Dara collected under differenr didacric condirions and evaluarion steps of a program for the learning of reading and wriring are reponed. The firsr didacric condirion corresponds ro an inirial phase of projecrion ro rhe communiry wirh rhe reachers help (Mares, Plancarre y Rueda, 1994). The second evaluarion is about a tesr applied in four experimemal programs designed by Mares et. al. based en rhe behavioral taxonomy developed by Ribes and Lopez (1985). Finally, rhe rhird condition corresponds ro rhe adaptarion of a reading and writing program for 40 children (Mares, Bazan and Farfan, 1995). In all cases, rhe effecriveness of rhe program was measured based en rhe mechanical and funcrional aspecrs of rhe wrirren language, and a comparison wirh other programs used by a differem group of reachers was established. / Se reportan los datos obtenidos en diferentes condiciones didácticas y/o momentos de evaluación de un programa de enseñanza de la lecto-escritura con perspectiva interconductual. La primera condición didáctica evaluada, corresponde a una fase inicial de proyección del programa como apoyo a la actividad del docente (Mares, Plancarte y Rueda, 1994). La segunda evaluación se refiere, a una prueba realizada sobre cuatro programas experimentales diseñadas por Mares y et al., con base en la taxonomía de la conducta elaborada por Ribes y López (1985). Finalmente, la tercera condición evaluada corresponde a una adecuación del programa de lecto-escritura a grupos de 40 niños (Mares, Bazán y Farfán, 1995). En todas las ocasiones la efectividad del programa se midió con base en los aspectos mecánicos y funcionales de la lengua escrita y, se estableció una comparación con otros programas utilizados por un grupo diferente de docentes.

Objetivo: Identificar as pré-competências para a aprendizagem da leitura e da escrita de crianças com fissura labiopalatina, caracterizando as funções perceptivas, do esquema corporal, da orientação espaço temporal, do desenvolvimento motor, da linguagem compreensiva e expressiva, e da consciência fonológica e comparar os desempenhos quanto aos tipos de fissura. Método: Participaram 120 crianças, ambos os sexos, de 05 e 06 anos, cursando o Jardim II e o 1º anos do ensino fundamental, compondo dois grupos: G1, como grupo alvo, formado por 60 crianças com fissura labiopalatina; e G2, como grupo controle, formado por 60 crianças. coleta de dados foram utilizados os instrumentos: Matrizes Progressivas Coloridas de Raven, Bateria de Avaliação de Competências Iniciais para a Leitura e Escrita, Perfil de Habilidades Fonológicas, Boston Naming Test e as Figuras Complexas de Rey. Resultados: Quando comparados os desempenhos dos participantes do G1 segundo os tipos de fissura, não houve diferença estatística nas modalidades avaliadas. Porém, quando comparados os desempenhos do G1 e G2, verificou-se diferença estatística nas funções intelectuais (p=0,019), do esquema corporal (p=0,036) e dos domínios lexicais (p=0,036), indicando prejuízos nas habilidades cognitivas do grupo alvo. A análise do aproveitamento das atividades quanto às funções avaliadas, houve associação da BACLE com relação à pré-competência do esquema corporal e as Figuras Complexas de Rey, tanto na cópia (p=0,008) quanto na memória (p=0,036). Outra associação estatística constatada foi relacionada às Matrizes Progressivas Coloridas e Figuras Complexas de Rey, com relação à cópia (p=0,019). Discussão: A incidência dos déficits no G1 corroboraram dados da literatura. Participantes com fissura pré-forame tiveram desempenhos mais rebaixos, indicando diferencial fenotípico dessa população. A ausência de desempenhos por excelência no G2 foi sugestivo de interferências ambientais cujos alunos eram de região de baixo poder aquisitivo e cultural. Conclusão: O estudo concluiu que a amostra estratificada de participantes com fissura labiopalatina, comparada ao grupo sem a mesma condição, evidenciou déficits nas habilidades cognitivas e principalmente no domínio de competências necessárias à aquisição da leitura e escrita, indicativo de maior vulnerabilidade para as dificuldades na aprendizagem. / Objective: To identify the pre-skills for learning reading and writing of children with cleft lip and palate, featuring the perceptual functions of body schema, guidance between time and space, motor development, receptive and expressive language, phonological awareness and compare the performances with the kinds of fissure. Method:In the research, 120 children participated, from both genders, with 5 and 6 years, frequenting Garden II and the 1st year of primary school, composing two groups: G1, as a target group, consisting of 60 children with cleft lip and palate; and G2, as a control group, consisting of 60 children. In the data collection several instruments were used: Colored Progressive Matrices of Raven, Initial Skills Assessment Battery for Reading and Writing, Phonological Abilities Profile, Boston Naming Test and the ComplexRey Figures. Results: When comparing the performances of G1 participants according to kinds of fissure, there was no statistical difference in the assessed modalities. However, when compared the performances of G1 and G2, was founda significantstatistically difference in intellectual function (p = 0.019), body regimen (p = 0.036) and lexical areas (p = 0.036), indicating loss in cognitive abilities from the target group. The analysis of the use of activities as the assessed functions, there was an association of BACLE in relation with the pre-competence of the body schema and the Complex Rey Figures, both in copy (p = 0.008) and in memory (p = 0.036). Another significant statistical association was related to the Colored Progressive Matrices and Complex Rey Figures, encompassing the copy (p = 0.019). Discussion: The incidence of deficits in G1 corroborated literature data. Participants with pre-foramen fissure had more recesses of performance, indicatinga phenotypic populational difference. The absence of performance for excellence in G2 was suggestive of an environmental interference whose students were from regions of short acquisitive power and low cultural level. Conclusion: The study concluded that the stratified sample of participants with cleft lip and palate, compared to those without the same condition, showed deficits in cognitive abilities, mainly in the area of required skills for the acquisition of reading and writing, indicating greater vulnerability to difficulties in learning.

This qualitative research study examined the concepts of authorship exhibited by twelve selected good readers and writers in grades six and eight. Data were collected during pre-writing session interviews, five hour-long writing sessions, and post-composition interviews, and from written compositions and questionnaires. The following conclusions were drawn from the study. School and home reading programs that emphasized children's literature selections and regular and wide-ranged reading practices directly influenced the subjects' writing behaviors and concepts of authorship. In addition, those students who performed strongest as authors were those who found time to write privately at home or in a home-like situation. Revision occurred in traditional ways, such as movement or deletion of text, but also appeared to be related to the subjects' personal writing styles, such as verbalization, mental outlining, or reading the text out loud. Both grade levels exhibited individual writing development through integration of experiences, knowledge, and physical and social maturation. For these young writers, the key factor in perceived authorship was whether a writer had an interest in and enjoyed writing.

The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what working with dyslexic learners entails. However, there is lack of insight into Skolverket (The National Agency for Education) and the actual recommended procedures when assessing and examining dyslexic learners. This research highlights the importance of giving educators the tools and strategies needed to support dyslexic students in the examination situation and how to fairly assess these students.Keywords: Dyslexia, assessment, examination, reading and writing difficulties.

This study is a quantitative study that has examined 29 students in grade 8 who have not received a pass grade in mathematics. The focus of this study is in two areas: first, which mathematical abilities do the students have the greatest difficulties in, and second, on the relationship between mathematics difficulties and reading and writing difficulties. Mathematical abilities have been studied using knowledge matrices from the national tests in mathematics. Reading and writing difficulties has been investigated using test results from diagnostic material in the area. The results show that conceptual and problem-solving skills are the most difficult abilities in which previous research also indicates. Procedural ability is the ability where most students show competency, which also is consistent with previous research. The study indicates that there are links between mathematics difficulties and reading and writing difficulties, although it is not possible to show strong correlations in this small study.

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 Leandro Gaspareti Alves.pdf: 6778628 bytes, checksum: b54316901ee7e43f5cb77c5e1b0d4315 (MD5) Previous issue date: 2014-02-25 / The relationship between school and family has been pointed out in literature and neoliberal policies, especially in the 1990s, as important to combat failure and promote academic achievement. Some studies have highlighted that such relationships are immersed in conditions that may promote both the approximation or the distance between them. We chose to investigate one of the proposals of the Reading and Writing Program developed by the Education Department of the State of S?o Paulo, which is a set of formative actions, articulated in different fronts involving not only the formation of literacy teachers but also the distribution of teaching and guidance materials to second graders parents. The study aimed to investigate how a teacher, the management team and the parents of students in the 2nd year of elementary education in a state school in Campinas, understood the guidance material "Conversation with the parents" from the Reading and Writing Program. The procedures for data collection involved analysis of documents, such as the school documents and the Program Guidance Material for parents, observation in the classroom and in meetings with the parents, interview with the teacher, the parents, the pedagogical coordinator and the principal. As an analytical procedure we built, based on empirical data, two categories of analysis: (i) Implementation of "Conversation with the Parents guide: an informative, prescriptive and vertical process; (ii) Literacy practices in the school environment and extra school, which was divided into three different aspects: (ii.a) Influence of Early Childhood Education in child literacy practices; (ii.b)Circulation of reading and writing materials in school and family; (ii.c) Mediation between the teacher, parents and students. The results of the study indicate that the guidance material "Conversation with the Parents" occupied a marginal place in the whole formative process of the professionals involved and consequently for parents. Both the teacher s mediation in relation to the parents and the parents to the students, presented similarities, complementarities and contradictions with the content of the guidance material. We consider that such finding suggests that the guidance material had a positive repercussion; however, it could have been better discussed by school and family, in case there had been a solid formative process for the professionals involved, considering the process of initial reading instruction and literacy. / As rela??es entre escola e fam?lia v?m sendo apontadas pela literatura e pela pol?tica neoliberal, especialmente na d?cada de 1990, como importantes para combater o fracasso e promover o sucesso escolar. Alguns estudos t?m ressaltado que tais rela??es apresentam-se imersas em condi??es que podem promover tanto a aproxima??o como o afastamento entre ambas as inst?ncias. Optamos por investigar uma das propostas do Programa Ler e Escrever, de responsabilidade da Secretaria de Educa??o do Estado de S?o Paulo, que se constitui em num conjunto de a??es formadoras articuladas em diferentes frentes de atua??o, envolvendo al?m da forma??o de professores alfabetizadores, a distribui??o de materiais pedag?gicos e orienta??o aos pais do segundo ano do Ensino Fundamental. O estudo teve como objetivo geral investigar como uma professora do 2? ano, as gestoras do Ensino Fundamental de uma escola da rede Estadual de Campinas e os pais dos alunos dessa turma compreenderam o material de orienta??o Conversa com os Pais do Programa Ler e Escrever. Os procedimentos de coleta de dados envolveram an?lise documental do Guia de Orienta??o aos pais e de documento da escola, observa??es em sala de aula e de reuni?es de pais e mestres, entrevistas com os pais, professora, coordenadora pedag?gica e diretora. Como procedimento anal?tico, constru?mos a partir dos dados emp?ricos duas categorias de an?lise: (i) Implanta??o do guia Conversa com os Pais : um processo informativo, prescritivo e vertical; (ii) Pr?ticas de letramento no ambiente escolar e extraescolar, que foi subdividida em tr?s aspectos diferentes: (ii.a) Influ?ncia da Educa??o Infantil nas pr?ticas de letramento da crian?a; (ii.b) Circula??o de materiais de leitura e escrita na escola e na fam?lia; (ii.c) Media??o entre professora, pais e alunos. Os resultados do estudo indicam que o guia de orienta??o Conversa com os Pais ocupou um lugar marginal em todo o processo formativo dos profissionais envolvidos e, consequentemente para os pais. Tanto as media??es da professora nas suas orienta??es para os pais quanto destes em rela??o aos estudantes, apresentaram rela??es de similaridades, complementaridade e contradi??es com o conte?do do guia. Consideramos que tais rela??es com o conte?do do guia sugerem que ele teve uma repercuss?o positiva, por?m poderia ter sido melhor discutido na parceria entre escola e fam?lia, caso houvesse um processo formativo consistente para os profissionais da Educa??o de modo que levasse em conta a realidade das fam?lias, tendo em vista o processo de alfabetiza??o e letramento.

<p>In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results.</p><p>The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help.</p><p>The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.</p>

In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results. The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help. The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.

Syftet med denna uppsats är att undersöka lärares inställning till digitala verktyg i läs- och skrivundervisningen. Syftet är också att undersöka hur lärare anser att digitala verktyg kan påverka elevers läs- och skrivutveckling. Genom kvalitativa intervjuer med lärare som undervisar i svenskämnet i årskurs 4–6 visar undersökningen att lärares inställning till att använda digitala verktyg i läs- och skrivundervisningen är positiv överlag och framför allt gäller det i skrivundervisningen. Enligt informanterna motiveras eleverna till skrivandet och till att bearbeta sina texter när det görs genom digitala verktyg. Samtidigt finns det också enligt informanterna vissa negativa aspekter med användningen av digitala verktyg såsom att handstilen försämras och att digitala verktyg kan leda till onödig distraktion av olika hemsidor. Sammanfattningsvis visar studien att de intervjuade lärarna inte anser att digitala verktyg. / The aim of this study is to examine teachers’ attitudes towards the use of digital tools in the teaching of reading and writing. The aim is also to find out how teachers perceive the impact of digital tools on pupils’ development in reading and writing. Based on semi-structured interviews with teachers teaching Swedish in year 4-6, the study finds that teachers’ attitudes towards digital tools is positive overall, especially in relation to the teaching of writing. According to the informants, digital tools provide motivation for pupils to write and rework their texts. However, the informants also addressed certain negative aspects of the use of digital tools, such as possible deterioration in pupils’ handwriting and unnecessary distraction of different web pages. To sum up, the study shows that the interviewed teachers do not think that digital tools alone, have any great effect on pupils’ development in reading and writing. Rather, the teachers believe that a varied approach to teaching is necessary and that digital tools can be useful in such an approach.

[pt] A presente tese tem como objetivo identificar e analisar práticas pedagógicas voltadas para o desenvolvimento da consciência fonológica e consciência morfológica na alfabetização. O procedimento de produção dos dados ocorreu por meio de questionário on-line, com relato das professoras de suas práticas pedagógicas na alfabetização e respondentes que se prontificaram a participar da entrevista semiestruturada. Para análise qualitativa dos dados foi utilizado o software ATLAS.ti, organizando as produções em categorias, subcategorias e eixos de análise. Com isso, foi possível estabelecer dois estudos: no primeiro investigou-se a percepção das professoras sobre as dificuldades dos estudantes quando começam a aprender a escrever e as habilidades a serem desenvolvidas durante este processo. Os resultados indicam uma centralidade dirigida ao meio sociocultural, com apontamento para práticas de letramento no ambiente doméstico e escolar; os conhecimentos específicos, próprios do processo de ensino-aprendizagem, com destaque para a consciência fonológica e aspectos relacionados às emoções, no que tange ao medo e insegurança quando ocorre o erro do estudante no momento da escrita. O segundo estudo evidenciou a organização das práticas pedagógicas relatadas em um inventário que as caracteriza em cinco tipologias: práticas em consciência fonológica; práticas de ampliação de repertório cultural; práticas em leitura e escrita; práticas envolvendo diferentes áreas; e práticas em outros contextos. Não foram identificadas práticas para o desenvolvimento da consciência morfológica, o que pode ser um indicativo de lacuna na formação docente e, desse modo, o desconhecimento que essa habilidade contribui para a leitura e para a escrita de palavras mais complexas ortograficamente. A prática em consciência fonológica foi relatada por onze professoras, sendo a maior concentração em atividades voltadas para a subárea da consciência fonêmica e nenhuma dirigida para rima e aliteração. Os resultados deste estudo indicam que as professoras têm um conhecimento sobre a consciência fonológica e utilizam como estratégia no ensino de atividades lúdicas, principalmente, o jogo criado ou adaptado para o contexto específico da turma. Mas, apesar disso, foram poucos os relatos que indicaram o ensino estruturado, no sentido de uma sequência pela qual seja possível identificar as intencionalidades de onde partem e onde querem chegar com as atividades propostas. Tal constatação levanta a necessidade de mais investimento para a formação docente nesta área. A pesquisa também identificou que poucas professoras recorrem às tecnologias digitais para o ensino, algo diretamente ligado à baixa infraestrutura nas escolas. / [en] This thesis aims to identify and analyze pedagogical practices aimed at the development of phonological awareness and morphological awareness in literacy. The procedure of data production took place through an online questionnaire, with teachers reporting their teaching practices in literacy and respondents who volunteered to participate in the semi-structured interview. For qualitative data analysis, the ATLAS.ti software was used, organizing the productions into categories, subcategories and analysis axes. Thus, it was possible to establish two studies: in the first, the perception of teachers about the difficulties of students when they begin to learn to write and the skills to be developed during this process was investigated. The results indicate a centrality directed to the sociocultural environment, pointing to literacy practices in the home and school environment; specific knowledge, typical of the teachinglearning process, with emphasis on phonological awareness and aspects related to emotions, regarding fear and insecurity when the student makes a mistake at the time of writing. The second study evidenced the organization of pedagogical practices reported in an inventory that characterizes them in five typologies: practices in phonological awareness; cultural repertoire expansion practices; reading and writing practices; practices involving different areas; and practices in other contexts. Practices for the development of morphological awareness were not identified, which may indicate a gap in teacher education and, thus, the lack of knowledge that this skill contributes to reading and writing more complex words in terms of spelling. The practice in phonological awareness was reported by eleven teachers, with the greatest concentration in activities aimed at the phonemic awareness sub-area and none directed at rhyme and alliteration. The results of this study indicate that the teachers have knowledge about phonological awareness, using as a strategy in the teaching of recreational activities, mainly, the game created or adapted to the specific context of the class. But, despite this, there were few reports that indicated structured teaching, in the sense of a sequence through which it is possible to identify the intentions from where they start and where they want to go with the proposed activities. This finding raises the need for more investment in teacher training in this area. The survey also identified that few teachers resort to digital technologies for teaching, something directly linked to the low infrastructure in schools.