores desenvolvem; 3) quais os acervos (digital, impresso ou ambos) a que eles declaram ter acesso; 4) que diferen?as eles declaram existir entre a leitura e a escrita impressa e a digital no exerc?cio dos diferentes pap?is sociais que desenvolvem; 5) quais as rela??es identit?rias de leitor/escrevente desses colaboradores. Para chegarmos a respostas plaus?veis, reunimos um corpus constitu?do de textos de tr?s g?neros da ordem do argumentar: perfis acad?micos (ou autorretratos), artigos de opini?o e cartas argumentativas. Al?m disso, realizamos entrevista semiestruturada e question?rio na ferramenta online do Google Docs. A metodologia que sustentou este trabalho acad?mico ? a de pesquisa qualitativa (SIGNORINI; CAVALCANTI, 1998) de vertente etnogr?fica (THOMAS, 1993; ANDR?, 1995) em Lingu?stica Aplicada (CELANI, 2000; MOITA-LOPES, 2006) e o aporte te?rico vem da concep??o de l?ngua(gem) de perspectiva bakhtiniana (BAKHTIN [1929] 1981); da constru??o s?cio-hist?rica da escrita (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); dos estudos da pedagogia da escrita (GIROUX, 1997); dos estudos do letramento entendido como pr?tica sociocultural, plural e situada (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre identidade na p?s-modernidade (HALL, 2003; BAUMAN, 2005). Os resultados da an?lise empreendida apontam-nos para uma multiplicidade de pr?ticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido ? coexist?ncia da modalidade impressa e da que decorre dos novos dispositivos m?veis. Nessa multiplicidade, a ideia que prevalece do ponto de vista desses colaboradores ? a de um continuum entre textos impressos e textos digitais (n?o uma dicotomia), uma vez que a op??o por ler/escrever textos impressos ou textos digitais est? sempre atrelada a situa??es de comunica??o espec?ficas, que envolvem participantes, objetivos, estrat?gias, valores, (des)vantagens, al?m da (re)cria??o de g?neros discursivos em fun??o dos dispositivos m?veis a que esses colaboradores t?m acesso nas diferentes esferas de atividade de que participam. Tudo isso tem ocasionado uma profunda intersec??o nos tra?os de identidade de leitores/escreventes universit?rios do s?culo XXI que n?o pode ser ignorada pela forma??o acad?mica
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Chang, Chen-wei, and 張真維. "Investigating EFL Writers' Writing Strategies Use in Reading-to-Write Tasks." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/74865006149773874350.
Full textAbstract:
碩士<br>國立彰化師範大學<br>英語學系<br>97<br>ABSTRACT
The study intends to investigate the EFL writers’ writing strategy use in reading-to-write tasks. Since the 1980s reading and writing are both considered as active cognitive process of meaning discovery and meaning making; they are related based on the shared cognitive process and knowledge. However, the previous empirical studies exploring the relationship between reading and writing mostly focus on the effects of reading on improving writing proficiency; whereas the cognitive strategies employed in the process of composing from sources are still remain less explored. This study thus aims to explore what type of information the EFL writers selected from the reading material (source texts) to be integrated into their writing tasks and the strategy use of information integration among the EFL writers in reading-to-write tasks. Also, the research attempts to examine the reasons for integrating the selected information from source reading material into compositions and the similarities and differences of information selection and information integration among the EFL writers in writing strategy use in reading-to-write tasks.
Nine English-majored graduate students participated in this study. The writing placement test was conducted for classifying them as the more skilled, the skilled, and the less skilled writers. They were, then, asked to accomplish a reading-to-write task. When performing the reading-to-write task, they were firstly required to read the four pieces of the source texts on storytelling in advance; then write an essay that requires them for the topic “Storytelling.” After finishing the writing task, a semi-structured retrospective interview was conducted with each subject individually within two weeks. The written products of the writing tasks and the semi-structured retrospective interview protocols were collected and further analyzed in terms of two coding schemes of information selection and information integration.
The results showed firstly that the EFL writers selected more the fact information of the source texts than the opinion information of the source texts in their writing tasks. Secondly, three strategies of information integration – direct quoting, modifying, and paraphrasing – are most applied in completing the reading-to-write tasks among the three groups of writers. The more skilled and the skilled writers used the strategies of summarizing and inferencing more than the less skilled writers do; while the less skilled writers used the strategy of direct quoting more than the other two writer groups in their writing tasks. Finally, the five factors contributing to integrating the selected information from the source texts into their writings generally were (a) the topic consistency between the selected information and the EFL writers’ compositions, (b) the selected information which is coherent and relevant to the EFL writers’ main thesis of writings, (c) the significance and repetition frequency of the selected information in the source texts, (d) the selected information which is resourceful and informative to be referred to with lots of relative data, and (e) the recognition of the writers toward the authors’ perspectives in the source texts.
Based on the findings of the study, it is suggested that there was a need for explicit instruction on strategic knowledge involved in reading-to-write tasks. In addition, the EFL writing teachers are suggested to sufficiently expose students to different types of reading-to-write tasks.
Key words: reading-to-write task, the EFL writer, information selection, information integration.
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Camusso, Paula Alejandra. "The Reading-Writing Relationship in a Multiple-case Study at Universidad Nacional de Villa María: A Transverse Nature." Master's thesis, 2020. http://hdl.handle.net/11086/17416.
Full textAbstract:
Maestría en Inglés<br>This thesis aims to contribute to the understanding of how reading and writing are intertwined
in reading-to-write tasks, a requirement in most L2 academic contexts. Even though writing
from sources is part of students’ academic lives, they tend to have difficulties in source-based
writing assignments. The purpose of this research study is to explore the relationship between
reading and writing in the process of summary-analysis writing of English Language IV
students at the Teacher Training College at the National University of Villa María, Córdoba,
Argentina. To that aim, a mixed research design was adopted and data were collected by
means of participants’ reading comprehension tests, summary-analysis essays, a survey,
written reports, and interviews. Findings reveal that the participants’ perceptions and
behaviour are correlated and that reading is put to extensive uses when students carry out
writing assignments viz., to develop ideas, to include sound arguments, and to proofread.
Results also indicate that the evidence for the correlation between the students’ perceptions
and their writing performance is insufficient. Similarly, this study does not confirm the
impact that reading comprehension may have on learners’ written performance as other
research studies have shown. Writing from sources proved to be challenging for these EFL
undergraduates at an advanced level of language proficiency, especially as to how to establish
connections between different source texts. Other problems that summary-analysis essays
posed arose from the selection, organisation and flow of ideas, rhetorical control,
summarisation, proofreading, and language use. The joint undertaking by reading and writing
is necessary if L2 students are to acquire academic literacy.<br>Fil: Camusso, Paula Alejandra. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
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CHEN, JUI-CHEN, and 陳瑞貞. "An Action Research on Mind Mapping Teaching Strategies to Reading Comprehension and Reading Write-ups for Grade 4 Learners." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/70074682746856012937.
Full textAbstract:
碩士<br>國立屏東教育大學<br>教育學系碩士班<br>102<br>Using mind mapping teaching strategies, this action research tried to understand the reading comprehension and reading write-ups of grade 4 learners. This study has focused on the students that I have been teaching. The ways I have used including teaching observation, students’ work sheets and interview records. The results were showed by the differences between the pre-test and the post-test of the students’ reading comprehension and reading write-ups.
According to the results of the study, the researcher concluded the results as follows.
1.Using the visual thinking of mind mapping teaching strategies, students may have a solid connection to the details of a story. Besides, this way may also promote the ability of reading comprehension.
2.Mind mapping teaching strategies extend the creation and memorization ability of students. They help recall the details of a story, it may help students to develop their reading write-ups .
3.The mind mapping teaching strategies elevate students’ abilities on getting the main points of a story. It helps students to catch wider and deeper details.
4.The mind mapping teaching strategies raise up the expressive and reading write-ups abilities of students.
5.The action research of mind mapping teaching strategies urges the researcher to make a progress in teaching.
This research brought out some suggestions for teachers, school departments and future researchers as below.
1.The suggestions for teachers
I.Teachers may arrange a flexible moment to practice these strategies according to the differences between students.
II.To build an area there students may show their learning results.
III.Teachers should give students enough time to make a response and encourage students to share their true feeling.
2.The suggestions for school departments
I.To enlarge the volumes of books.
II.To hold more studies related to reading teaching, it may improve the teaching abilities of teachers.
3.The suggestions for future researchers
I.Extending the teaching objects.
II.Using plural research instruments.
III.Appling these strategies to different reading contexts.
IV.Appling these strategies to different subjects.
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Siambaton, Pramekardo, and 凱多. "A Reading-to-Write and Flipped Classroom Approach to Enhance EFL Students’ Summary Writing." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78084387649991246669.
Full textAbstract:
碩士<br>國立臺灣海洋大學<br>應用英語研究所<br>105<br>ABSTRACT
Integrating the tasks of reading and writing is important in the language classroom. Writing, a productive skill, improves through reading. Students who read on topics about which they will eventually write can expand their ideas, using reading passages as prewriting resources (Hao & Sivell, 2002). Students’ reading comprehension can likewise be enhanced through writing tasks. Summary writing can be used to teach L2 learners reading and writing in tandem. The use of computers can make teaching and learning processes more effective, and students’ language learning can be optimized (Egbert, 2005). Flipped teaching is a good approach that integrates computers and other multimedia: videos, screencasts, and podcasts (Milman, 2012). Through flipped teaching, students can actively engage in learning (Prince, 2004) and interact with the content of materials using their own learning styles (Strayer, 2007). With suitable activity design supported by interactive media, students can learn autonomously and become more motivated to learn (Abeysekera & Dawson, 2015).
This study combined read-to-write and flipped teaching to investigate the effects of these approaches on students' summary writing. Twenty-nine Taiwanese college students with intermediate levels of English participated in the study. Four texts adapted from different online resources were provided in interactive instructional videos, which students were expected to watch before class. Students wrote short summaries of each reading article, filled out Background Questionnaires (BQ) and Questionnaires for Read-to-Write using Flipped Classroom Perceptions (RFCP), and attended semi-structured interviews. All of the students’ summary writings were analyzed based on Jacobs, Zinkgraf, Wormuth, Hartfield, and Hughey’s (1981) framework in the areas of content, organization, vocabulary, language use, and mechanics. In particular, their summarization progress was analyzed by comparing initial and final summary writings according to paired sample t-tests.
The results showed that read-to-write and flipped classroom approaches had significant effects on students’ summarization performance. Twenty four out of 29 students showed improvement in their fourth summary writing compared with the first summary. In addition, the majority of students perceived that the use of interactive videos and movie trailers in flipped teaching motivated them to learn autonomously. Furthermore, students viewed read-to-write and flipped classroom approaches with interactive activities as helpful in stimulating background knowledge, reviewing, and imparting content more clearly. Students felt they could better summarize the articles presented to them.
Findings in the study have pedagogical implications. First, the study provides insights into how the combination of read-to-write and flipped teaching can help students enhance summary writing. Second, the study indicates that interactive media can motivate students to learn and improve their learning performance. Third, the study suggests that teachers should design interactive reading and writing activities to help students apply different language skills in the aim of better understanding reading passages. Fourth, teachers should raise students’ awareness of text genres in order to assist students become familiar with text structures.
Keywords: reading-to-write approach, flipped classroom approach, summary writing, students’ perceptions, EFL
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Yang, Qin-Qi, and 楊欽棋. "How EFL Writers Integrate the Information into Their Text in a Reading-to-Write Task." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95714650622166288374.
Full textAbstract:
碩士<br>國立彰化師範大學<br>英語學系<br>95<br>This study aimed to investigate how the experienced EFL writers performed a reading-to-write task. Research on reading-to-write process gradually alloted its attention from summary tasks to other types of tasks over the past two decades, such as reports, critiques, short/long essays, etc. While reading-to-write tasks are essentially conceived of involving goal-setting process, research remains lacking. Therefore, the present study attempted to examine the experienced EFL writers’ cognitive process of composing from sources in terms of goal setting, selecting source information, and integrating the selected information. Seven English-majored graduate students participated in this study. The reading-to-write task required the subjects to write an expository composition from three pieces of assigned reading passages. During the task, the subjects were requested to think aloud. Their think-aloud protocol along with their compositions were analyzed. The major findings were summarized as follows.
Firstly, the goal-setting process was influenced by two factors: (a) task specifications and (b) interaction between the writers’ background knowledge and the source information. Secondly, the writers’ selective process was influenced by (a) the planning on the content and structure of their composition, (b) the stance they took, and (c) the specific perspective they took on the topic. These factors and the goals the writers set altogether affected the writers’ integrative process. It was found that higher-source writers used more copying and modification, and the lower-source writers were more inclined toward paraphrasing and elaboration.
Based on the findings of the study, suggestions for writing teachers and students included (a) explicit instruction on strategic knowledge, including goal setting and strategies (b) growth on background knowledge for both topical and world knowledge, (c) a need for extensive reading, (d) sufficient exposure to different types of reading-to-write tasks, and (e) a need for critical reading and writing. Suggestions for future research were also provided.
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Kim, Ji Young. "Development and validation of an ESL diagnostic reading-to-write test : an effect-driven approach /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337823.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.<br>Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4244. Adviser: Carolyn Jane Anderson. Includes bibliographical references (leaves 252-264) Available on microfilm from Pro Quest Information and Learning.
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Liu, Hui-lun, and 劉惠倫. "A Protocol Analysis of Taiwanese College Students’ Cognitive and Metacognitive Strategies in Reading-to-Write Tasks." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23798275631644352552.
Full textAbstract:
碩士<br>靜宜大學<br>英國語文學系<br>99<br>The present study aimed to explore the Taiwanese college students’ cognitive and metacognitive strategy uses in reading-to-write tasks. The similarities and differences between the cognitive and metacognitive strategies used by the high and low achievers were compared as well.
Four English-majored sophomores (2 high achievers and 2 low achievers) participated in the present study. Each subject was required to compose two summaries. The subjects’ think-aloud processes were both tape- and video-recorded and all data were transcribed verbatim into protocol transcripts for analysis.
The findings included four major aspects. Firstly, eleven cognitive strategies were used by the college students: (a) Elaborating, (b) Translating, (c) Using a Dictionary, (d) Repeating the Written Texts, (e) Rereading the Source Texts, (f) Inferring, (g) Making Avoidance, (h) Summarizing, (i) Identifying Structural Cues, (j) Constructing the Gist, and (k) Making a Bridging Inference.
Secondly, nine metacognitive strategies were used by the college students: (a) Planning, (b) Monitoring, (c) Evaluating the Source Texts, (d) Evaluating the Written Texts, (e) Evaluating Vocabulary Items, (f) Editing, (i) Revising, (j) Rehearsing, and (k) Spelling Checking.
Thirdly, the similarities and differences of the cognitive strategy uses between the high- and low-achieving college students were found. Translating, Repeating the Written Texts, and Rereading the Source Texts were the three most frequent strategies used by both high- and low-achieving college students. All four subjects translated the source texts and a vocabulary item into Chinese for comprehension and translated into Chinese when rehearsing. The main difference was the high achievers often translated on the globe level and the low achievers often did it on the local level. Repeating the Written Texts was mostly an indicator of the fluency of production with the writing process for all four participants. Rereading the Source Texts Strategy was mainly used for gathering information. Based on the results, it revealed that the high achievers were more concerned with the information in the source materials whereas the low achievers encountered more difficulties in writing fluency.
Fourthly, some similarities and differences were found in the metacognitive strategy uses between the high and low achievers. The three most frequent strategies used by the high achievers were Planning, Monitoring, and Rehearsing. The low achievers used Rehearsing, Spelling Checking, and Monitoring as the three most frequent strategies. With respect to the Monitoring Strategy, the high and low achievers monitored their composing process by using a dictionary, repeating the written texts, rereading the source texts, evaluating, editing, revising, and spelling checking. Comparing the three most frequent metacognitive strategies used by the high and low achievers, the high achievers generally used the strategies on a more global level while the low achievers used the strategies on a more local level.
Based on the findings, it is suggested that the explicit instruction on strategic knowledge involved in the reading-to-write tasks should be emphasized to enhance students’ understanding of summary writing and benefit their writing skills.
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Al, Ghanem Reem. "Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade." Thesis, 2017. https://hdl.handle.net/2144/26474.
Full textAbstract:
Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far focused on monosyllabic words. It is unclear whether the findings of these studies—especially, those related to the role phonological decoding, orthographic knowledge, and contextual semantic information play in orthographic learning—can be generalized to polysyllabic words. A large number of the polysyllabic words children encounter in content-area texts is morphologically complex. Yet, examining the role of morphology in the orthographic learning of polysyllabic words is still in its infancy. The purpose of this study was to examine the role of morphology and context (two sources of semantic information) in the acquisition of whole-word representations of polysyllabic words in children with and without reading difficulty.
A total of 73 fourth and fifth grade children participated in this study. The children read 12 disyllabic pseudowords presented in isolation or in context. An orthographic choice task and a spelling task measured children’s orthographic learning three days later. A battery of standardized and researcher designed tests measured children’s phonological decoding skill, orthographic knowledge, and morphological knowledge. Data were analyzed using mixed-design analysis of variance and multiple linear regression.
The results of this study showed that morphology facilitated the orthographic learning of polysyllabic words in the spelling task but not in the orthographic choice task. The results also showed that context interfered with the orthographic learning of polysyllabic words, irrespective of their morphological structure. Context interference appeared to vary by children’s reading skill—that is, context appeared to interfere with the orthographic learning of polysyllabic words in struggling readers and children with reading difficulty but not in typically achieving children. The results also showed that, controlling for phonological decoding and orthographic knowledge, morphological knowledge contributed to the orthographic learning of polysyllabic words, irrespective of children’s reading skill. Implications for polysyllabic word reading instruction are discussed.
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Ntshudisane, Bernard Levy. "An investigation of social factors, which interfere with the child's ability to read and write." Diss., 2014. http://hdl.handle.net/10500/18260.
Full textAbstract:
The changing of the education system holistically in South Africa as a prerequisite has impacted negatively on the child‘s ability to read and write, which also degraded the country‘s standard as compared to other countries in Africa. This is confirmed by the annual national assessment results where South African children‘s performance is far below the expected level.
This investigation aims to serve as a guideline to all interested stakeholders who are willing to improve and develop our poor performing education system. Firstly, to identify a child‘s social factors that interfere with their ability to read and write; to find out how reading influences writing in the child and to develop intervention strategies on solving children‘s problems with reading and writing. The study revealed through the participants that, unavailability of social factors that are a need or prerequisite to the child‘s excellent academic performance hampered their ability to read and write. Furthermore, educator participants indicated that the child‘s inability to read influenced their writing ability.
Data collected is based on individual interviews and documents analysis. The researcher chose Kedibone Primary School (pseudonym) as the sample. The participants were ten (10) learners from grade 3 to grade 7 and their five (5) educators, one from each grade, in the above mentioned school. That is each grade provided two participants, one boy and one girl. The main aim of the interviews was to identify how social factors interfere with the child‘s ability to read and write.
In conclusion, this research had been a success through the participation of the Department of Education and all its related structures and to provide strategies that were stated in the research as solutions that would address and overcome the child‘s inability to read and write.<br>Inclusive Education<br>M. Ed. (Inclusive Education)
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Kirk, Rachel Anne. "Contradictions Between How Students Are Taught to Write And What They Are Expected To Read In General Education Courses." 2011. http://trace.tennessee.edu/utk_graddiss/987.
Full textAbstract:
This study explored the relationship between how students are taught to write in first-year English composition classes and what they are expected to read as part of the general education requirements at a publically-funded large university in the southeast (PLUS), and then to determine whether a gap exists. If a gap is found to exist between the preparation of students and their ability to read material that has been assigned by the teaching faculty, these students are less likely to be considered information literate by any rubric.
This study uses a mixed-methods approach. Content analysis is employed to examine the assigned readings students encounter, and interviews are conducted to explore how students make sense of the academic writings assigned in general education classes. Research questions included (1) What are the overall structures of both (a) instruction composition and (b) scholarly journal articles assigned for reading in subsequent general education classes in the disciplines of psychology and history at PLUS? (2) How can these structures be identified? (3) What are the top-level structural patterns of composition within these two academic disciplines and how do they differ? and (4) Do these differences create contradictions in how students are taught to write in freshmen composition courses and the composition of the journal articles they are expected to read in their required general education classes?
Thirty-one texts taken from general education syllabi were analyzed for incidence and placement of specific structural elements such as topic sentences and signal words.
This study also explored perceptions of these differences from the standpoint of college students. Interviews of twenty-two students were conducted using Dervin’s Sense Making Methodology. These interviews were analyzed in terms of situations, gaps, bridges, outcomes, as well as thematic concepts that consistently arose during the interviews.
Significant differences existed between readings from English Composition classes and assigned scholarly journal articles in history and psychology in incidence and placement of topic sentences, use of signal words or phrases, and readability. In addition, thematic analysis of the interviews of students found that they experienced gaps between their expectations of text composition and their experience reading assigned journal articles.
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Carr, Allyson Ann. "Fiction as Philosophy: Reading the Work of Christine de Pizan and Luce Irigaray to Write a Hermeneutics of Socially Transformative Fiction-mediated Philosophy." Thesis, 2011. http://hdl.handle.net/10756/294240.
Full textAbstract:
This dissertation proposes to examine the work of scholars Christine de Pizan and Luce Irigaray in order to develop the possibilities of fiction in philosophy for the purposes of social transformation. Using four of her major narrative texts (The Mutacion of Fortune, the City of Ladies, the Path of Long Study and the Vision) I show how Christine employs the complex array of hermeneutical tools available to her in fictionalized ways as a means of training her readers into re-writing their understanding of themselves and their contexts. Alongside such re-writings, I show that she understands herself to have a particular vocation for educating the powers of France towards ethical action in their governance, and that she does so in these works in the form of philosophically oriented fictionalizations. I use the work of Luce Irigaray to explore a philosopher from the twentieth and twenty-first century who uses narrative and hermeneutical tools that bear a family resemblance to Christine's. Tracing Irigaray's formulations on the necessity of sexual difference I show how she re-tells stories from myth and history in such a way as to develop the sexual difference she desires. Finally, having engaged with these two philosophers, I use the hermeneutical work of Hans-Georg Gadamer to present my own work on how well-crafted fiction can be used to build philosophical concepts and understandings that are not yet available in our world, but which become available to us through our participation in the new fictionalized contexts and fictional worlds we create. I show how it is through understanding the possibilities this kind of philosophical and fictionalized utopic thinking holds that social transformation rooted in the world-building capabilities of individual persons can occur.
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Magalhães, Cristina Maria Lemos. "Promoção da leitura e da escrita no pré-escolar : prevenção das dificuldades de aprendizagem." Master's thesis, 2016. http://hdl.handle.net/10400.14/22003.
Full textAbstract:
Hoje, sabe-se que as crianças antes do ensino formal da leitura e da escrita possuem um
grande número de conhecimentos, de conceitos, e de representações sobre a tarefa de ler. Tal
conhecimento resulta das situações vivenciadas que lhe proporcionaram oportunidades de pensar
sobre a linguagem escrita e sobre as relações entre o oral e o escrito.
Foi nossa preocupação, alertar para a necessidade que os educadores/professores do ensino
regular e os docentes do ensino especial têm de conhecer melhor a investigação sobre as
Dificuldades de Aprendizagem (DA) e sobre a Dislexia, para que assim possam promover práticas
mais adequadas que respondam às reais necessidades das suas crianças e para que consigam
efetivamente ensiná-las da forma como elas aprendem melhor.
Salienta-se a importância do ensino pré-escolar e o papel do educador. Partindo do conceito
de nome próprio, definem-se algumas propostas de intervenção que visam promover o
desenvolvimento dos conceitos acerca da linguagem escrita e apresentam-se algumas sugestões para
a intervenção e prática pedagógica.
Damos alguma ênfase ao percurso profissional e académico, bem como à formação contínua
realizada, particularmente a que diz respeito aos anos em que lecionamos com alunos com
Necessidades Educativas Especiais (NEE) e é ainda feito um resumo relativo à nossa experiência
profissional.
Por fim, relata-se uma experiência pedagógica para nós significativa, vivida ao longo do
nosso percurso profissional, que consistiu num projeto realizado, tendo em vista o desenvolvimento
da leitura e da escrita e a inclusão.<br>Nowadays, we know that most children already have a great deal of knowledge, concepts
and interpretations about what they are about to read, even before they are formally taught how to
read and write. This knowledge comes from their daily life experiences which enables them to think
about the written language as well as the connection between written and spoken messages.
We made it our mission to call the attention of both regular teachers and teachers who teach
children with special needs to the fact that it is imperative to get acquainted with the surveys about
learning disabilities and dyslexia in order to promote adequate teaching methods which fulfill the
special needs of these children and make them learn better.
Pre-school and the role of the educator are really important. Starting with the concept of
their birth name, we determined some intervention tactics which aim to promote the development of
specific concepts about written language and made some suggestions to improve teaching methods.
We enhanced the importance of academic and professional backgrounds as well as
continuous training, particularly the training in the grades in which we teach students with special
needs. We also made a summary of our professional experience.
Finally, we address a teaching experience in our career which consists of a project whose
purpose was to develop reading and writing skill and promote inclusion of special need students.
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Chuan, Yang Shu, and 楊淑娟. "Reading Instruction in the Literature Circles: A Study of the Writer: Chen, Zhi-Yuan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/89363352772215440023.
Full textAbstract:
碩士<br>國立臺北教育大學<br>語文與創作學系碩士班<br>96<br>Reading Instruction in the Literature Circles: A Study of the Writer: Chen, Zhi-Yuan
Abstract
The observations are the fundamentals of this research by entering the research scenes with the double identities of being a teacher and a researcher; the “children observation” and the “teacher observation” are processed at the same time. In the aspect of the “children observation”: contemplating how children use the theory of reader’s response to discuss the contents, writers, and self; and to discover how the plots influence them by exploring the activities in the literature circles. In addition, analyzing how the collaborative learning and the medium model impact children’s exploration on learning process. In the aspect of the “teacher observation”: resulting from the outcomes of contemplating children to reflect the process of how a teacher promotes a class reading club to accelerate a teacher’s professional development. According to the observations and analyses, the findings are:
1. The conversations and the discussions trigger the initiative explorations of the students.
2. Engaging in the social scenarios of the literature circle, collaborative learning provides the best development environment of the students.
3. The students are able to apply their abilities to other learning activities.
4. The role switching of the teachers also enhances their profession.
The literature circle is still a very new territory regarding the reading teaching activities; therefore, I expect my findings can contribute the movement of the literature circle.
Key words: literature circles, inquiry, reading instruction, collaborative learning
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Oosthuizen, Neil T. "Babel, babble, and Babylon : reading Genesis 11:1-9 as myth." Thesis, 2002. http://hdl.handle.net/10500/1126.
Full textAbstract:
The story of the Tower of Babel (Gen 11: 1-9) has been interpreted in various ways down through the centuries. However, most commentators have ignored the genre of the text, and have not sought to interpret it within its mythological framework - therefore most interpretations are nothing short of babble. A working text is ascertained, and the complexity of the text investigated. The text is then identified as 'myth': within its mythological framework the tower is seen as a temple linking heaven and earth, ensuring the continuation of the royal dynasty (i e 'making a name'). When used by the Yahwist Levites during the Babylonian Exile, our story was inserted in the great Pre-History as polemic against the Babylonian concept of creation, temple, and dynasty; and served
as both a warning and an encouragement to the Exiles. The post-exilic Priestly Writer re-interpreted our story as a warning to the returning exiles that their society, and their temple, should be reconstructed as YHWH determines.
Interpreting the story as myth enables it, finally, to speak clearly into our context today, especially that of South Africa.<br>Biblical and Ancient Studies<br>D. Th. (Old Testament)
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Ciou, Wun-Fang, and 邱文芳. "Behaviors and Attitudes Toward English Reading, English Writing, Writer''s Block in English, and English Writing Apprehension–A Case Study of EFL Student Writers in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/79876c.
Full textAbstract:
碩士<br>淡江大學<br>英文學系碩士班<br>96<br>This study aims to investigate EFL English majors'' behaviors and attitudes toward their English writing,and to examine the interrelationships among the following issues such as English reading behaviors, English writing behaviors, English writing strategies, revision behaviors, writer''s block in English, and English writing apprehension. The research was conducted at Tamkang University in Taiwan. Participants of this study were 160 junior English majors from this university. Data were collected quantitatively and qualitatively by using three sets of questionnaires and interviews that focused on essay recalls. The result revealed that there was a significantly positive relationship between writer''s block in English and English writing strategies. Moreover, there was a significantly positive relationship between writer''s block in English and English writing apprehension. A significantly negative correlation existed between English writing apprehension and daily English writing hours. Based on the findings of this study, it was suggested that EFL instructors may avoid negative evaluations, and encourage their students to read more, to write more, and to use English writing strategies appropriately for alleviating their English writing anxiety or writer''s block in English.
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Majerová, Radka. "Lingvistika ve speciální pedagogice." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353603.
Full textAbstract:
Lingvistika je představena v aplikaci na řešení obtíží u lidí s jazykovým hendikepem, kteří se nacházejí ve speciálně pedagogickém prostředí. Ve výzkumu a rehabilitaci jazykových symptomů se nazývá klinickou lingvistikou. Klinická lingvistika kooperuje v multidisciplinárním kontextu s psycholingvistikou a neurolingvistikou. Práce nastiňuje potřebnost klinické lingvistiky také v českém měřítku. Je analyzována diagnóza vývojová anartrie u celoživotně nemluvících lidí s dětskou mozkovou obrnou. Vývojová anartrie je dosti častou diagnózou ve speciálním školství. Vyjevuje se její nedostatečný popis klinickou logopedií a potřeba její analýzy z klinicko-lingvistického hlediska. U vývojové anartrie je odhaleno druhotné narušení jazykových funkcí, sekundární dysfázie. Sekundární dysfázie u vývojové anartrie se manifestuje na všech jazykových rovinách, práce tuto manifestaci ukazuje. Inteligentní lidé s vývojovou anartrií se ocitají v situaci pozdní akvizice mateřského jazyka, který produkčně uchopují pouze ve formě psané řeči. Mají dílčí percepční obtíže. Fatální nemožnost mluvené produkce jim zapříčiňuje subvokální vnitřně řečový deficit. Je diskutován potenciál těchto lidí osvojovat jazyk v procesu pozdní akvizice, diskuze je uvedena v kontextu světového výzkumu o otázkách maturace a kritických period....