Despite varying perceptions and indicators of risk, some children and adolescents labeled at risk are successful in academic endeavors and in life and could be characterized as resilient (Barone, 1999, 2004; Benard, 2004; Waxman, Padron, & Gray, 2004; Wolin & Wolin, 1993). Using a multiple case study design, the purpose of this study was to explore literacy habits and everyday experiences of three African American, female adolescents, who were labeled at risk, yet displayed resilience. Data were collected throughout their senior year of high school, both inside and outside of school, and included observations, interviews, and document analysis. Data collection and analysis were grounded in a social theoretical framework, comprising theories of adolescent literacy, resilience, and identity. Analysis of the individual cases contextualized their unique experiences providing an in-depth understanding of the ways in which the participants enacted their resilient identities. Further, this analysis revealed the complex nature of literacy in their lives and their tremendous literacy growth. The cross case analysis examined overarching themes found across the three participants, which provided a more holistic lens for understanding resilience and literacy by juxtaposing their resilient characteristics and literacy practices with their lived experiences. The findings are discussed, and implications for educators and researchers are provided in an effort to better understand and serve students with at-risk labels.

A tese de doutorado Formação à distância e prática de alfabetizadores: avaliação do impacto do uso de recursos informatizados no ensino da leitura tem como objetivo compreender relações entre a formação inicial de alfabetizadores em curso de nível superior, desenvolvida na modalidade à distância, e as ações de ensino da leitura com uso de recursos informatizados realizadas por professores egressos de curso Normal Superior com mídias interativas. Entendendo-se que uma das condições para a superação do analfabetismo funcional e digital observado na população brasileira de hoje é, além da revisão das práticas tradicionais e antidemocráticas de alfabetização, a inserção responsável das tecnologias da informação e da comunicação no ensino da leitura e da escrita, procurou-se compreender, por meio de estudo de casos múltiplos, como pensam e agem didaticamente quatro professores alfabetizadores formados em cursos em que o uso dessas tecnologias foi intensivo. O estudo foi fundado nos conceitos de esquema e de tomada de consciência da epistemologia genética de Jean Piaget, para quem conhecer é um processo mental ativo e construtivo de busca de solução de problemas, mediado pela incorporação de instrumentos, signos e símbolos culturais, cujo uso transforma a própria atividade de conhecer e o sujeito desta, pelo aprimoramento progressivo da atividade consciente. Os dados foram levantados em análise documental, observações e entrevistas filmadas, as quais seguiram os protocolos do método clínico-crítico. Foram encontrados indícios de que a formação inicial de nível superior à distância a que tiveram acesso as alfabetizadoras pesquisadas corrobora quadros de analfabetismo digital e funcional. Os resultados indicam aspectos a serem considerados na composição de currículos de cursos de formação de alfabetizadores presenciais e à distância e na organização escolar dos anos iniciais do ensino fundamental para a prevenção desses quadros. / The doctorate thesis Learning and Practice for Literacy Teachers: Assessment of the Impact of the Use of Technology Resources on Reading Teaching aims to comprehend relations between the initial preparation of literacy teachers of an advanced level as developed through the distance learning modality and the teaching of reading using computerized resources performed by teachers recently graduated from the Advanced Normal Course with interactive medias. Considering that one of the conditions to overcome the functional and digital illiteracy as currently observed in the Brazilian population is, besides the revision of traditional and anti-democratic teaching of the ABCs, the responsible inclusion of information and communication technologies to teach how to read and write, and effort has been made to understand - by following up four cases - how the literacy teacher who took courses adopting the intensive use of such technologies think and act. The research was based on concepts of scheme and awareness of the Jean Piaget genetic epistemology, according to whom understanding the knowing is an active and mental process of searching means to solve problems by incorporating cultural instruments, signs, and symbols, the use of which transforms the knowledge acquisition activity and its subject, through the progressive improvement of the conscious activity. The research data were collected by documental analysis, observation and video-taped interviews, at all times observing the clinical-critical protocols. Indications were found that the initial preparation of literacy teachers of an advanced level to which the reading and writing teachers analyzed in the research, confirms the occurrence of functional and digital illiteracy. The results indicate aspects to be considered in the curricula of distance learning courses for distance and presencial literacy teachers and in the structure of the beginning years of the elementary school in order to prevent that occurrence.

No description available.

No description available.

A tese de doutorado Formação à distância e prática de alfabetizadores: avaliação do impacto do uso de recursos informatizados no ensino da leitura tem como objetivo compreender relações entre a formação inicial de alfabetizadores em curso de nível superior, desenvolvida na modalidade à distância, e as ações de ensino da leitura com uso de recursos informatizados realizadas por professores egressos de curso Normal Superior com mídias interativas. Entendendo-se que uma das condições para a superação do analfabetismo funcional e digital observado na população brasileira de hoje é, além da revisão das práticas tradicionais e antidemocráticas de alfabetização, a inserção responsável das tecnologias da informação e da comunicação no ensino da leitura e da escrita, procurou-se compreender, por meio de estudo de casos múltiplos, como pensam e agem didaticamente quatro professores alfabetizadores formados em cursos em que o uso dessas tecnologias foi intensivo. O estudo foi fundado nos conceitos de esquema e de tomada de consciência da epistemologia genética de Jean Piaget, para quem conhecer é um processo mental ativo e construtivo de busca de solução de problemas, mediado pela incorporação de instrumentos, signos e símbolos culturais, cujo uso transforma a própria atividade de conhecer e o sujeito desta, pelo aprimoramento progressivo da atividade consciente. Os dados foram levantados em análise documental, observações e entrevistas filmadas, as quais seguiram os protocolos do método clínico-crítico. Foram encontrados indícios de que a formação inicial de nível superior à distância a que tiveram acesso as alfabetizadoras pesquisadas corrobora quadros de analfabetismo digital e funcional. Os resultados indicam aspectos a serem considerados na composição de currículos de cursos de formação de alfabetizadores presenciais e à distância e na organização escolar dos anos iniciais do ensino fundamental para a prevenção desses quadros. / The doctorate thesis Learning and Practice for Literacy Teachers: Assessment of the Impact of the Use of Technology Resources on Reading Teaching aims to comprehend relations between the initial preparation of literacy teachers of an advanced level as developed through the distance learning modality and the teaching of reading using computerized resources performed by teachers recently graduated from the Advanced Normal Course with interactive medias. Considering that one of the conditions to overcome the functional and digital illiteracy as currently observed in the Brazilian population is, besides the revision of traditional and anti-democratic teaching of the ABCs, the responsible inclusion of information and communication technologies to teach how to read and write, and effort has been made to understand - by following up four cases - how the literacy teacher who took courses adopting the intensive use of such technologies think and act. The research was based on concepts of scheme and awareness of the Jean Piaget genetic epistemology, according to whom understanding the knowing is an active and mental process of searching means to solve problems by incorporating cultural instruments, signs, and symbols, the use of which transforms the knowledge acquisition activity and its subject, through the progressive improvement of the conscious activity. The research data were collected by documental analysis, observation and video-taped interviews, at all times observing the clinical-critical protocols. Indications were found that the initial preparation of literacy teachers of an advanced level to which the reading and writing teachers analyzed in the research, confirms the occurrence of functional and digital illiteracy. The results indicate aspects to be considered in the curricula of distance learning courses for distance and presencial literacy teachers and in the structure of the beginning years of the elementary school in order to prevent that occurrence.

Orientador: Francisco Mazzeu / Banca: Newton Duarte / Banca: Ivete Janice de Oliveira Brotto / Resumo: O presente trabalho tem por objetivo o estudo dos gêneros discursivos na alfabetização, por meio da análise de parte do material do programa "Ler e Escrever" da Secretaria Estadual de Educação do Estado de São Paulo. A preocupação central está relacionada à como o conceito de gênero é apresentado ao professor alfabetizador e de que forma articulam-se às práticas de alfabetização. Os conceitos de alfabetização e letramento vêm sendo amplamente discutidos e a utilização de textos em sala de aula é, atualmente, amplamente aceita. Entretanto, a questão dos gêneros aparece de forma pouco delineada nos materiais voltados para o ensino nas séries iniciais do Ensino Fundamental. Frente a isso, optou-se pela análise do material voltado ao professor do programa Ler e Escrever da Secretaria Estadual de Educação do estado de São Paulo, dada sua representatividade quantitativa, uma vez que é utilizada pela rede estadual, e por meio de convênio em diversas redes municipais do estado de São Paulo. Este programa tem como proposta a não dissociação entre alfabetização e letramento, por meio do uso de textos na alfabetização. Assim, buscamos verificar a concepção de gênero que subjaz a este material, o tratamento que os diferentes textos recebem no ensino, bem como sua articulação aos conteúdos específicos da alfabetização. A partir da análise realizada, pode-se perceber que a definição de gênero que orienta o trabalho do professor neste programa está centrada na forma que o mesmo assume, sendo desconsiderada a concepção de gênero proposta por Bakhtin, em que a situação de enunciação é fundamental para a compreensão do gênero, expresso como unidade entre forma de enunciação, forma de comunicação e o tema. Percebe-se ainda que, em virtude das bases teóricas que orientam o programa, há uma ausência de trabalho sistemático com os... / Abstract: This study aims to investigate speech genres in literacy, through the analisys of parto f the "Ler e Escrever" program from State of São Paulo. The main concerns are related to how the concept of genre presents itself in literacy classes and also in which way it is related to literacy practices. Diferent concepts of literacy have been discussed and the use of texts in lietracy classroons has been fully accepted. However, the concept of genre appeas barely delimitated in materials focused on literacy. Due to these facts, it has been choosen to analize the teacher guide of the program named "Ler e Escrever" of the Educational State Secretary of the state of São Paulo, since it is widely used and very representative in numbers once it is adopted by state schools and also by some municipal ones. The purpose of this program is to teach language by focusing in texts and in the aspects of writen language without breaking them appart. Our goal is to investigate the genre concept beneath this material and also how it relates to literacy teaching. As a result of this study, one could note that the definition of genre that guides the material and the teacher practices is focused in the form assumed by each genre. In this way, it is a concepction that dismiss the unit proposed by Bakhtin, between form of comunication, form of enunciation and theme. It is also noted that, due to the theoretical bases of the purpose, there is na absence of sistematic teaching of the specific knowledge related to reading and writing skills / Mestre

A tese de doutorado Formação à distância e prática de alfabetizadores: avaliação do impacto do uso de recursos informatizados no ensino da leitura tem como objetivo compreender relações entre a formação inicial de alfabetizadores em curso de nível superior, desenvolvida na modalidade à distância, e as ações de ensino da leitura com uso de recursos informatizados realizadas por professores egressos de curso Normal Superior com mídias interativas. Entendendo-se que uma das condições para a superação do analfabetismo funcional e digital observado na população brasileira de hoje é, além da revisão das práticas tradicionais e antidemocráticas de alfabetização, a inserção responsável das tecnologias da informação e da comunicação no ensino da leitura e da escrita, procurou-se compreender, por meio de estudo de casos múltiplos, como pensam e agem didaticamente quatro professores alfabetizadores formados em cursos em que o uso dessas tecnologias foi intensivo. O estudo foi fundado nos conceitos de esquema e de tomada de consciência da epistemologia genética de Jean Piaget, para quem conhecer é um processo mental ativo e construtivo de busca de solução de problemas, mediado pela incorporação de instrumentos, signos e símbolos culturais, cujo uso transforma a própria atividade de conhecer e o sujeito desta, pelo aprimoramento progressivo da atividade consciente. Os dados foram levantados em análise documental, observações e entrevistas filmadas, as quais seguiram os protocolos do método clínico-crítico. Foram encontrados indícios de que a formação inicial de nível superior à distância a que tiveram acesso as alfabetizadoras pesquisadas corrobora quadros de analfabetismo digital e funcional. Os resultados indicam aspectos a serem considerados na composição de currículos de cursos de formação de alfabetizadores presenciais e à distância e na organização escolar dos anos iniciais do ensino fundamental para a prevenção desses quadros. / The doctorate thesis Learning and Practice for Literacy Teachers: Assessment of the Impact of the Use of Technology Resources on Reading Teaching aims to comprehend relations between the initial preparation of literacy teachers of an advanced level as developed through the distance learning modality and the teaching of reading using computerized resources performed by teachers recently graduated from the Advanced Normal Course with interactive medias. Considering that one of the conditions to overcome the functional and digital illiteracy as currently observed in the Brazilian population is, besides the revision of traditional and anti-democratic teaching of the ABCs, the responsible inclusion of information and communication technologies to teach how to read and write, and effort has been made to understand - by following up four cases - how the literacy teacher who took courses adopting the intensive use of such technologies think and act. The research was based on concepts of scheme and awareness of the Jean Piaget genetic epistemology, according to whom understanding the knowing is an active and mental process of searching means to solve problems by incorporating cultural instruments, signs, and symbols, the use of which transforms the knowledge acquisition activity and its subject, through the progressive improvement of the conscious activity. The research data were collected by documental analysis, observation and video-taped interviews, at all times observing the clinical-critical protocols. Indications were found that the initial preparation of literacy teachers of an advanced level to which the reading and writing teachers analyzed in the research, confirms the occurrence of functional and digital illiteracy. The results indicate aspects to be considered in the curricula of distance learning courses for distance and presencial literacy teachers and in the structure of the beginning years of the elementary school in order to prevent that occurrence.

Läsförståelse är en viktig kunskap att besitta för att kunna ta till sig av den text vi läser. Många elever kan idag läsa en text utan några större problem, men när det kommer till textens innehåll och elevernas förståelse finns det ofta brister. Litteraturstudien bygger på systematiska sökningar som vi valt att göra i olika databaser. Syftet med litteraturstudien är att belysa hur forskningen ser på textsamtal som metod i svenskundervisningen i relation till läsförståelsen. Utifrån den data som studien tagit del av, visar resultatet vikten av att ställa frågor och samtala i grupp kring texter för att nå vidare kunskap. Resultaten visar att textsamtalet är ett bra arbetssätt såvida det sker på rätt sätt och anpassar samtalet efter eleverna. Resultatet har också visat att oavsett vilken metod som används under textsamtalet så framkommer positiva resultat. Fortsatt forskning inom området bör undersöka vilka samtalsstrategier som används ute i skolorna under textsamtal och om resultatet av olika metoder skiljer sig åt.

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Magister Educationis - MEd / This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8 and 10 in the English Home language classrooms. One of the key aims of the study was to find alternate and innovative pedagogical methods to increase the literacy levels in South African schools with the underlying focus being on promoting reading among High School learners. The objective of the study was to provide recommendations based on the findings of the research data, that could assist the educators and the school management on how to facilitate, guide and support high school learners in term of promoting reading through text selection, text evaluation and innovative teaching methodologies. Based on the proposed research questions, aims and objectives, this study was conducted using a qualitative approach to obtain data. It was proposed that the knowledge of the factors which demotivate learners from reading could be used to help educators to promote reading among high school learners. It was also proposed that this information would provide valuable insight that could be used to address the low literacy level at the school. The qualitative research approach method allowed me to conduct interviews; classroom observations; pose open-ended questions and allow for further discussion and investigation based on responses from participants. The study was situated within an interpretive, qualitative research paradigm using a case study design. The research was conducted in the Western Cape at a government high school named Cravenby Senior Secondary School (CSS). The motive behind choosing a government funded school is based on my belief that schools such as these need support given that one finds that the majority of South African learners are in the government schools. The research participants we derived from the focus group sampling method which consisted of 12 learners per group thus having 24 learners altogether from grade 8 and grade 10. Four educators also participated in the study; three of the four educators taught the grade 8 learners and two of the four educators taught the grade 10 learners. The research instruments included, for the learners, a demographic information sheet, interviews, questionnaires and classroom observations. The participant educators had to complete an information sheet, questionnaire, and participate in an individual interview as well as classroom observation. Content analysis was used to analyse and qualitative data by virtue of a three-stage open coding process for the content analysis. This was organized according to the main and sub-questions. The responses from the research participants was presented in the form of a summary in linear notes and summary tables. Key themes and issues were highlighted as themes and sub-themes in alignment with the theoretical framework. The findings of the study illustrated learners do in fact read too little and that their academic achievements are largely motivated by the amount of time they spend on reading. The study also proves that learners will read and engage with texts which they are able to relate to. The findings revealed that they the selection of texts which should be read and studied in high schools needs to be reevaluated and aligned to the needs and interests of learners and their daily realities. Based on these findings and those that are discussed in chapter four recommendations were made in how based on how to assist high school educators in their various roles to teach; guide; support; facilitate and evaluate literacy and promote reading among high school learners. / National Research Foundation (NRF)