God läsförmåga är en förutsättning för att kunna ta till sig information i vårt samhälle. För att uppnå läsförmåga krävs att kunna avkoda. När avkodningen blir svår behöver eleverna hjälp för att ta sig vidare.  Syftet med denna litteraturstudie är att belysa vad aktuell forskning säger om läsinlärningen hos elever i avkodningssvårigheter samt lärares betydelse för dessa elever, för att få kunskap inom området. För att uppfylla studiens syfte har följande frågeställningar formulerats:   Vilka orsaker kan ligga bakom avkodningssvårigheter hos elever? <ul type="disc">Hur kan lärare stötta elever som är i avkodningssvårigheter?   Studien som gjorts är en litteraturstudie. Olika vetenskapliga publikationer har använts, såsom vetenskapliga artiklar och avhandlingar bestående av både nationell och internationell forskning. Stegvis gjordes en noggrann analys av materialet. Dessutom har en bilaga varit underlag för studien.   Resultatet på första frågan visar att de elever som inte har den fonologiska medvetenheten är mest utsatta i sin läsutveckling. Vidare framkommer i resultatet hur elevers syn på sig själva är en bidragande faktor för läsutvecklingen. Även lärares brist på kunskaper om elevers läsinlärning framkommer som ett viktigt bidrag i studien. Resultatet på studiens andra fråga visar vikten av att agera skyndsamt. Eleverna behöver träna på den fonologiska medvetenheten för att befästa den alfabetiska koden. Vidare framkommer motivation, självförtroende samt vikten av att få beröm och uppmuntran som faktorer där elevers läsutveckling gynnas. Likaså har lärare en betydande roll vad gäller den egna kompetensen om läsinlärningen samt att ha ett variationsrikt arbetssätt i undervisningen. Slutsatsen som dras utifrån resultatet är att den fonologiska medvetenheten är viktig då den utgör grunden till avkodning. Den fonologiska medvetenheten uppnås genom variationsrik undervisning. Att återkommande uppmuntra och berömma eleverna bör vara lärares förhållningssätt. Lärares kompetens inom läsinlärningen utgör en viktig roll för att skapa en god undervisning.

[pt] Clarice: o diálogo com os leitores nas crônicas do JB analisa a relação que Clarice Lispector estabeleceu na coluna semanal que assinou no Jornal do Brasil entre os anos de 1967 e 1973, verificando como a brevidade e as características próprias do espaço jornalístico possibilitaram uma aproximação cada vez maior de Clarice com seu público leitor. Com o arejamento propiciado pela mídia impressa, os escritos claricianos - muitos deles trechos de romances e contos da autora - foram definitivamente se transformando de palavras de exílio em palavras de encontro. Nesta travessia, da clandestinidade à liberdade, Clarice Lispector foi seu principal personagem e, em diversas situações, pode ter figurado os próprios leitores com quem afirmava trocar correspondências. Os textos desta fase, reunidos em A descoberta do mundo, são objeto de análise desta tese, que verifica como a autora aproveitou o espaço jornalístico para exercer a intratextualidade em sua obra, fazendo a releitura e reescrita de seus textos. / [en] Clarice Lispector: Talking to Readers in a Newspaper Column analyses the relationship Clarice Lispector established with her readers through the weekly crônica (literary column) she wrote for the Rio daily Jornal do Brasil from 1967 to 1973, examining how brevity and other characteristics of newspaper writing allowed her to move increasingly closer to her public. The need for a lighter touch imposed by the column format gradually changed her writing - much of which consisting in extracts from her novels or short stories - from words of exile to words of communion. Throughout this trajectory from secrecy to freedom, Lispector herself was her own main character, and her readers - with whom she claimed to correspond - may have been present as characters too. The works produced during this period, collected in A descoberta do mundo (The Discovery of the World), are the object of analysis of this dissertation, which shows how Lispector used her column to practice intratextuality in her literary production, rereading and rewriting her own texts.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / Children who struggle in reading must be offered additional pathways of communication in order to enable them the opportunity to express themselves and enhance listening/viewing comprehension. Through understanding of the elements of art, the utilization of artistic response, and exposure to distinctive literature such as Caldecott Medal picture books, students are better equipped to grasp both visual and textual meaning. The purpose of this qualitative case study was to investigate the convergence of the elements of art, artistic response, and Caldecott Medal picture books and how they influence the listening/viewing comprehension of the struggling reader. Two, forty-minute lessons were given exclusively about the seven elements of art prior to the listening/viewing of Caldecott picture books. Participants engaged in the listening/viewing of six selected Caldecott Medal picture books through an initial listening/viewing within a small group setting, a second listening /viewing followed by an individual interview, and a third listening/viewing combined with an artistic response to each Caldecott picture book in a small group setting. General questioning concerning both story elements and elements of art were asked during both the initial listening/viewing and artistic response. Specific questioning occurred during the individual interview. Data were collected through interview and discussion transcriptions, visual and audio taped group work, field notes, and actual artistic response artwork. Data analysis revealed the enrichment of listening/viewing comprehension of the participants through 1) verbal usage of the elements of art, 2) comments regarding the elements of the story- setting, characters, events, problem, solution, 3) discussion of topics relating to personal experiences, 4) the dialogue of art media and the importance of art, and 5) distinct qualities of the picture book message theme articulated through artistic response. Art opened up the world of expression for the nine participants in this qualitative case study. Through the elements of art and artistic response combined with Caldecott literature, children were able to convey knowledge through an alternative pathway in order to enhance their listening/viewing comprehension of the picture books. Furthermore, documented evidence of the motivation of the participants indicated the value of exploration of rich literature and creative expression through artistic representation.

Reading deficits in students in Grades 4 to 12 are evident in American schools. Informational text is particularly difficult for students. This quasi-experimental study (N=138) investigated sixth-grade students' achievement in social studies using the Reciprocal Mapping instructional routine, compared to sixth-grade students' achievement taught with a traditional approach. The Reciprocal Mapping instructional routine incorporated explicit instruction in text structure using graphic organizers. Students created their own graphic organizers and used them to write about social studies content. The comparison group used a traditional approach, students' reading the textbook and answering questions. Students for this study included sixth-graders in the seven sixth-grade classrooms in two public schools in a small, rural south Florida school district. A focus of this study was to determine the helpfulness of the intervention for at-risk readers. To determine students considered to be at-risk, the researcher used data from the reading portion of the Florida Comprehensive Assessment Test (FCAT), 2011-2012, that considers Level 1 and 2 as at-risk readers. The quasi-experimental study used a pretest-posttest control group design, with students assigned to treatment groups by class. Two teachers at the two rural sites were trained on the Reciprocal Mapping instructional routine and taught students in both the experimental and control groups for an equivalent amount of time over a 5-week period. Results of the 3 x 2 factorial ANCOVA found a significant positive difference favoring the experimental group's social studies achievement as compared to that of the comparison group as measured by the pre/post unit test from the social studies series (McGraw-Hill, 2013), when controlling for initial differences in students' reading FCAT scores. Interactions for high-risk struggling readers were investigated using the significance level p < .05. Due to no significant interaction the main effects of treatment were interpreted. The pretest was used as a covariate and the multivariate analysis was found to be significant. Therefore, analysis of covariance was run on each of the dependent variable as a follow-up. Reciprocal Mapping was found to be significant in posttest scores, independent of gender and level of risk, and while holding the pretest scores constant. Findings showed there was a significant difference in the performance of the high-risk reading students taught with the Reciprocal Mapping intervention who scored statistically better than students in the control group. Further study findings showed that teacher fidelity of implementation of the treatment had a statistically significant relationship in predicting posttest scores when controlling for pretest scores. Study results indicated that improving students’ use of text structure through the Reciprocal Mapping instructional routine positively supported sixth-grade students’ social studies achievement.

Orientador: Ana Lúcia Guedes-Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T02:38:02Z (GMT). No. of bitstreams: 1 Evangelista_CristianeBegalli_M.pdf: 1600575 bytes, checksum: e63017fb19933ae361b09b6a5e88e742 (MD5) Previous issue date: 2015 / Resumo: O trabalho vem através da pesquisa participante, mostrar como a prática da leitura da literatura na sala de aula pode contribuir na formação da criança leitora. O estudo foi realizado em uma turma do 2º ano do ensino fundamental da rede municipal de Hortolândia. A pesquisa se dedica à análise de episódios que trazem indícios de como as leituras da professora podem influenciar e direcionar as crianças em momentos de leitura no horário da biblioteca e ainda, trazer as opiniões/impressões expressadas de maneira informal pelas crianças a respeito dos autores lidos. Lajolo (2005), ao narrar a necessidade de se desenvolver um projeto de leitura na escola, afirma a importância de o professor ler com e para os alunos, pois "estará dando a eles um modelo de leitura oral". A autora menciona ainda que o prazer da leitura precisa ser ensinado. Segundo ela, a escola e o professor têm responsabilidade pela formação do gosto pela prática da leitura. Oliveira (1997), fundamentada nas pesquisas de Vygotsky, acrescenta que a interação professor - aluno é fundamental para o desenvolvimento da criança. O trabalho de pesquisa procura visibilizar os sentidos e os significados que cada leitor atribui ao texto, tomando como base as perspectivas de Certeau (1994) e de Chartier (2011). É destacada a importância que a materialidade do livro assume para as crianças e o quanto as ilustrações contribuem para dar sentido e significado à leitura. Assim como o leitor se apropria do texto e o relaciona com sua bagagem cultural, o leitor produz sentidos e significados às ilustrações, e as imagens auxiliam o leitor a produzir sentidos e significados. O texto e as imagens se complementam e se inter-relacionam na compreensão da leitura / Abstract: The present work emphasizes the importance of literature adopted inside school in the education of readers since childhood. The present research was accomplished focused in the second year of Elementary Public School in Hortolândia, São Paulo. The study concentrates in events, which indicates how the reading practices, implemented by the teachers, can influence and guide children during reading times in the library and, more, encourages children to express opinions and impressions, about the text, in a spontaneous and direct way. Lajolo (2005), by approaching the need to develop a reading project in schools, asserts the importance of the reading practices carried by teachers, inside the classroom, "giving the children an example of oral reading". The author mentions also that the pleasure given by reading habits should be learnt by the children. Still according to Lajolo, the school and the teacher have the responsibility to transmit the pleasure found in the reading practices. Oliveira (1997), grounded in research Vygostsky, adds that the interaction between teacher and the students is crucial to the development of the children. The present study highlights the senses and the meanings that each reader obtains from the text through the perspectives of Certeau (1994) and Chartier (2011), also the author points out the impact that a book has in the children, and how the illustrations contribute to give sense and meaning to the reading. In the same way the reader catches the text and incorporates it to his cultural background, the illustrations and images help the reader to produce senses and meanings to it. Texts and images complete and combine each other in the process of understanding the reading / Mestrado / Ensino e Práticas Culturais / Mestra em Educação

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