The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child's reading achievement. The theoretical framework was Epstein's theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents' total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students' reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.

Includes bibliography.

Reading non-alphabetic script can be a serious challenge to second language (L2) learners with alphabetic backgrounds. Many L2 learners of Japanese or Chinese who are fluent in speaking the language do not necessarily acquire an advanced-level reading ability. The aim of my thesis was to investigate the development of L2 word recognition ability, one of the most important abilities that learners need to develop for efficient reading, among English-speaking learners of Japanese. By analysing the results of behavioural tests and a verbal protocol administered to both L1 and L2 readers of Japanese, the study described the changes in developing L2 learners’ kanji recognition skills and their awareness of the structure and function of characters at the different stages of L2 exposure. / The overall findings suggest that the changes in processing patterns demonstrated by the participants in the present study may be fundamentally similar to those of L1 children, which have been found to be similar regardless of the types of script involved. The changes in L2 readers’ developing kanji recognition were accounted for by the transformation of the internal processing system; this transformation seems to occur by continuous link formation through learning corresponding information, and information processing based on the learned information. The process of transformation, which is affected by the frequency of exposure and the amount of practice, and therefore appears to be item-based, generally progresses on a stage-based developmental trajectory; the processing begins with local and incomplete information and progresses via intentional and analytical processing to develop into sophisticated attention-free processing. / Although the developmental trajectory may be universal, the findings of the present study suggest that, when L1 and L2 are orthographically distant, L2 readers repeat the developmental phases due to lack of their ability to process script-specific information. L2 readers with alphabetic backgrounds cannot simply transfer the recognition skills and awareness that they have acquired in their L1 in the new environment of character recognition. The findings of the study suggest that script-specific recognition skills and awareness develop over time as the L2 readers’ internal processing system undergoes successive transformations. By identifying several critical skills and awareness, the present study has discussed the possibility of enhancing character recognition ability with the use of explicit instruction at critical moments.

While numerous studies on academic writers composing for non-academic audiences exist, few if any studies address academic writers composing biographies for children. This self-reflective case study of a Eudora Welty biography for children provides insight into how an academic writer can effectively write in a specific genre (biography) for a specific audience (children) and into practical rhetorical choices such as choosing photographs and designing page layouts. The study also offers triangulated data regarding essential criteria of quality children’s literature as identified by experts in the field (editors, publishers, award committee members, scholars, and authors). The author’s findings include sixty-eight of the most often cited criteria, such as accuracy and the use of documented evidence, that serve as guidelines and a means of evaluating biographies written for children.

本研究透過文獻探討，對圖書館行銷進行瞭解，進而對國內外公共圖書館所舉辦的兒童服務之狀況深入探討，並選擇臺南市立圖書館（以下簡稱南市圖）為研究對象，以參加南市圖兒童推廣服務的家長為調查對象，就研究結果提出具體的建議以作為臺南市立圖書館往後在實施行銷活動與兒童服務時的參考，希望藉由良好的圖書館行銷，吸引臺南市民，建立起圖書館與市民之間良好的溝通管道，使圖書館成為臺南市民生活中不可缺少的生活必需品，創造市民與圖書館之間的雙贏局面。 本研究採用問卷調查法以及訪談法方式，問卷調查臺南市立圖書館的兒科館、南區、東區與安南區分館等四分館進行問卷調查。訪談則包含南市圖館長與推廣組組長。研究結果呈現（一）、與孩童一同參與活動之家長，其職業影響到館的次數；（二）、參與南市圖兒童服務的兒童與家長，對於南市圖未來兒童服務的期許有所出入；（三）、南市圖在施行圖書館行銷時並未運用圖書館行銷規劃；（四）、南市圖活動資訊能見度不高，造成讀者被動；（五）、南市圖在設計兒童推廣活動時較少引入圖書館利用教育之概念；（六）、南市圖並未充分與國民中小學合作，以推廣兒童服務；（七）南市圖未來仍須繼續開發圖書館行銷通路。 本研究建議南市圖應針對館員多舉辦以兒童服務為主題之行銷研習營。而未來南市圖仍須以兒童意見為主，以設計圖書館兒童服務內容，並且仍須積極推動以讀者為導向的圖書館行銷活動，定期發函至臺南市各國中小學，將訊息公布至學校公佈欄與學校圖書室中，同時加強家長的圖書館利用教育，多善用網路資源，以求迅速、無時差的傳播資訊。 / This study plans to set up and understand library marketing through the document discussion , and then serve and investigate to children’s service of the domestic and international public libraries with the concentiation on the Tainan Municipal Library , and the parents participating in its children’s extension service. Concrete suggestions are offered from the result of study in the hope of attracting the attenting of the people of Tainan city, and setting the good communication channel between the library and citizens with good library marketing.It is also hoped to make the library become indispensable to the people of Tainan city, and create the integrated situation between the citizens and the library. This study adopts the investigation method through the questionnaires and interviews.The questionnaires are undertaken in the four districts of The Tainan Municipal Library ,and the interviews are director of The Tainan Municipal Library and the chief of its Extension Department. There are six results of the study.First, parents participating in the activity with children together will have an influence over the rate of the library visits. Second, children who participate in The Tainan Municipal Library’s children’s service have different expectations of the The Tainan Municipal Library’s children’s service from their parents.Third,the Tainan Municipal Library has not used the library marketing plans in its marketing implementation. Fourth, the visibility of activity information of The Tainan Municipal Library is not so obvious, that its readers are passive. Fifth, the designs of the extensuon of children’s activities in the future need to have pluralism and the introduction of the conception of service marketing the library utilization education. Sixth, the children of The Tainan Municipal Library must have more conceptions with middle and primary schools. Seventh, the Tainan Municipal Library must continue to develop the library marketing channels. This study suggests that the public library should develop a set of its children own marketing ways, in order to promote the satisfaction in children service sponsor more marketing camps with themes on the children service.In the future, the Tainan Municipal Library still need to focus on children's needs as developing the content of children’s service, and marketing must still be readers-oriented, notify regularly all middle and elementary schools with the marketing-related unformation and have such information announced on the school and its library bulletin boards. Furthermore, the library utilization education should be reinforce to parents, at the same time and the network resources should be more properly need so as to make the necessary information transmitted rapidly without any time gap.

Reading non-alphabetic script can be a serious challenge to second language (L2) learners with alphabetic backgrounds. Many L2 learners of Japanese or Chinese who are fluent in speaking the language do not necessarily acquire an advanced-level reading ability. The aim of my thesis was to investigate the development of L2 word recognition ability, one of the most important abilities that learners need to develop for efficient reading, among English-speaking learners of Japanese. By analysing the results of behavioural tests and a verbal protocol administered to both L1 and L2 readers of Japanese, the study described the changes in developing L2 learners’ kanji recognition skills and their awareness of the structure and function of characters at the different stages of L2 exposure. / The overall findings suggest that the changes in processing patterns demonstrated by the participants in the present study may be fundamentally similar to those of L1 children, which have been found to be similar regardless of the types of script involved. The changes in L2 readers’ developing kanji recognition were accounted for by the transformation of the internal processing system; this transformation seems to occur by continuous link formation through learning corresponding information, and information processing based on the learned information. The process of transformation, which is affected by the frequency of exposure and the amount of practice, and therefore appears to be item-based, generally progresses on a stage-based developmental trajectory; the processing begins with local and incomplete information and progresses via intentional and analytical processing to develop into sophisticated attention-free processing. / Although the developmental trajectory may be universal, the findings of the present study suggest that, when L1 and L2 are orthographically distant, L2 readers repeat the developmental phases due to lack of their ability to process script-specific information. L2 readers with alphabetic backgrounds cannot simply transfer the recognition skills and awareness that they have acquired in their L1 in the new environment of character recognition. The findings of the study suggest that script-specific recognition skills and awareness develop over time as the L2 readers’ internal processing system undergoes successive transformations. By identifying several critical skills and awareness, the present study has discussed the possibility of enhancing character recognition ability with the use of explicit instruction at critical moments.

Made available in DSpace on 2015-05-14T12:43:21Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1376980 bytes, checksum: 5e775c0e32439ac39c499550f4d716f4 (MD5) Previous issue date: 2009-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This present work aims to study the written speech of readers‟ letters published in five newspapers from Recife in the first half of the 19th century: Diario de Pernambuco (1825 1830), Quotidiana Fidedigna (1834 1835), Diario Novo (1842 1852), A Carranca (1845 1847) and O Capibaribe (1848 1849). The aim is to investigate the dialogical relations marked on the linguistic surface and the meaning effects resulted from this dialogization between the enunciator subject and the other. The theoretical presumptions used were: the dialogical theory and the external image contemplation of Bakhtin (2003), the notion of shown heterogeneity of Authier-Revuz (2004), the proposal of the discursive genre of Bakhtin (2003) and Todorov (1980) besides the theory of the discursive traditions of Koch (1997) (apud SIMÕES (2007)) and Kabatek (2006). Rizzini (1977) and (1988) and Pessoa (2002) were used with aims to illustrate the historical trail of the genre letter. Through a descriptive research of a theoretical-empirical hallmark, a documental and bibliographical analysis of qualitative approach was used as a tool of data collecting. The analysis had two steps: GENRE INFORMATIONAL CATEGORIZATION and IMAGES OF THE SUBJECTS / MEANING EFFECTS BETWEEN INTERLOCUTORS. In the analysis, it can be verified that, in relation to the formal aspect, the readers‟ letters kept, in its compositional structure, characteristics of the personal letters of the 16th, 17th and 18th century. In relation to the discursive aspects, it could be seen the presence, in general, of two interlocutors: the direct participant-interlocutor and the indirect participant-interlocutor. However, there was a correspondence in which the presence of a peripheral interlocutor arose, the one who stays around the real discursive addressment. This way, heterogeneity of the others to whom the speech was addressed and was constituted could be noticed. At last, alterations in the linguistic matter of the readers‟ letters that had a public institution / authority as direct participant-interlocutor were identified; as well as in readers‟ letters that had a civil as direct participant-interlocutor. Therefore, it could be seen that this discursive peculiarity happened due to the socio-ideological place occupied by the others, but also due to the image that the enunciator subject has of his interlocutors; this interfering, thus, in the constitution of the written speech. / Este trabalho tem como objeto de estudo o discurso escrito de cartas de leitor publicadas em cinco jornais recifenses da primeira metade do século XIX: o Diario de Pernambuco (1825-1830), Quotidiana Fidedigna (1834-1835), Diario Novo (1842-1852), A Carranca (1845-1847) e O Capibaribe (1848-1849). Seu objetivo é investigar as relações dialógicas marcadas na superfície linguística e os efeitos de sentido resultantes dessa dialogização entre sujeito enunciador e o outro. Os pressupostos teóricos utilizados foram: a teoria dialógica e a contemplação da imagem externa de Bakhtin (2003), a noção de heterogeneidade mostrada de Authier-Revuz (2004), a proposta de gênero discursivo de Bakhtin (2003) e Todorov (1980) além da teoria das Tradições discursivas de Koch (1997) (apud SIMÕES (2007)) e Kabatek (2006). Usou-se Rizzini (1977) e (1988) e Pessoa (2002), a fim de ilustrar o percurso histórico do gênero carta. Através de uma pesquisa descritiva de cunho teórico-empírico, utilizou-se, como instrumento de coleta de dados, uma análise documental e bibliográfica de abordagem qualitativa. As etapas de análise se dividiram em duas: CATEGORIZAÇÃO INFORMACIONAL DO GÊNERO e IMAGENS DOS SUJEITOS/EFEITOS DE SENTIDO ENTRE INTERLOCUTORES. Na análise, verificou-se, quanto ao aspecto formal, que as cartas de leitor conservaram em sua estrutura composicional características das cartas pessoais dos séculos XVI, XVII e XVIII. Quanto ao aspecto discursivo, evidenciou-se a presença, em geral, de dois interlocutores: o participante-interlocutor direto e o participante-interlocutor indireto, no entanto, houve correspondência em que surgiu a presença de um interlocutor periférico, aquele que fica em torno do real endereçamento discursivo. Assim, percebeu-se uma heterogeneidade de outros para quem o discurso se direcionava e se constituía. Por fim, identificaram-se alterações na materialidade linguística de cartas de leitor que tinham por participante-interlocutor direto uma instituição pública/autoridade e cartas de leitor que dispunham de participante-interlocutor direto um civil. Dessa forma, evidenciou-se que essa peculiaridade discursiva ocorreu devido ao lugar socioideológico ocupado pelos outros, mas também à imagem que o sujeito enunciador tem dos seus interlocutores, isso interferindo, assim, na constituição do discurso escrito.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-04-11T14:47:45Z No. of bitstreams: 1 Arquivototal.pdf: 2318250 bytes, checksum: 92789d2d6c14f1d4deb62e9d3c0765cf (MD5) / Made available in DSpace on 2018-04-11T14:47:45Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2318250 bytes, checksum: 92789d2d6c14f1d4deb62e9d3c0765cf (MD5) Previous issue date: 2016-07-26 / The field of advertising has undergone speech changes since the first records to the arrival of the Internet. In cyberculture, the advertising experienced changes in the issuer pole and ceased to be the only one to produce content and communication have new voices. The Segmentation and public saturation stimulated by the appearance of different communication devices led advertising to meet the needs of individual consumers, informed by communications technol-ogy, and went on to determine the strategies of advertisers in digital environments frequented by him. With increasing audience of fashion blogging, the collaboration, the sharing and the recommendation were redirected and blogs began to incorporate the interests of the market and consumer publications sponsored by advertising. In this sense, the discourse of fashion bloggers, not translated anymore personal experiences and integrated the goals of advertisers. This study aimed to identify how advertising appropriates the genres of fashion blogs, as bloggers have adopted the language of advertising in their publications and how this dual ownership has changed the relationship between bloggers and readers. With the support of discourse analysis method, we identified how advertising is inserted in the genres of fashion blogs, allowing bloggers adopt the language of advertising and use routinely in publications. We also analyze how this dual process interfered with social relations between bloggers and readers and how these relationships are established in the comments of the publications. Keywords: Fashion blogs. Genres. Advertising Language. Bloggers. Readers. Interactions. / O campo da publicidade sofreu transformações de discurso desde seus primeiros registros até a chegada da Internet. No âmbito da cibercultura, a publicidade experimentou mudanças no polo de emissão em que já não era a única a produzir conteúdo e a comunicação contava com novas vozes. A segmentação e a saturação das audiências estimuladas pelo aparecimento de diferentes dispositivos de comunicação levaram a publicidade a adaptar-se às necessidades do indivíduo e passaram a determinar estratégias que posicionassem os anunciantes nos ambien-tes digitais frequentados por ele. Com o aumento da audiência dos blogs de moda, as premis-sas de colaboração, compartilhamento e recomendação foram redirecionadas e esses blogs passaram a incorporar interesses de mercado e consumo a partir das publicações patrocinadas pela publicidade. Neste sentido, os discursos das blogueiras de moda, que antes traduziam experiências pessoais, passaram a integrar objetivos de divulgação dos anunciantes. O presen-te trabalho tem como objetivo identificar de que maneira a publicidade se apropria dos gêne-ros discursivos presentes nos blogs de moda, como as blogueiras adotaram a linguagem publi-citária em suas publicações e como esta dupla apropriação modificou as relações entre blo-gueiras e leitoras. Com o suporte do método de Análise do Discurso, identificamos como a publicidade se inseriu nos gêneros discursivos dos blogs de moda, permitindo que as bloguei-ras adotassem a linguagem publicitária e passassem a utilizá-la de forma rotineira nas publi-cações. Analisamos ainda como esse duplo processo interferiu nas relações sociais entre blo-gueiras e leitoras e como essas relações são estabelecidas nas conversações nos espaços para comentários.

Encore peu étudiée, l’histoire des revues cinématographique françaises pendant la période de la Libération et de l’après-guerre (1945-1952) voit se dessiner une ligne de partage entre les revues spécialisées et les grandes revues populaires comme Cinémonde, Ciné-Miroir ou Mon Film qui reprennent des rubriques anciennes comme celle du « film raconté ». L’Ecran Français, en intégrant des éléments propres aux revues populaires (Courrier des lecteurs, publicité et fascination pour la star) et aux revues spécialisées (positionnement politique et discours averti sur le cinéma), propose un temps la synthèse inédite de ces deux courants. C’est autour de la visée didactique et morale que s’établit apparemment la distinction qui deviendra de plus en plus nette au fil des années. La volonté commune des revues spécialisées est en effet de faire partager un enseignement du cinéma en s’inscrivant dans la continuité des mouvements d’éducation populaire. Certaines revues sont issues de ciné-clubs laïcs (Ciné-Club et Informations-Ufocel) ou catholiques (Télé-Ciné). D’autres, telle la prestigieuse Revue du cinéma fondée par Jean George Auriol, et La Gazette du cinéma dirigée par Maurice Schérer, défendent avec force le cinéma américain : elles ont ainsi constitué un « terrain expérimental » pour les tout nouveaux Cahiers du cinéma. Proche dans l’esprit de la revue Raccords, Positif semble recueillir et transmettre l’héritage de deux revues assez confidentielles : Saint Cinéma des Prés, qui défendait autant le cinéma expérimental que le cinéma américain classique, et L’Age du cinéma, qui revendiquait une approche surréaliste tout en refusant les films relevant d’un avant-gardisme trop signifié. La grande cinéphilie des années cinquante et soixante s’avère indissociable de la cinéphilie méconnue de l’immédiat après-guerre. / Rarely touched as subject, the history of French cinematographic journals during the aftermath of the Second World War (1945-1952) was divided into two streams: those of specialized journals and those of generalized ones such as Cinémonde, Ciné-Miroir ou Mon Film. They transformed the columns of ancient journals into “film-telling”[Film raconté]. L’Ecran Français, however, was the only journal able to synthesize elements both from generalizing journals (i.e. readers’ letter, advertisement, and cult for stars) and from specializing journals (i.e. political position and comments regarding the cinema). Since then, the two streams of journals were more and more distinguished by their didactic and moral differences. The common point for specialized journals was their expectation for promoting cinematographic education alongside the popular educating movement. Some journals were issued from secular cine-clubs (Ciné-Club and Informations-Ufocel) while others were from catholic ones (Télé-Ciné). There were otherwise journals, which were meant to actively defend American cinema, such as the reputed Revue du cinéma founded by Jean George Auriol, as well as La Gazette du cinéma by Maurice Schérer. These journals also contributed to “experimental aspects” for the newly-born journal Cahiers du cinéma. Positif was a journal similar to that of Raccords in terms of spirit; it seemed to unite and transmit the legacy of two confidential journals: Saint Cinéma des Prés, which defended as well experimental cinema as American cinema, and L’Age du cinéma, which claimed a surrealist approach while denying those films that over-emphasized avant-gardism. In the long run, the great Cinephilia in the fifties and sixties were proved to be closely connected to the unfamiliar Cinephilia right after the Second World War.

Orientador: Marilda da Silva / Banca: Alda Junqueira Marin / Banca: Claudia Raimundo Reyes / Banca: Edvanda Bonavina da Rosa / Banca: Vera Teresa Valdemarin / Resumo: Este trabalho consiste em um estudo que busca aprofundar a contribuição que a atividade de contar e recontar histórias na pré-escola pode propiciar para a aquisição do Capital Cultural dos alunos. A pergunta nuclear desta pesquisa é a seguinte: seria o Conto-Reconto um procedimento didático que favorece a aquisição do capital cultural, sobretudo pelas classes populares? Entre meus objetivos procurei verificar as contribuições de caráter cultural que a atividade Conto-Reconto de histórias trouxe aos envolvidos (professoras, alunos e mães). Neste contexto, os estudos de Pierre Bourdieu constituíram o eixo norteador de minha investigação, sobretudo os conceitos de habitus e capital cultural, os quais forneceram os subsídios necessários para a análise dos dados. Com a finalidade de abarcar os objetivos propostos optei pela abordagem qualitativa, com ênfase no estudo de caso. Assim, a coleta dos dados ocorreu por meio de entrevistas semi-estruturadas. Os sujeitos deste estudo são sete professoras de EMEIs (Escola Municipal de Educação Infantil) da cidade de Matão-SP, que estão trabalhando com a atividade Conto-Reconto nos últimos dez anos; além de dez alunos que participaram desses recontos, bem como as mães desses alunos. Entendo que essa investigação poderá possibilitar uma fértil reflexão acerca dos procedimentos escolares, no que diz respeito à aquisição e/ou ampliação do capital cultural e suas implicações para as relações da escola com a família e a comunidade, uma vez que poderemos observar quais as reais contribuições que tal atividade tem trazido no que se refere à reestruturação do habitus, à formação de leitores e escritores, ao estreitamento da relação pais-filhos-escola e, principalmente, à aquisição do capital cultural / Abstract: This work is a study that intends to develop the contribution that the activity of telling and retelling stories in preschool can give for the acquisiton of Students Cultural Capital. The main question of this research is: Would the Telling-Retelling a didactic procedure that sustains the cultural capital acquisition, especially by the popular classes? Among our purposes, we search to verify the cultural character contribution that the telling-retelling activity brought to those involved (teachers, students and mothers). In this context, Pierre Bourdieu's studies built the guiding line of our research, particularly the habitus and cultural capital concepts, which provided us the necessary assistance for data analysis. To the purpose of comprehend the proposed objectives, we chose the qualitative approach, with emphasis on the case study. So, the data were collected through semi-structures interviews. Our study subjects are seven EMEIs teachers (municipal school of childhood education) from the city of Matão - SP, which are working with the activity Telling-Retelling in the last ten years; besides ten students who participated in these retellings, as well as their mothers. We understand that our research will enable a rich reflexion about school procedures, regarding cultural capital acquisition and/or explansion and its implications for the relationship between school, family and community, so we can look at the real contributions that such activity has brought regarding the habitus restructing, writers and readers formation, the narrowing of the parent-child relationship at, especially the cultural capital acquisition / Doutor