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1
Ammi, Sabrina. « How reader and task characteristics influence young readers' comprehension monitoring ». Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83213/.
Texte intégralRésumé :
Comprehension monitoring is defined as the process by which reader’s evaluate and regulate their understanding of text (e.g., Baker, 1985). Comprehension monitoring is an important component skill of reading comprehension (e.g., Cain, Oakhill & Bryant, 2004). Despite the importance of comprehension monitoring in reading comprehension, relatively little research has been undertaken to explore the development of comprehension monitoring or the task and reader characteristics critical to the development of this skill. To address this gap in the literature, this thesis explores the development of comprehension monitoring in children aged 7 to 10 years. A series of experiments are presented which explore monitoring of nonwords, general knowledge violations and internal inconsistencies using off-line and real-time measures. Experiments also explore the relationship between monitoring and working memory capacity. Findings reveal developmental differences in comprehension monitoring. Older children are better at correctly judging the sense of information and more likely to adjust their reading behaviour in relation to error information. It seems that both age groups undertake similar monitoring behaviours, albeit with different levels of success. A range of task and reader characteristics influence monitoring skill. Findings demonstrate that task instructions influence reading behaviour. Children undertake a more purposeful and careful reading of the text when alerted that texts may contain errors. Findings also demonstrate differences in children’s proficiency in adopting standards of evaluation. Children encounter most difficulties in adopting the internal consistency standard, perhaps because this standard requires children to integrate and compare the comprehensibility of information at the text-level. In addition, within error manipulations demonstrate that children use the explicitness of error information as a criterion for monitoring comprehension. Further, findings reveal that the relationship between comprehension monitoring and working memory capacity is relatively weak. Interestingly, these findings question the importance of working memory capacity as a source of monitoring difficulties. In the context of the situation model, these findings suggest that monitoring difficulties may arise from failures in constructing a richly elaborated situation model, rather than failures in updating the situation model.
2
Mildes, Karen K. « Becoming a reader : young children's word identification strategies / ». Thesis, Connect to this title online ; UW restricted, 2003. http://hdl.handle.net/1773/7582.
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Robinson, Peter. « David Williams' Lessons to a young prince : publisher influence and reader response ». Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45093/.
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This thesis presents an interpretation of David Williams' (1738-1816) Lessons to a young prince (1790) ostensibly from a publisher-centric viewpoint. Through close analysis of its English-language editions it argues that Lessons has been consistently misattributed, misread, and otherwise taken out of context. The agglomeration of both contextual and particular factors contributed to this general negligence, but the most important factors were anonymity and the transformation of the text by the addition of a tenth lesson on Edmund Burke's Reflections, which altered the way Lessons was read by contemporaries in light of the revolution controversy. The thesis suggests that the explicit ad-hominen attack on Burke in the tenth lesson overshadowed what amounted to an implicit attack on Burke-in-transition towards Reflections contained in the original nine lessons. Using a significant body of previously unknown material to identify Williams' intended audience and the effects of anonymity, genre, and advertising on reader-response to Lessons, the thesis adds to existing knowledge about Williams' intentions and to the way his texts were read and understood by contemporaries. More particularly it underscores the importance of his publishers and charts their impact upon his text. The influence that Lessons' publishers had on the impact of the text, both intentional and unintentional had received no scholarly attention, and they are themselves, as publishers, understudied. However, as this thesis shows, their direct textual interpolations increased the satirical vigour of Lessons, whilst a sophisticated marketing campaign attempted to influence reader reception as well as sales. Indirectly, anonymity caused readers to superimpose the political sympathies of the publishers onto Lessons, which further pre-ordained the terms on which they were read.
4
Fenech, Giuliana. « Reconfiguring the reader : convergence and participation in modern young adult fantasy fiction ». Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/3681.
Texte intégralRésumé :
This thesis explores digital-age literary and reading practices as they were influenced by participatory culture at the turn of the century. Participatory culture is analysed here through the work of Henry Jenkins, Hans Heino Ewers, Margaret Mackey and Katy Varnelis and is recognised as one in which individuals are socially connected to each other in an environment that offers support for creating and sharing interpretations and original works. It has relatively low barriers to artistic expression and civic participation, and fosters the sense of community growing around people’s common interests and ideologies, as expressed through performative manifestations such as gaming and fandom. Because juvenile fantasy fiction generally, and J. K. Rowling’s Harry Potter series (1997-2007) specifically, were at the centre of significant developments in response to participatory culture, Rowling’s books are used as a case study on the basis of which changing practices of reading, writing and interpretation of story, principally by children and young people, are mapped and appraised. One aim of this thesis is to evaluate how far participatory culture has affected what it means to be a reader of a text that exists in multiple formats: how each version of the text constructs and addresses its readers/viewers/players/co-creators, and the dynamics and interdependence between the different versions. A second but related aim is to test the claims of new media theorists, including Janet Murray, Pierre Lévy and Marie-Laure Ryan, among others, to establish how far texts, readers and the processes of reading have in fact changed. Specifically, it looks at how far the promises of reader participation and co-creation have been fulfilled, especially within the genre of children’s literature.
5
Tsai, Yi-Shan. « Young British readers' engagement with manga ». Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/252712.
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This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.
6
Wedwick, Linda Crumpler Thomas P. « The socialization of a reader the literary treatment of fatness in adolescent fiction / ». Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225101201&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176734714&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2005.Title from title page screen, viewed on April 16, 2007. Dissertation Committee: Thomas P. Crumpler (chair), R. Kay Moss, Gary Weilbacher, Amelia Adkins, Sally Parry. Includes bibliographical references (leaves 151-168) and abstract. Also available in print.
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LACERDA, MAIRA GONCALVES. « DESIGN IN READING : A POSSIBILITY OF MEDIATION BETWEEN THE YOUNG READER AND LITERARY READING ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34614@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A literatura possui um potencial humanizador, capaz de possibilitar ao leitor o conhecimento de si próprio e do mundo, com especial relevância para o jovem leitor, que está em processo de formação da sua subjetividade. Contudo, a pesquisa Retratos da Leitura no Brasil constata um movimento de afastamento entre o jovem e a leitura literária. Identificando o Design como mediador de leitura e possível aliado no processo de aproximação entre o público juvenil e os livros de literatura, busca-se nesta dissertação um entendimento dos lugares do Design no mercado editorial contemporâneo e nas políticas públicas de fomento à leitura, por meio da análise quantitativa e qualitativa de livros formadores do acervo do Programa Nacional Biblioteca da Escola (PNBE). A categorização organizada, a partir dos conceitos de Linden, Haslam e Lupton e Phillips, compõe um panorama das relações entre conteúdo textual e imagético nos livros para jovens e relaciona a presença de elementos do Design à valorização da fruição do leitor e ao diálogo entre as diversas linguagens do objeto-livro. Ao constatar que a maioria dos livros não considera o lugar social do jovem leitor e não explora as possibilidades oferecidas pelo Design, propõe-se uma política de Design na Leitura, configurada como atividade projetual de vocação interdisciplinar que entende o leitor enquanto instância cultural e social, visando não apenas contribuir para a consolidação do Design como campo interdisciplinar junto às políticas públicas de fomento à leitura, como também para um projeto de formação continuada do magistério.
Literature has a humanizing potential, capable of enabling the reader to acquire knowledge both about him/herself and the world. For this reason, it has special relevance to the young reader, who is in the process of forming his/her subjectivity. Nevertheless, the research Retratos da Leitura no Brasil (Portray of Reading in Brazil) shows a distancing movement of the young reader and literary reading. Identifying Design as a mediator for reading and a possible ally in the approximation process between the juvenile audience and literature books, this dissertation aims at understanding the role of Design in the contemporary publishing market and in public policies aimed at promoting reading. Thus, it presents both a quantitative and qualitative analyses of the collection of books at the Programa Nacional Biblioteca da Escola (PNBE – School Library National Program). The categories, organized according to the concepts proposed by Linden, Haslam and Lupton e Phillips, comprise an overview of the relations between textual and pictorial content in the books for young people and relates the presence of Design elements to the valorization of reader fruition and dialog among the several languages of the book. Research findings indicate that most books do not consider the social role of the young reader and do not explore the possibilities offered by Design. Thus, this research proposes the development of a policy of Design in Reading as a project-oriented activity of interdisciplinary feature, which perceives the reader as both a cultural and social instance and aims not only at contributing to the consolidation of Design as an interdisciplinary field in public policies to promote reading, but also as a project of continuing education in teaching.
8
Van, Allen Donna Lea. « Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000 ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.
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Larimore, Della Mae. « Writing activities for first grade students using California Young Reader medal nominated books for 2000 ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1768.
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Malo-Juvera, Victor. « The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance ». FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/564.
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This quasi-experimental study (N = 139) measured the effect of a reader response based instructional unit of the novel Speak on adolescents’ rape myth acceptance. Participants were eighth grade language arts students at a Title I middle school in a major metropolitan school district. Seven classes were randomly assigned to treatment (n = 4) or control (n = 3) condition. Two teachers participated in the study and both taught both treatment and control classes. The study lasted a period of five weeks. Participants were pretested using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher created scale, the Adolescent Date Rape Scale (ADRMS).
Analysis of pretests showed the ADRMS to be a reliable and valid measure of rape myth acceptance in adolescents. Factor analysis revealed it to have two major components: “She Wanted It” and “She Lied.” Pretests supported previous studies which found girls to have significantly lower initial levels of rape myth acceptance than boys (p < .001). A 2 (group) x 2 (instructor) x 2 (sex) ANCOVA using ADRMS pretest as a covariate and ADRMS posttest as a dependent variable found that treatment was effective in reducing rape myth acceptance (p < .001, ή2 = .15). Boys with high rape myth acceptance as demonstrated by pretest scores of 1 standard deviation above the mean on ADRMS did not have a backlash to treatment. Extended analysis revealed that participants had significantly lower scores posttest on Factor 1, “She Wanted It” (p < .001, ή2 = .27), while scores on Factor 2, “She Lied” were not significantly lower (p = .07). This may be because the content of the novel primarily deals with issues questioning whether the main characters assault was a rape rather than a false accusation. Attrition rates were low (N = 15) and attrition analysis showed that drop outs did not significantly alter the treatment or control groups. Implications for reader response instruction of young adult literature, for research on rape myth acceptance in secondary schools, and for statistical analysis of effect size using pretests as filters are discussed.
11
Selcuk, Hasan. « Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach ». Thesis, Högskolan Dalarna, Engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4185.
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12
LACERDA, MAIRA GONCALVES. « READER S VISUAL EDUCATION THROUGH THE LENS OF DESIGN IN READING : BOOKS FOR CHILDREN AND YOUNG PEOPLE ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34349@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Saber lidar com as imagens, compreendê-las e construir significado para elas, torna-se tarefa premente para os sujeitos na contemporaneidade, participantes de uma sociedade imersa na multimodalidade. Contudo, ao contrário da cultura escrita, não existem mecanismos de ensino próprios para a formação visual do indivíduo na instituição escolar. Compreendendo que o livro de literatura para crianças e jovens, em sua grande maioria, encontra na relação verbo-visual o espaço propício à fruição da poesia e da ficção, a presente pesquisa assume por objetivo estabelecer a relação entre o Design, presente nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, e o processo de formação visual do leitor. Para isso, propõe-se, por meio de análise gráfica dos livros literários selecionados pelo Programa Nacional Biblioteca da Escola - PNBE, a organização de um panorama a respeito da progressão de complexidade gráfica dessas obras, relacionando os aspectos gráficos por elas apresentados com o desenvolvimento escolar do leitor na Educação Infantil, nos anos iniciais e finais do Ensino Fundamental e no Ensino Médio. Nesse processo, foi possível perceber que os acervos organizados, apesar de possuírem objetos-livro cujos projetos são condizentes com o conceito de Design na Leitura, não apresentam em seu conjunto uma progressão, ao contrário, conforme os leitores avançam no processo escolar e na compreensão do conteúdo textual, o conteúdo gráfico e imagético tende a diminuir em quantidade e a simplificar-se. Acreditando que ao possibilitar que crianças e jovens se formem sujeitos leitores potentes na significação da verbo-visualidade, alcançando a condição de sujeitos críticos e agentes de mudanças dos sistemas ideológicos sociais que os circundam, propõem-se intervenções para a modificação desse cenário a partir de propostas direcionadas aos mediadores de leitura, dentre eles os designers.
Knowing how to handle, understand and build meanings from images is a paramount task for readers in contemporary society, as it is immersed in multimodality. However, in opposition to written culture, there are no specific teaching mechanisms for reader s visual education at schools. Acknowledging that most literature books for children and young people find a conducive environment for poetry and fiction fruition in the verbal-visual relationship, this research aims to stablish a connection between Design, present in literature books for children and young people sealed by public policies, and the process of reader s visual education. For that, we conducted a graphic analysis of literary books selected by Programa Nacional Biblioteca da Escola (PNBE) and organized an overview of their graphic complexity progression, relating the graphic aspects they present to reader s school development in pre-, elementary, middle and high school. In this process, we were able to perceive that, although the collections comprised books whose projects were consisted with the concept of Design in Reading, they did not present a progression of visual complexity. On the contrary, as young readers advanced on their schooling and understanding of textual content, graphic and image content tended to reduce in number and to become simpler. Thus, this research proposes interventions for changing this scenario based on actions targeted at reading mediators, among them, designers themselves. This would enable children and young people to become empowered readers in verbal-visual meaning-making and reach the condition of critical individuals and transformation agents in the ideological social systems that surround them.
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Lee, Li-Feng. « The responses of Taiwanese adolescent girls to selected American short stories for young adults ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173205682.
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Smith, Vivienne Mary. « Developing critical reading : how interactions between children, teachers and texts support the process of becoming a reader ». Thesis, Coventry University, 2000. http://curve.coventry.ac.uk/open/items/2166fbc7-8779-1f3e-777a-6cadf16a50be/1.
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This thesis is a theoretical exploration of critical reading in the primary school. It interrogates the term 'critical reading', examines and conceptualises the thinking processes by which readers make texts mean and proposes a description of critical reading as it is evidenced in young children. At the heart of this thesis is an ethnographic study of the reading practices of classes in three contrasting primary schools. It follows and records the reading experiences of one class of children from each school, beginning in the middle of Year Two and continuing until the children near the end of Year Three. The resulting empirical data is reflected in and measured against theoretical understandings of learning and of reading derived from a number of sources. Vygotskian and Bakhtinian theories of the interdependency of thought and language are considered, critical pedagogy is explored and literary theory, especially the ideas of reader response theorists and postmodernists, is examined. From this process of reflection and assimilation, three theoretical positions are achieved: • that the interactions that take place between children, between children and teachers and between children, teachers and texts are of vital importance in the development of children as critical readers. The thesis stresses the central role of the teacher in controlling the possibilities of dialogue in the classroom. It argues that children who are exposed to the heteroglossia (Bakhtin 1981) of Mennipean dialogue and rich and varied textual experiences are better equipped to read critically than those who are not. • that the process of reading can be modelled to show the nature of these interactions. The thesis proposes a series of theoretical models that attempt to map out the dynamic, interactive process by which readers make texts mean. The models chart the pushes and pulls of thinking that a reader must employ during the act of reading in order to shape meaning from an indeterminate text. • that a description of critical reading activity in young readers can be postulated. The thesis proposes a sequence of indicators that seem to be characteristic of the behaviour of children who are developing the ability to read critically. Finally, the thesis stresses the necessity of reading widely to children if they are to take on the heteroglossia that will enable them to read critically, and the need to empower them by encouraging and honouring their own interpretive voices.
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Schulz, Armin Richard. « A Content Analysis Of The Developmental Bibliotherapeutic Implications Of The Books Nominated For The California Young Reader Medal (1975--1986) ». Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3230.
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Purpose. The purpose of this study was to investigate the developmental bibliotherapeutic implications of the California Young Reader Medal nominated books from 1975-1986 in six different selected categories of thematic content. Emotional Health, Self-Awareness, and Identity Needs; Cultural Differences; Family Relationships and Dynamics; Peer Relationships and Dynamics; Physical Limitations and Handicaps; and Economic Situations and Factors. Findings. Primary Category books, largely modern fanciful fiction, demonstrated limited developmental bibliotherapeutic potential. However, story illustrations affected the over-all impact of the story. Intermediate Category books had greater levels of potential, especially stories dealing with family, peers, and emotional health. The greatest levels of potential were present in the contemporary realistic fiction genre and in historical fiction. Intermediate Category books from the 1980s were higher in potential than books of the 1970s. Little distinction was found between the Primary Category books of the 70s and the 80s. Similar elements of story potential were identified by all groups, although at varying levels of sophistication. Many of the California titles had regional and national appeal. Recommendations. Based on the findings of this study, the major recommendations are as follows: (1) Developmental bibliotherapy as an art should be used in the study of literature with young children. Educators need to have an awareness of current issues confronting children and how these issues are treated in current literature. (2) Authors and publishers should produce quality books dealing with cultural differences and universal understanding as well as meaningful books in the genre of contemporary realistic fiction and historical fiction. Consideration should also be given to promoting books dealing with physical limitations and handicaps. (3) Teachers and librarians should continue the oral tradition of shared literature with children to enhance a child's understanding and appreciation of the beauty of words, writing styles, cultural differences, and changing life situations. (4) State young reader program committees, librarians, and educators should identify quality books for inclusion on their masterlists to be read by children. (5) More content analysis studies, similar to this study, should be conducted to enrich the body of knowledge about children's literature and to extend the understanding of the current thematic trends present in literature for the younger readers. (Abstract shortened with permission of author.)
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Castleman, Michele Daniele. « Meeting Gods : The re-presentation and inclusion of figures of myth in early twenty-first century young adult and middle grade children’s novels ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306352172.
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Pereira, Dimas Andriola. « Práticas de Leitura na Educação de Jovens e Adultos : (re) pensando compreensões e possibilidades para a Escola Técnica de Saúde de Cajazeiras - ETSC ». Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4932.
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Previous issue date: 2010-12-01Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research has emerged as a requirement to answer experienced uneasiness thereupon working of Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA, at Instituto Federal de Educação, Ciência e Tecnologia da Paraíba IFPB / Campus de Cajazeiras, regarding the year 2007, according to the stablishments of Enactment nº 5.840, from 13/07/2006. These concerns were outbursts of teachers who affirmed they were not able to proceed faced with the difficulties, on students side, to the comprehension of the contents, much of this critical situation is attributed to the absence of intimacy between students and reading. In this regard our research arose aiming at analyzing reading practices experienced by PROEJA students as a way to understand their formation as a subject-reader. Our work is based on Kleiman (1996), Silva (1995), Orlandi (1996), Soares (2001), Freire (1994) and Foucambert (1989) reading conceptions, theorists whose works are centered on basic and elementary principles about the grasp of reading and writing mechanisms. The observation was carried out in a PROEJA classroom, at da Escola Técnica de Saúde de Cajazeiras, Universidade Federal de Campina Grande, in December 2009 and March 2010. The group was made up of 20 young and adult students and they were chosen by draw, eight of them to an interview. Methodological procedures were conducted on a qualitative research, which in description and analysis offers us a better approach to research subject; semi-structured interviews and data analysis method, following the investigation of interviewees speech, ensuring, in this way, a systematic organization of interviews transcripts, followed by their awareness allied with theoretical discussions about reading. We verified, broadly, students mainly tend to read novels, comics and newspapers. School environment is limited to textbook contents, which do not reach, in most cases, student s reading sensitivity.
A presente pesquisa surgiu da necessidade de respostas a inquietações vivenciadas logo após o funcionamento do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos PROEJA, no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba IFPB / Campus de Cajazeiras, no ano letivo 2007, em sintonia com o estabelecido no Decreto nº 5.840, de 13/07/2006. Essas inquietações eram desabafos de docentes afirmando não saberem como proceder diante das dificuldades, por parte dos estudantes, para o entendimento dos seus conteúdos, atribuindo uma boa parte dessa situação crítica a falta de intimidade entre esses alunos e a leitura. Nesse sentido, surgiu essa pesquisa com o objetivo maior de analisar as práticas de leitura vivenciadas pelos discentes do PROEJA, de modo a entender a sua formação de sujeito-leitor. O trabalho fundamenta-se nas concepções de leitura delineadas por Kleiman (1996), Silva (1995), Orlandi (1996), Soares (2001), Freire (1994) e Foucambert (1989), autores que apresentam princípios básicos e elementares no processo de compreensão dos mecanismos de leitura e de escrita. A observação foi realizada em uma turma do PROEJA, da Escola Técnica de Saúde de Cajazeiras, da Universidade Federal de Campina Grande, nos meses de dezembro de 2009 e março de 2010. A turma é composta de 20 alunos jovens e adultos e foram escolhidos, por intermédio de sorteio, oito deles para a entrevista. Os procedimentos metodológicos foram encaminhados na perspectiva da pesquisa qualitativa, a qual em descrição e análise nos oferecem maior proximidade com o objeto de estudo; entrevistas na modalidade semi-estruturada e o método de análise de dados, seguindo as análises das falas dos entrevistados, garantindo, desse modo, a organização sistemática das transcrições das entrevistas, acompanhado do seu entendimento somado às discussões teóricas a respeito de leitura. Constatou-se, em linhas gerais, que os alunos têm tendências para a leitura, principalmente no que tange a romance, história em quadrinho e jornal. Só que a escola, como é limitada aos conteúdos inseridos no livro didático, não atinge, na maior parte dos casos, à sensibilidade leitora do discente.
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Faria, Franceneuza Santos de Lima. « Mediação da leitura literária e prática docente na formação do jovem leitor ». Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7846.
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The present work presents an investigation about the contribution of the teaching practice as mediation of the High School young reader formation in a state school of Goiânia. The purpose of this study was to investigate how the reading takes place in the school environment, and then observe how the Portuguese Language teacher mediation can contribute to the critical formation of the reader. The practical part consisted of a case-study research with a qualitative approach. Thus, the routine of a High School Portuguese Language teacher was followed and, through the study of documents that regulate their work and of answers to questionnaires, it was observed if the teacher mediation can really contribute to the young readers literary taste formation. The theoretical basis presented was based on Candido (1972, 1989, 2002, 2004 and 2006), Todorov (2009), Bakhtin (1997 and 2006), Bourdieu (2007), Calvino (1993) and Zilberman , 2004), Bosi (2002, 2003), Failla (2012), Kleiman (1996), Lenoir (1999) and D'Ávila, among others, besides the documents of National Curricular Parameters (PCNs, 2002) and Curricular Guidelines for High School (OCPEM, 2006). The results of this research indicate that literary reading under the mediation of a teacher may not be the only way to train readers but actually contributes to the critical readers constitution in the school and demonstrate the importance of teacher mediation to achieve this goal, especially if this mediation is carried out through motivational activities that depart from creativity on both parts, the teacher’s and the students’, and that take into consideration the “cultural capital” (BOURDIEU, 2007) of both.
O presente trabalho apresenta uma investigação sobre a contribuição da prática docente como mediação na formação do jovem leitor do Ensino Médio em uma escola da rede estadual de Goiânia. Teve por objetivo averiguar como a leitura acontece no ambiente escolar, e assim observar como a mediação do professor de Língua Portuguesa pode contribuir para a formação crítica do leitor. A parte prática consistiu em uma pesquisa do tipo estudo de caso, com uma abordagem qualitativa. Sendo assim, acompanhou-se a rotina de uma professora de Língua Portuguesa no Ensino Médio e, mediante o estudo de documentos que regulamentam seu trabalho e de respostas a questionários, observou-se se a mediação docente pode realmente contribuir para a formação do gosto literário dos jovens leitores. A fundamentação teórica apresentada apoiou-se em reflexões de Candido (1972, 1989, 2002, 2004 e 2006), Todorov (2009), Bakhtin (1997 e 2006), Bourdieu (2007), Calvino (1993), Zilberman (1982, 2005, 2016), Bosi (2002, 2003), Failla (2012,), Kleiman (1996), Lenoir (1999) e D’Ávila 2002), entre outros, além dos documentos Parâmetros Curriculares Nacionais (PCNs, 2002) e Orientações Curriculares para o Ensino Médio (OCPEM, 2006). Os resultados desta pesquisa indicam que a leitura literária sob a mediação de um professor pode não ser a única maneira de formar leitores, mas contribui, de fato, para a constituição de leitores críticos na escola e demonstram a importância da mediação docente para atingir esse objetivo, principalmente se essa mediação se realizar por meio de atividades motivadoras que partam da criatividade tanto por parte do professor quanto por parte dos alunos e que levem em conta o “capital cultural” (BOURDIEU, 2007) de ambos.
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Ferreira, Eliane Aparecida Galvão Ribeiro [UNESP]. « Construindo histórias de leitura : a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida" ». Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/94050.
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ferreira_eagr_dr_assis.pdf: 2031874 bytes, checksum: 15332841c37e6b6646de44d6ac7ece9d (MD5)O trabalho é resultado de uma pesquisa, desenvolvida durante três anos, direcionada para o ensino de literatura e para a formação do leitor no âmbito escolar. Como objetivo geral, buscouse refletir sobre como se forma o leitor e como vão se articulando escolhas e preferências por determinados autores e determinadas obras. A partir do desenvolvimento dessa pesquisa, pôde-se realizar um levantamento do repertório de obras lidas, no período de 1998 a 2000, por alunos de 5ª, 6ª e 7ª séries, em três modalidades de leitura – opcional, proposta pela professora, e opcional entre uma série de obra(s) de autor(es) indicado(s) pela professora –, bem como diagnosticar quais são as consideradas por eles como atraentes. Entre as consideradas mais atraentes, analisou-se nesta tese a obra Harry Potter e a pedra filosofal, de J. K. Rowling, que obteve o maior índice de aceitação entre as obras pertencentes à modalidade de leitura proposta pela professora. A análise, pautada pela estética da recepção, objetivou detectar o horizonte de expectativa dos alunos, por meio da recepção da obra. Concomitante às obras eleitas pelos alunos, desenvolveu-se um trabalho embasado nos princípios construtivistas, voltado para a leitura de textos diversos de diferentes autores, com o objetivo de lhes possibilitar a ampliação de seu horizonte de expectativa. Para tanto, trabalhou-se com o conceito de leitor estético, privilegiando, como metodologia de leitura, o ato de ler como exercício de comparações artísticas e culturais que o texto carrega.
This work is the result of an investigation, developed for three years, targeted to the literature teaching and to train the reader in the school environment. As a general objective, with this work was searched to reflect on how the reader is trained and the choices and preferences are articulated by certain authors and certain works. From the development of this research, it was able to realize a survey of the repertoire of works read from 1998 to 2000 by students in the 5th, 6th and 7th grades, as well as diagnosing which works are attractively regarded by them. Among those considered the most attractive, it was examined in this thesis the work Harry Potter and the philosopher's Stone by J. K. Rowling, elected in the modality: reading proposed by the teacher. The analysis, based on the aesthetic reception, aimed to detect the horizon of the students’ expectation, by means of the work reception. Concomitant to the works selected by the students, it was developed a work based on the constructivist principles towards reading of several texts by different authors in order to make them to broaden their horizon of expectation. For that, it was used the aesthetic reader concept, privileging, as the reading methodology, the reading act as an exercise of artistic and cultural comparisons which the text brings in itself.
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Marelli, Edith. « "...ett sånt mysterium som man blir lämnad med." ». Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32663.
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Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.
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Atkins, Holly. « A Case Study of Adolescent Females' Perceptions of Identity in an After-School Book Club ». Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2991.
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Abstract
Reading is a perennial educational hot topic - but now extends for beyond early literacy to the secondary level. Reading researchers are growing in our knowledge of how to reach and teach struggling adolescent readers yet too often success in literacy is measured solely by performance on standardized tests. Literacy is seen on one hand as a one-dimensional set of skills students need to possess to be successful in school and their future workplaces. A more expansive view of the importance of literacy and what it means to adolescent females' growth as individuals and members of communities is needed.
This study focused on selected adolescent girls' perceptions of identity through reading, responding, and discussing literature featuring strong female protagonists. Semi-structured interviews conducted with each of the female participants at the beginning and end of the study, reader response journals in which participants composed weekly responses to their reading, transcripts of the weekly book discussions, field notes, and entries in a researcher reflective journal form the data for this study, emphasizing the focus on the meaning these individuals brought to the phenomena studied: identity exploration within literacy events.
This study addressed questions of the how and why of a literary event, and involved a variety of data, thereby making a case study methodology an appropriate choice. Selected participants were the focus of individual case studies and the book club itself was the focus of an additional case study. Self-identity statements and background information gathered on each of the three case study participants helped shape portraits of these adolescent girls, whose perspectives on their own identities were both convergent and divergent. The same proved true when addressing the two exploratory questions: The participants appeared to hold identical perspectives on identity, yet stated unique, varied perspectives on environmental elements influencing their self-identity expression. All three case study participants viewed identity as a developing, evolving process highly influenced by societal standards and expectations - especially for females. The girls also saw the social environment as affecting identity in the frequent mismatch occurring between what the individual perceives as his or her self-identity being expressed and how others in the environment perceive the identity.
Psychosocial theories of human development acknowledge that an individual's identity is both located within and without. The participants in the book club all shared this perception of identity as a sociocultural construct. However, the girls' diverse self-identity statements and range of perspectives indicate the need for a new model of female adolescent identity development. This new model needs to reflect girls and their sociocultural worlds of today. Finally, the experiences of the five girls in the book club study indicate the common misperceptions existing concerning the nature of adolescent identity. Again, unlike Erickson's concept of identity as undeveloped in adolescence and shifting with each storm and crisis, the girls in the study indicate the need for a different perspective.
Classrooms are unfortunately often bereft of the type of space provided for the girls in the book club. Within this space the girls engaged in deep, thoughtful, critical responses to literature while expressing their self-identities and exploring other's identities. As adolescents, these five girls were provided space by and with a trusted adult to engage in what is acknowledged to be a critical element in human development: identity exploration. To meet the needs of all students, teachers should arrange discussions in both small group and whole class structures. However, successful discussions - those which offer students rich opportunities to engage with text, make connections, derive personal meaning, explore and express self-identity - these discussions will only occur when the teacher has considered not only the physical environment but also the attitudinal environment.
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Kwan, Pun-lok David, et 關本樂. « Lexical blending among young Chinese readers ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49617825.
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Lexical compounding refers to the process of word formation through union of lexicalized morphemes. Given that young Chinese readers learn print vocabulary as unanalyzed whole, I am uncertain whether children can effortlessly decompose bound morphemes from disyllabic words for lexical compounding to occur. With this concern, I propose a lexical blending process in parallel with lexical compounding, where words are constructed from previously learnt words that have not yet been decomposed as morphemes. This thesis investigated the mechanisms behind the lexical blending process, as well as its role in word reading among young Chinese readers, in five studies
Studies One and Two examined the factors that favor lexical blending to occur. In Study One, I located a high proportion of disyllabic words and bound morphemes within a corpus of Chinese textbooks in Hong Kong. Around 40-50% of disyllabic words in Grade One to Grade Three are composed of one or more bound morphemes, which set a favorable environment for lexical blending to occur. In Study Two, I found that younger readers tended to commit more selection errors, defined as “naming the target character as a character that forms a highly frequent two-character compound word with it” (Shu, Meng, Chen, Luan and Cao, 2005), than older readers during character reading, suggesting that their representations of bound morphemes were not precise. An experiment on morpheme name judgment demonstrated that bound morphemes and low frequency morphemes embedded in high frequency words were most prone to selection errors.
I further examined the lexical blending process and its contribution to reading development in Studies Three and Four. Adopting a cross-sequential design in Study Three, I found that lexical blending concurrently and longitudinally predicted Chinese word reading, after lexical compounding and other reading-related variables were partialled out. In Study Four, I located lexical class and structural relation knowledge as significant component skills of lexical blending. The process of lexical blending proceeded first with structural arrangement of words, followed by morphological decomposition and union of morphemes to eventually form a blended word.
I also tested Chinese dyslexic readers’ performance on lexical blending in Study Five. Dyslexic readers exhibited difficulties in lexical blending and all the related component skills, when compared with chronological-age (CA) matched controls. Process-wise, the dyslexic readers were weaker than CA controls in both structural arrangement and morphological decomposition, while having particular difficulties in the latter process.
I conclude that lexical blending is an important word formation process for young Chinese readers. To aid mastery of lexical blending, readers should be aware of the syntax in phrases and sentences, as it provides cues on structural arrangement of blended words. In addition, I suggest explicit instruction on lexical blending skills in the curriculum, with a particular focus on morphological decomposition, in order to meet the learning needs of dyslexic readers.published_or_final_version
Psychology
Doctoral
Doctor of Philosophy
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Patrick, Lisa D. « Found Poetry : A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature ». The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.
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Ferreira, Eliane Aparecida Galvão Ribeiro. « Construindo histórias de leitura : a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida" / ». Assis : [s.n.], 2009. http://hdl.handle.net/11449/94050.
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Possui anexo em volume separadoOrientador: João Luís Cardoso Tápias Ceccantini
Banca: Odil José de Oliveira Filho
Banca: Raquel Lazzari Leite Barbosa
Banca: Juliana Silvia Loyola
Banca: José Batista de Sales
Resumo: O trabalho é resultado de uma pesquisa, desenvolvida durante três anos, direcionada para o ensino de literatura e para a formação do leitor no âmbito escolar. Como objetivo geral, buscouse refletir sobre como se forma o leitor e como vão se articulando escolhas e preferências por determinados autores e determinadas obras. A partir do desenvolvimento dessa pesquisa, pôde-se realizar um levantamento do repertório de obras lidas, no período de 1998 a 2000, por alunos de 5ª, 6ª e 7ª séries, em três modalidades de leitura - opcional, proposta pela professora, e opcional entre uma série de obra(s) de autor(es) indicado(s) pela professora -, bem como diagnosticar quais são as consideradas por eles como atraentes. Entre as consideradas mais atraentes, analisou-se nesta tese a obra Harry Potter e a pedra filosofal, de J. K. Rowling, que obteve o maior índice de aceitação entre as obras pertencentes à modalidade de leitura proposta pela professora. A análise, pautada pela estética da recepção, objetivou detectar o horizonte de expectativa dos alunos, por meio da recepção da obra. Concomitante às obras eleitas pelos alunos, desenvolveu-se um trabalho embasado nos princípios construtivistas, voltado para a leitura de textos diversos de diferentes autores, com o objetivo de lhes possibilitar a ampliação de seu horizonte de expectativa. Para tanto, trabalhou-se com o conceito de leitor estético, privilegiando, como metodologia de leitura, o ato de ler como exercício de comparações artísticas e culturais que o texto carrega.
Abstract: This work is the result of an investigation, developed for three years, targeted to the literature teaching and to train the reader in the school environment. As a general objective, with this work was searched to reflect on how the reader is trained and the choices and preferences are articulated by certain authors and certain works. From the development of this research, it was able to realize a survey of the repertoire of works read from 1998 to 2000 by students in the 5th, 6th and 7th grades, as well as diagnosing which works are attractively regarded by them. Among those considered the most attractive, it was examined in this thesis the work Harry Potter and the philosopher's Stone by J. K. Rowling, elected in the modality: reading proposed by the teacher. The analysis, based on the aesthetic reception, aimed to detect the horizon of the students' expectation, by means of the work reception. Concomitant to the works selected by the students, it was developed a work based on the constructivist principles towards reading of several texts by different authors in order to make them to broaden their horizon of expectation. For that, it was used the aesthetic reader concept, privileging, as the reading methodology, the reading act as an exercise of artistic and cultural comparisons which the text brings in itself.
Doutor
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Kidd, Eve. « Luring the young : have attempts to "grow" young newspaper readers been successful ? / ». free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1426073.
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Page, Sue, et n/a. « Australian young adult keen readers:choices they make, and creators' views regarding the young adult market ». University of Canberra. Creative Communication, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.143742.
Texte intégralRésumé :
This thesis is a reader-centred investigation of Australian young adult selfdefined
'keen readers' of novels for pleasure, and considerations regarding
audiencels by writers and publishers. It is predicated on the understanding that
adult power operates at every level of young adults' lives, including the
publishing, promotion and availability of their literature. The complexity of
defining 'young adult' and 'Young Adult literature' and therefore publishing
and promoting for this nominal audience is recognised as being dependent on
the varying adult constructs of the terms and, therefore, is at the basis of
decisions made in this adult-oriented industry. Historical and commercial
aspects of Australian publishing (nominally) for this group of readers provide
a context for this grounded theory-based qualitative study. Analysis of
transcripts from focus group discussions with self-defined young adult 'keen
readers of novels for pleasure' demonstrates that these participants had a
sophisticated understanding of their leisure reading experiences regarding
what they liked reading, how they found out about books, what made them
choose one book over another, and where they obtained them. The insights
gained from these 34 participants informed the analysis of comments by
Australian adult 'creators' - writers and publishing staff - regarding audience,
commercial pressures, promotional aspects and other factors influencing what
is published and made available to young adult keen readers for pleasure. That
these 34 participants were active buyers and promoters as well as borrowers of
books indicates the need for the industry to recognise their expertise and value
as a distinct and influential audience niche - the 'neo-consumers' of the
future. The research provides a starting point into analysis of the influence of
the group of adults I have termed 'gatekeepers', whose (largely institutional)
roles enable them to either connect young adult readers with books and
creators, or to separate them.
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Smith, Susannah June. « The reading experience of young successful boy readers ». Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/3534/.
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In this study, the reading experience of six young successful boy readers is examined with a view to identifying ways in which the reading achievements of all boys might be raised. Initially, the experiences and behaviours associated with young successful readers are identified, including aspects from the home and the school, and those characteristics from within children themselves. Next, literature on boys' reading is examined, and this shows that there are many negative influences on the reading lives of boys generally. The reading experience of the six young successful boy readers is then investigated through empirical work. The central approach adopted is multiple case study using ethnographic tools. The six boys were reading fluently and for pleasure by the end of their Reception year (aged 5 years) and were studied for a two year period. Observation and research conversation were the main data collection methods adopted; the boys' experience as young successful readers was examined by observing them in their homes and schools, and by talking to them, their parents and their teachers. The results illustrate that the six young boys who are successful readers have a masculine identity in which reading has a secure and positive place. They have overcome the negative influences which frequently impact on the reading experience of boys and have successfully integrated ways of being a boy and being a reader. The boys' reading is highly developed at home by living in a 'reading family'. The boys use their advanced achievement in reading to gain a high status position in the classroom; their reading behaviour makes them popular and powerful with their peers. Hence these boys make reading work for them and, subsequently, it is a desirable feature of their developing masculine identity. These results are reflected upon to identify ways in which the reading achievements of all boys might be raised. I have suggested that schools might be encouraged to develop their reading curriculum in a number of ways, including spending more time reading extended texts for pleasure and using high status texts from boys' vernacular reading in the formal reading curriculum. In addition, I argue that all boys might benefit from examining the gender assumptions on which texts and their own reading preferences are based.
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Dias, Ione Vianna Navajas. « A literatura para a juventude portuguesa e brasileira e a relevância de dois elementos estruturais da narrativa : linguagem e narrador ». Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-02102007-144721/.
Texte intégralRésumé :
Esta tese de doutorado dentro da Área de Estudos Comparados de Literaturas de Língua Portuguesa teve por objetivo abordar e investigar nas obras de literatura para a juventude portuguesa e brasileira, a relevância de dois elementos estruturais importantes: Linguagem e Narrador. O intenso diálogo entre autor, texto e leitor cria um clima de cumplicidade, convidando este a participar ativamente da obra. Essa interação leitor/ texto mediada pelo narrador poderá ser o fio condutor capaz de provocar a reflexão e o espírito crítico no receptor. A obra precisa do leitor para se realizar, pois este contribui com suas vivências pessoais e dialoga com o texto dando-lhe \"vida\". A problemática da leitura foi e é analisada por inúmeros Educadores, Especialistas. Para nós a ênfase recai na Relação Prazerosa, Afetiva, Estética, pois se trata da Arte da Palavra. A proposta é investigar a importância da literariedade de obras de autores portugueses e brasileiros, podendo ser considerada, na formação de jovens leitores, como o elemento chave na perfeita associação: leitura-prazer.This Doctorate in the Comparative Studies on Literature of Portuguese Language Area had as a purpose to broach and investigate in the literature works, for the Portuguese and Brazilian youths, the weightiness of two important structural elements: language and narrator. The intense dialogue among writer, text and reader creates a complicity atmosphere, inviting the latter to participate actively in the work. This interaction reader/text mediated by the narrator could be the conducting wire able to instigate the receiver\'s reflection and critical spirit. The literary work needs the reader to come about, as the reader contributes with his personal experiences and he talks with the text making it \"alive\". The problem of the reading was and is analysed by numberless educators, experts. For us, the emphasis falls again in the pleasant, affective, esthetic relationship, as it is the art of the word. The proposal is to investigate the importance of works of Portuguese and Brazilian writers\'s literature considering the upbringing of young readers, as the key element in the perfect association: reading-pleasure.
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Doty, Deborah E. « CD-ROM storybooks and reading comprehension of young readers ». Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159136.
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The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level.Department of Elementary Education
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Strecker, Susan Keehn. « The effects of instruction and practice through readers theater on young readers' oral reading fluency / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Moran, Renee Rice. « Scaffolding the Use of Non-fiction Text with Young Readers ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3627.
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Voskuyl, Heather. « Plainsong or polyphony ? : Australian award-winning novels of the 1990s for adolescent readers / ». Electronic version, 2008. http://epress.lib.uts.edu.au/dspace/handle/2100/923.
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Sharp, L. Kathryn. « Ready, Set, Write : Supporting Young Writers ». Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4274.
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Sambell, Kay. « The use of future fictional time in novels for young readers ». Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4269/.
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Rafferty, H. J. « The effect of reading method on word-perception of young readers ». Thesis, Queen's University Belfast, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373560.
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Rivera, Yvette. « Analyzing Young Readers' Empathetic Responses to a Mexican American Historical Narrative ». BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6637.
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Empathy and cultural understanding of groups that are marginalized due to religious, ethnic or sexual background is essential for peace in schools, neighborhoods, and society at large. Literacy classrooms can be a safe environment in which students can develop their own understandings and empathies. Although worthwhile, much of the research lacks details of student reactions to the people and cultures read about in historical narratives, as well as a focus on pedagogical practices that could give students a deep understanding of the culture. This study analyzed the empathetic responses of 13 sixth grade students to themes presented in a Mexican American narrative text, The Circuit. The purpose of this study was to understand the nature of student empathy and how empathetic responses reflect a rich historical and visual context. Key data sources of this interpretive study included large group discussions, small group discussions, written journal responses, and interviews. The results of this study indicated that students' empathetic responses are varied and complex and seem to reflect familiarity with topics in the text and personal background. Minimizing the cognitive demand of cultural content seemed to be a key pedagogical factor in helping students reach deeper levels of empathy. Suggestions are given for educators looking to teach empathy through cultural texts. Possible areas of research are recommended.
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Du, Plessis Irma. « Narrating the "nation" : cultural production, political community and young Afrikaans readers ». Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/28861.
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This study explores the relationship between literature and society against the background of the emergence in the 1930s and 1940s in South Africa of a form of Afrikaner nationalism that was spearheaded by members of the Afrikaner petty bourgeoisie and intelligentsia and a subsequent expansion in Afrikaans literary production. It addresses problems of explanation in Afrikaner nationalism by focusing attention on the question of culture, the field of imagination and the domain of everyday life. In particular, the study examines the Keurboslaan series - a series of schoolboy stories aimed at juvenile readers - by Stella Blakemore, and traces the production, circulation and critical reception of the twenty titles in the series. The first title in this series was published in 1941 and the series has been reprinted several times over a number of decades and as recently as 1997. Drawing on the work of Benedict Anderson, this study illuminates the link between the emergence of print capitalism and the production of popular fiction on the one hand and nationalism on the other. Whilst this is a link that is not often explored, an analysis of the Keurboslaan series illustrates that the study of popular fiction can illuminate the practices through which nationalism gains popular support. It is argued that the Keurboslaan series produced a narrative of the Afrikaner ‘nation’ in popular fiction, but that this narrative was not authenticated by the intelligentsia and petty bourgeoisie who were the driving forces behind Afrikaner nationalism and its contents. It is further argued that this ‘narrative of nation’ circulated alongside more official narratives of the ‘nation’ espoused in discourses of religion, science and literature published in Afrikaans. The narrative of ‘nation’ in Keurboslaan – whilst sharing many similarities with official narratives in other discourses – but also differs from those discourses in important respects. It is argued that the popular series was influential precisely because it imagined the Afrikaner ‘nation’ in very different ways and on different terms from those discourses. Moreover, the form in which this narrative was produced, that is popular youth literature, appealed to readers of Afrikaans who were in search of escapist fiction. For these readers, the Keurboslaan series helped to give shape to and created new possibilities for interpreting the world that they inhabited. Reading the school as a corollary of the ‘nation’, it is argued that the narrative of the nation in Keurboslaan series explores the boundaries between the self and the other and posits the self as a danger to the self, resulting in an emphasis on the need to discipline the self. This kind of analysis also creates the space for examining in what ways ideas and identities about ‘race’, gender, sexuality, class and ‘nation’ are constructed in the texts. Yet, the study maintains that whilst the Keurboslaan series contributed to creating a space in which a particular understanding of the self and the world becomes possible, and whereas the reader is not conceived of as a completely free agent that can derive simply any meaning from the text, the study and its theoretical underpinnings do not fully account for individual readers’ engagement with popular texts and the ways in which reading strategies and habits can generate different, ambiguous or inconclusive meanings for readers. It is suggested that a study of popular texts and Afrikaner nationalism employing theories of reading and the reader will complement this analysis.Thesis (DLitt (Literary Theory))--University of Pretoria, 2004.
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Cankaya, Zeynep. « Influence of working memory capacity and reading purpose on young readers' text comprehension ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19247.
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Reading comprehension processes are assumed to be influenced by reading purpose and working memory capacity (WMC). However, it is still unknown how these factors affect comprehension processes in young readers. The aim of this study was to explore whether cognitive processes varied as a function of reading purpose (test versus game) and WMC (high versus low) in young readers. The 39 participants completed the Working Memory Test Battery for Children (WMTB-C), a verbal protocol and a free-recall task. Separate ANOVAs on cognitive processes response categories detected medium effect sizes. In the free recall task, test condition readers exhibited more paraphrasing and recalled more idea units than readers in the game condition. In the verbal protocol task, readers in the game condition uttered more evaluative comments than in the test condition. Furthermore, low WMC readers produced more predictive inferences than the high WMC group. Possible contributions of reading purpose and WMC to text comprehension for educational practice were discussed.Les processus cognitifs impliqués dans la compréhension de textes sont influencés par le but de la lecture et la capacité de mémoire de travail (CMT). Toutefois, nous ignorons toujours comment ces facteurs influencent la lecture chez les jeunes lecteurs. Le but de cette étude était de vérifier si les processus cognitifs varient en fonction du but de la lecture (test versus jeu) et de la capacité de la mémoire de travail (faible versus élevée) chez les jeunes enfants. Les trente-neuf participants de l'étude ont complété le Working Memory Test Battery for Children (WMTB-C), un protocole verbal et une tâche de rappel libre. Les analyses statistiques comparant les différentes catégories de processus cognitifs ont révélé des effets de taille moyenne. Pour le rappel libre, les lecteurs ont paraphrasé davantage et ont mémorisé plus de groupes d'idées dans la condition test que la condition jeu. Lors du protocole verbal, les lecteurs de la condition jeu ont fait plus de commentaires évaluatifs que dans la condition test. Finalement, les enfants ayant une CMT plus faible ont prononcé plus d'inférences de prédiction que ceux ayant une CMT plus élevée. La contribution des processus cognitifs et de la CMT à la compréhension de lecture dans un contexte éducatif fut considérée.
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Mallik, Mary. « Shared response and young adolescent readers' comprehension and re-interpretation of picture books ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/MQ52065.pdf.
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Mertz, Carolyn A. « A qualitative study examining the use of canine reading programs with young readers ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mertzc.pdf.
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Langholz, Joan Kay. « Insights into young readers at risk : a study of children's and teachers' perceptions / ». The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683049376972.
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Mazza-Davies, Laurie Lynn. « Personalising Learning : Exploring the principles and processes of the IEP for young, gifted readers ». The University of Waikato, 2008. http://hdl.handle.net/10289/2310.
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This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.
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Mayor, Lindsay Lori. « Negotiating Sexualities : Magazine Representations of Sexualities and the Talk of Teen and Young Adult Readers ». Thesis, University of Canterbury. School of Culture, Literature and Society, 2006. http://hdl.handle.net/10092/934.
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In response to contemporary moral and feminist criticisms regarding the hypothesised effect magazine discourses of sexuality have on readers, this thesis explores how six groups of adolescents and young adults respond to representations of sexualities from the teen and women's magazines Cosmopolitan, Cleo, Girlfriend and Dolly. Drawing upon theories of poststructural feminism, cultural studies and audience reception this work expands upon existing magazine literature by attending to the ways teen and women's magazines are interpreted and talked about by different groups of adolescents and young adults. This analysis fills a gap in contemporary magazine research, which has generally failed to address how gender and sexuality, as they are portrayed in contemporary periodical publications, are made sense of by readers. Therefore, in focusing on reader talk this thesis is also able to address the ways in which individual and collective identities are constructed interactively in the socially specific context of focus group discussions. Attention is given to looking at the complexities surrounding the relationships that exist between magazine reading, representations of sexuality and adolescents and young adults through an examination of the discourses girls, boys, young women and young men draw upon in their talk on magazine representations of sexualities. I argue that readers of magazines are active producers of meaning who think and talk about magazine representations of sexualities in a variety of complex, contradictory and often ambiguous ways. Research participants employ interpretive repertoires, drawn together from various new, traditional and alternative discourses about sexuality, in the process of attributing meaning to contemporary sexualities, as both cultural objects and aspects of everyday life. Thus, rather than take up and accept the sexual subject positions that magazines make available to readers, the talk of the research participants in this project illustrates how sexualities are constantly being negotiated. The articulation and performance of masculine and feminine sexualities is therefore recognized within this thesis as a highly contradictory, contextual and negotiated process.
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Tan, Sumei Karen Anne. « The comfort of horror and the ambiguities of youth : contemporary Gothic fiction and young readers ». Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417859/.
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Contemporary young readers have not just derived comfort from their consumption of gothic texts, they have offered generative responses that indicate huge diversity in both content and format in their interrogation of the gothic. These generative responses, ranging from persuasive writing containing complex argument structures; parodies and satiric play, among other responses, indicate young readers’ confidence and comfort critiquing gothic texts. This is in contrast to well-documented adult fears and moral panic, past and present, about gothic texts’ perceived negative influence on young readers, such as having difficulty differentiating fact from fiction, or being easily misled by gothic’s compelling narratives. Borrowing research from sociology and psychology, in addition to literary theories, and data from neurological studies, this thesis offers a systematic investigation on young readers consuming gothic texts which are targeted at them, as opposed to the implied young reader of the gothic, or gothic texts targeted at adults. Using a historical case study of young adult readers, this study also demonstrates that the phenomenon of young readers avidly and comfortably interrogating the gothic, with no signs of being confused, is in fact, not new. Instead, having identified and defined two separate genres of gothic texts – romance gothic focusing on romance with the monster; and horror gothic which has explicit violence, and grotesque and disgusting elements – this investigation presents original data from fieldwork conducted at two local schools of 23 students (age eleven to thirteen) reading and discussing Darren Shan’s horror gothic text, Lord Loss. Data on reader reception for romance gothic is from young adult readers (age 25 and below), who have comfortably and confidently posted their responses online based on Stephenie Meyer’s romance gothic Twilight series of books and films. Evidence indicates that contemporary young readers are carving out their own unique (albeit transient) conceptual space, in which they have derived great comfort and enjoyment in consuming gothic texts of romance gothic or horror gothic. By sharing their opinions online, and in discussion groups, these young readers are discovering their own voice in passionately embracing or gleefully vanquishing the monster in the comfort of consuming horror.
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Willers, Annika. « Snacking on different views : The potential of tagesschau.de in offering multiple perspectives in news overview elements to a young adult audience ». Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77623.
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In this paper a news site’s potential of meeting conflicting needs is considered. Snacking - hencereading news in a quick selective style - is one trend among young readers which seems to be inconflict with assessing the credibility of news, which in turn depends on receiving multipleperspectives or viewpoints among the issues read. As young audiences neither want to beforced to put more effort into news reading, nor want to receive news in a single-layered way,satisfaction with the news is hampered. Therefore, the aim of this study is to investigate acurrent news site’s potential in complying with both needs: snacking on the one hand andreceiving multiple perspectives on the other. As research case, the German public service newssite tagesschau.de is investigated in two methodological approaches. In a content analysis thepotential of the news site is assessed by analyzing ways of presenting perspectives in snacknews element. In a reception study this potential is reassessed by a young audience sample. Itwas found that perspectives indeed are presented in snack news elements in direct or indirectforms, often represented by different sources than the journalist’s. However, it shows that thesepresentations of perspectives not always reach the audience. Members of the audience leaveout many elements that could be snacked on, and stick to headlines for the main part. Thisimplies that they miss multiple perspectives offered in elements suitable for snacking, such ashyperlinks. In order to offer multiple perspectives to snacking news readers, more controversyshould be indicated in headlines, comparisons of perspectives should be made easier and linksshould be more relevant by leaving out aspects perceived as unnecessary and by representingsources in a better balance.
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Lyons, Reneé C., et Deborah Parott. « World Beat : Using Batchelder Award Books to Create International Readers ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2391.
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Haberstroh, Chris L. « The Perceived Relationships of Young Adults Reared in Stepfamilies with their Grandparents and Stepgrandparents ». Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935672/.
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This study proposed that the perceived quality of the custodial grandparent/grandchild relationship in step families will not be interrupted by the parental separation and remarriage and that the determinants of the quality of this relationship would be similar to that associated with the grandchild/grandparent relationship in intact families. The research by Shoire and Hayslip (1988) who studied grandparenting indicates that four variables are significant in this perceived relationship (in order of magnitude): kinship position (maternal versus paternal), grand parenting style, parent/grandparent bond, and influence the grandparent has on the grandchild. There same four variables were proposed to predict the perceived quality of the custodial grandparent/grandchild relationship in step families. Grandparenting style, as defined bu Shore and Hayslip (1988), is comprises of three variables, parentlike behaviors provided, services provided, and visitation patterns. To have a continuous rather than nominal value for grandparenting style and to determine which aspect of grandparenting style is most important, these three variables, parentlike behaviors, services, and visitation were used in place of grandparenting style. Therefore, this study proposed that the following variables would predict perceived quality of the custodial grandparent/grandchild relationship: kinship position,parentlike behaviors provided, services provided, visitation patterns, parent/grandparent bond, and influence the grandparent has on the grandchild. Second, this study proposed that while some variables that predict the perceived custodial stepgrandparent/stepgrandchild relationship would correspond to the variables that predict the perceived custodial grandparent/grandchild relationship, some different variables would be important in predicting the perceived quality of the custodial stepgrandchild/stepgrandparent relationship.
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Angus, Claudia Lynne. « The effect of written word work using word boxes on the decoding fluency of young at-risk readers ». Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/c_angus_040607.pdf.
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Ho-Yee, Ruschka. « Evaluation of the utility of specific CXR features for diagnosis of pulmonary tuberculosis in young children using multiple readers ». Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16594.
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Includes bibliographical referencesINTRODUCTION: The diagnosis of childhood pulmonary tuberculosis (TB) can be notoriously difficult. The chest X-ray (CXR) is a significant diagnostic resource in the detection of PTB in children. However, non-specific radiological features combined with variable inter-observer assessment s contribute to diagnostic uncertainty. The CXR would be of most value when used specifically to evaluate those features of childhood TB that it shows best and where expert observers agree, namely those signs indicating lymphadenopathy. AIM: To identify simple and reliable CXR features of primary TB in children by determining signs and anatomical sites of best observer agreement. METHOD: This is a retrospective descriptive study within a clinical trial performed by the South African TB Vaccine Initiative (SATVI). Healthy BCG-vaccinated newborn infants in a high TB prevalence rural area in Worcester, near Cape Town, South Africa, were followed for a minimum of two years for possible incident al pulmonary TB. Three independent, blinded, expert paediatric radiologists reported the resultant CXR images using a standardised data collection tick sheet, on which the specific anatomical sites and signs of pathology consistent with pulmonary TB were recorded. The first 200 original data collection tick sheets were sampled and recorded in a pre-compiled data spreadsheet for our study. The sampled data were t hen analysed using kappa statistics. RESULTS: The overall combined agreement for airway compression (by presumed lymphadenopathy) was 0.5%. Five % of the CXR's had soft tissue densities reflecting lymphadenopathy on the frontal view and 5% on the lateral view. The most common site reflecting lymphadenopathy through airway narrowing or displacement was the left main bronchus. The hilar region (kappa 0.27) on the frontal CXR and behind bronchus intermedius (kappa 0.18) on the lateral were the most common sites of soft tissue densities reflecting lymphadenopathy. There were no positive findings for cavitation or pleural effusion. The overall decisions reflecting PTB (lymphadenopathy or miliary) by each individual reader were 27.6% by Reader 1, 8.5% by Reader 2 and 24.6 % by Reader 3. Abnormal findings not specific for PTB were found in 3.5 % by Reader 1, 10.5% by Reader 2 and 3.5% by Reader 3.68. 3 % of the radiographs were reported as normal by Reader 1, 81.9% by Reader 2 and 66.8 % by Reader 3. Only 5% of the radiographs were found to be unreadable by one reader. The overall agreement of all three readers on PTB was 14.6 % and for normal CXR 49.2%. CONCLUSIONS: The fair degree of agreement amongst expert readers suggests that the CXR alone is not a reliable tool for detecting pulmonary TB and should be utilised in conjunction with the clinical features and/or skin tests and blood results. Soft tissue masses rather than airway compression are a more reliable sign for lymphadenopathy, with the most agreed upon sites on the frontal projection for soft tissue mass detection being the right hilar region, followed by the left hilum. Unfortunately, this study could not confirm the usefulness of the CXR in subcategorising PTB into severe and non-severe groups due to the absence of any positive features for severe PTB in the selected sample. The use of prescribed tick-sheets with specified features for detecting lymphadenopathy did not have the expected impact of promoting interobserver consensus of CXR findings in children in terms of detection of TB. The absence of a credible reference standard for lymphadenopathy remains a significant limitation.
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Spring, Erin Elizabeth. « 'Our Torontos are different places' : a qualitative, multiple case study, designed to investigate the interconnections between young adult fiction and young adult readers' constructions of place within and beyond the text ». Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648638.
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