Reading comprehension is essential for passing school as well as to live in today’s society which requires a constant interpretation of written information. Inferences are the very processes that bring about comprehension. This study examined local inferences which are characterized by integrating clauses and sentences, and global inferences which are characterized by using background knowledge to e.g. understand a characters actions or the theme of a text. Studying inferences could lead to the development of tools that can identify children’s issues with comprehension. The purpose of this study was to develop and evaluate a test that measured performance on each inference type in story format and facts format. The study examined 11 year old children’s’ performance on each inference type, how the performance appeared in different formats of text and whether there was a connection with reading comprehension. The children performed best on local inferences, which differs from previous research where children have performed higher on global inferences. Performance on global inferences were high in story format but low in facts format. The results indicate that children’s strategies for local inferences continue to work when they have trouble relating to the text. Pearsons correlation coefficient indicated a connection between the inference test and reading comprehension. / Läsförståelse är centralt för att klara av skolgången och för att leva i dagens samhälle som kräver ett ständigt tolkande av skriftlig information. Inferenser är själva processen som tillför förståelse. Denna studie studerar lokala inferenser som kännetecknas av att sammanställa satser och meningar, samt globala inferenser som kännetecknas av att använda sig av bakgrundskunskap för att möjliggöra förståelse av exempelvis karaktärers handlingar eller temat i en text. Genom att studera inferenser kan på sikt verktyg utvecklas som identifierar barns problem med läsförståelse. Studien hade som syfte att utforma och utvärdera ett test som mätte prestation på lokala och globala inferenser i berättelseformat och faktaformat. Studien undersökte 11-åringars prestation på respektive inferenstyp, hur prestation såg ut i olika textformat och ifall det fanns samband med läsförståelse. Barnen presterade högst på lokala inferenser, vilket skiljer sig från tidigare forskning där barn har presterat högre på globala inferenser. Prestation på globala inferenser var hög i berättelse- men låg i faktaformat. Resultatet indikerar att barnens strategier för lokala inferenser fortsätter att fungera när de har svårt att relatera till texten. Pearsons korrelationskoefficient indikerade att det fanns samband mellan inferenstestet och läsförståelse.

Syftet med studien är att undersöka hur lärare arbetar med textuppgifter inom matematikundervisning, när det gäller flerspråkiga elever med språksvårigheter. I och med detta vill vi även undersöka lärarnas användning av olika strategier för att kunna stötta flerspråkiga elever inom området matematiska textuppgifter. Studien är uppbyggd kring kvalitativa, semistrukturerade intervjuer med fyra legitimerade lärare i olika skolor i en och samma kommun. Resultatet av vår studie visar att flerspråkiga elever har svårigheter med matematiska textuppgifter på grund av deras språksvårigheter, och att språket har en stor betydelse för flerspråkiga elever, när det gäller textuppgifter inom ämnet matematik. Vidare visar resultatet att det är väsentligt att lärare belyser matematiska begrepp som uppkommer i textuppgifter i undervisningen. Resultatet visar även att det är viktigt att flerspråkiga elever får tillgång till sitt modersmål för att utveckla matematiska färdigheter. Dessutom visar resultatet att elevers grupparbete och klassrumsdiskussion kan främja flerspråkiga elevers förståelse för matematiska textuppgifter, och elevernas språkutveckling kan berikas.

Not many studies exist in the literature on reading in South Africa which examine the differences between the reading performance of first (L1) and second (L2) language English speaking learners, particularly those who experience barriers to learning. Using archival material from the Education Clinic of the University of the Witwatersrand, this study compared the results on the Stanford Diagnostic Reading Test (Brown Level) for a group of 43 high school L1 (20) and L2 (23) learners identified as experiencing barriers to learning. In line with international research on reading difficulties skills (Ben-Zeev, 1984; Baker, 1988; Drucker, 2003; Cummins, 1989,1991; Miller, 1984; Droop and Verhoeven, 1998), it was found that the L2 students performed significantly below the level of their L1 counterparts in Auditory Vocabulary and Reading Comprehension. The results on the Phonetic Analysis were found to be similar for both groups.

Syftet med denna studie är att ta reda på hur lärare beskriver att de arbetar och genomför undervisning för att utveckla elevers läsförståelse i årskurs 1-3. Syftet är vidare att undersöka hur lärare rapporterar att de bidrar till elevers motivation och läsintresse. För att uppnå studiens syfte formulerades forskningsfrågorna: Hur beskriver lärare begreppet läsförståelse? Vilka olika aktiviteter och strategier använder lärare som syftar till elevers läsförståelse i undervisningen? Vad är, enligt lärare, viktigt för att väcka elevers intresse och motivation till att utveckla läsförståelse? Studien har en sociokulturell teoretisk ansats och bygger på kvalitativa semistrukturerade intervjuer. Intervjuer har genomförts med verksamma lärare som arbetar med att utveckla elevers läsförståelse i årskurs 1-3. Vid analys av data har tematisk analys använts. Resultatet visar att lärare arbetar på ett varierat sätt med olika modeller, strategier och arbetsuppgifter. Ett framträdande arbetssätt bland studiens deltagare var arbete med högläsning och textsamtal där strategier bearbetades på olika sätt genom modellering och stöd av lärarna. En slutsats är att samtliga lärare använder sig av modeller som Reciprocal teaching (RT), Questioning the author (QtA), Transactional Strategies Instruction (TSI) och En läsande klass. / The aim of this study is to find out how teachers describe their work and the implementation of teaching to develop students' reading comprehension in grade 1-3. The aim is further to investigate how teachers report that they contribute to students' motivation and reading interest. In order to achieve the aim of the study, research questions were formulated: How do teachers describe the concept of reading comprehension? What different activities and strategies do teachers use for pupils' reading comprehension in teaching? What is, according to teachers, important for arousing students' interest and motivation for developing reading comprehension? The study has a socio-cultural theoretical approach and is based on qualitative semi-structured interviews. Interviews have been conducted with teachers who work on developing students' reading comprehension in grades 1-3. When analyzing data, thematic analysis has been used. The result shows that teachers work in a varied way with different models, strategies and tasks. A prominent way of working reported by the study participants was work with reading and text conversations where strategies were processed in different ways by modeling and support by the teachers. One conclusion is that all teachers use models such as Reciprocal teaching (RT), Questioning the author (QTA), Transactional Strategies Instruction (TSI) and A reading class.

[pt] A partir da Teoria da metáfora Conceptual proposta por George Lakoff e Mark Johnson, este trabalho identifica e analisa metáforas para interpretação e compreensão de textos ocorrentes em quatro coleções de livros didáticos de português, amplamente utilizadas pela rede pública de ensino no Brasil. Parte-se das seguintes hipóteses: (a) as metáforas lingüísticas utilizadas pelos autores de tais manuais em torno das noções de interpretação e compreensão de textos fornecem pistas sobre a concepção subjacente de linguagem presente nesses livros; e (b) tais manuais ainda tomam implicitamente a língua como um instrumento de comunicação não problemático e capaz de funcionar com transparência e homogeneidade, como sistema claro, uniforme, desvinculado dos usuários, deslocado da realidade, semanticamente autônomo e a-histórico. Em conformidade com o quadro teórico escolhido, identificam- se e analisaram-se metáforas estruturais, orientacionais e ontológicas que tinham como domínio-alvo as noções de texto, sentido e leitura. Tomaram-se para análise, por um lado, os prefácios dos manuais e, por outro, as atividades de interpretação e compreensão de textos ali propostas. Os resultados da pesquisa, favoráveis às hipóteses de que ela partiu, revelam haver um descompasso entre a concepção de linguagem explícita ou insinuada nos prefácios dos manuais e aquela que comparece nas atividades propostas. / [en] Within the framework of Lakoff and Johnson´s Theory of Conceptual Metaphor, this thesis identifies and analyzes metaphors for reading comprehension and interpretation occurring in five widely adopted collections of Brazilian Portuguese textbooks. The work sets out from the following hypotheses: (a) linguistic metaphors employed in these textbooks around the notions of reading comprehension and interpretation provide valuable clues as to the underlying language conception followed by the authors; and (b) these textbooks still take language for granted as an unproblematic means of communication, capable of working in a transparent and homogeneous manner, as a clear uniform a-historic system that is semantically autonomous and abstracts users and contexts. According to the theoretical framework adopted, the work identifies and analyzes structural, orientational and ontological metaphors which have as their target-domain the notions of text, meaning, and reading. The analyzed data include textbook prefaces, on the one hand, and reading comprehension and interpretation activities, on the other. The results of this research bear out its initial hypotheses, and point to a mismatch between the conception of language suggested or made explicit in the prefaces and that occurring in the textbooks´ proposed activities.

Bien que les données soient relativement rares, les élèves français semblent particulièrement anxieux en milieu scolaire (OCDE, 2014). Parallèlement, un grand nombre d’entre eux présentent d’importantes lacunes dans la maitrise des savoirs élémentaires, notamment en compréhension de l’écrit (OCDE, 2011), habileté pourtant indispensable à toute forme d’apprentissage comme à l’insertion sociale et professionnelle. Ce double constat fonde le présent travail. En effet, nous nous interrogeons sur le rôle joué par l’anxiété dans la variabilité des acquisitions des élèves en lecture. Si la littérature sur les anxiétés académiques compte d’innombrables travaux relatifs à l’anxiété face aux mathématiques (e.g., Ashcraft & Moore, 2009) ou en contexte évaluatif (e.g., Pekrun & Stephens, 2015), aucun d’entre eux n’envisage l’existence d’anxiétés spécifiques à la lecture ou à l’environnement scolaire, plus largement. Nous avons précisément choisi de nous acquitter de cette tâche et de rendre compte de leurs effets au plan des performances en compréhension écrite et en fluence de lecture. Pour cela, nous avons mené deux études longitudinales impliquant plusieurs centaines d’élèves de CM2 et de 6ème. Dans la première, nous avons eu recours à des modélisations multiniveaux et avons montré que l’anxiété à l’égard du contexte scolaire entretient une relation quadratique avec la compréhension écrite à la fin de l’école primaire. Nous avons, de plus, montré que les croyances d’efficacité personnelle pouvaient partiellement médiatiser cet effet. Dans la seconde, l’usage de modèles multiniveaux de croissance nous a permis de révélé que l’anxiété en lecture conditionne le rythme de progression des performances en fluence des élèves suivis en CM2 et en 6ème. / Although data are quite rare, French pupils seem particularly anxious in school (OCDE, 2014). A significant number of them also show important gaps in elementary abilities – such as written comprehension (OCDE, 2011) – that are yet crucial for any form of learning as much as for social and professional insertion. The present research emerges from both these observations. We interrogate the effect of anxiety on the variability of students’ acquisitions in reading. Numerous research have been lead on academic anxiety related to mathematics (e.g., Ashcraft & Moore, 2009) or evaluation context (e.g., Pekrun & Stephens, 2015). But none have considered the existence of specific anxieties related either to reading or to academic environment. We tackle this task by giving an account of the effects of these two specific academic anxieties on reading comprehension and reading fluency. To do so, we led two longitudinal studies involving several hundreds of 5th and 6th graders. In the first study, we used multilevel models and have shown that anxiety related to academic context has a quadratic relation with reading comprehension at the end of primary school. Moreover, we have shown that self-efficacy beliefs could partially mediate this effect. In the second study, the use of growth curve models underline that anxiety related to reading helps to predict, for the pupils followed up in 5th and 6th grade, the rhythm of progression of their fluency performances.

This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments. / by Carmen L. Newstreet. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Enligt rapporter från Progress in Reading Literacy Studies [PIRLS] har de svenska elevernas för­måga att läsa och förstå text försämrats sedan 2001. Resultatet från 2016 visar dock en ökad förmåga hos eleverna. Aktuell forskning visar på vikten av att lärare undervisar i läsförståelse. Syftet med studien är därför att undersöka hur verksamma lärare i grundskolans årskurs 1–3 beskriver sin undervisning i läsförståelse utifrån didaktiska frågor. Detta syfte besvaras med följande frågeställningar: Vilka läsförståelsestrategier lärs ut? Hur beskriver lärarna sin läsförståelseundervisning utöver dessa strategier? Hur ofta undervisar lärarna i läsförståelse och varför anser de att denna mängd behövs? Varför väljer lärarna att undervisa i läsförståelse? Studien utgår från ett sociokulturellt perspektiv där nya kunskaper utvecklas tillsammans med andra utifrån individens egen proximala utvecklingszon. Materialinsamlingen har gjorts genom en kvali­tativ enkät med öppna frågor där deltagarna valts ut via tre urvalskriterier. Innan materi­al­insamlingen började genomfördes en pilotstudie. Resultatet visar på att fem strategier är vanligast i undervisningen: att förutspå, att reda ut oklarheter, att sammanfatta, att ställa frågor och att skapa inre bilder. Denna undervisning sker i ett gemensamt lärande genom att lärarna modellerar och använder olika strategier. Lärarna motiverar dessa val utifrån styrdokument och forskning samt att de vill stärka elevernas läsförståelse. Slutsatsen är att studiens resultat har en relevans för lärar­studenters och yrkesverksammas planering av undervisning. / According to reports from Progress in Reading Literacy Studies [PIRLS], the ability of Swedish students to read and understand text has deteriorated since 2001. However, the results from 2016 show an increased ability of the pupils. Current research show the importance of teachers teaching reading compre­hension. The purpose of the study is to investigate how active teachers in the elementary school years 1-3 describe their teaching in reading comprehension based on didactic questions. This purpose is answered with the following questions: What reading comprehension strategies are taught? How do the teachers describe their reading comprehension teaching in addition to these strategies? How often do teachers teach reading comprehension and why do they think this amount is needed? Why do the teachers choose to teach reading comprehension? The study is based on a socio-cultural perspective where new knowledge is developed together with others based on the individual's own proximal development zone. The material collection has been done through a qualitative questionnaire with open questions where the participants were selected via three selection criteria. Before the material collection began, a pilot study was carried out. The result shows that five strategies are most common in the teaching: predicting, clearing out uncertainties, summarizing, asking questions and creating inner images. This teaching takes place in a common learning by the teachers modeling and using different strategies. The teachers motivate these choices based on curriculum and research, that they want to strengthen the pupils reading comprehension. The conclusion is that the study's results have a relevance for the teaching students 'and professionals' planning of teaching.

The purpose of this study was to investigate distinctive factors when using digital literature against traditional textual literature as well as students' view of reading in digital form to-wards traditional written text. The theoretical starting points for learning in this study are based on the pragmatic and socio-cultural perspective. The results reported in this study have been derived from the data collection methods observation, questionnaire and a reading com-prehension test. The study is performed in four grade 3 classes. The results of this study indi-cates that the participating pupils' attitudes are more favourable to traditional reading than to reading with digital reading media. / Syftet med denna studie var att undersöka särskiljande faktorer vid nyttjande av digital littera-tur gentemot traditionell textad litteratur samt elever syn på läsande i digital form gentemot traditionell skriven text. De teoretiska utgångspunkterna för lärande i studien, utgår från de pragmatiska samt sociokulturella perspektiven. De resultat som redovisas i studien har utkom-mit från datainsamlingsmetoderna observation, enkät samt ett läsförståelsetest. Studien är ut-förd i fyra årskurs 3 klasser. Resultaten av denna studie pekar på att de deltagande elevernas attityder är mer gynnsamma mot traditionell läsande än mot läsning med digitalt läsmedia.

Made available in DSpace on 2016-04-28T19:33:44Z (GMT). No. of bitstreams: 1 Rosangela Maria de Carvalho.pdf: 813092 bytes, checksum: b0e0d78b9c31782d4c4dfbe9bba441bd (MD5) Previous issue date: 2013-11-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is in the line of research Reading, Writing, and Teaching and is themed on the teaching of reading in the Education of Youth and Adults (EJA), in the city of Floriano (PI). We show, by means of observation of 20 Portuguese classes and analysis of a questionnaire applied to five educators, as is the teaching of reading in the EJA in the city of Floriano. The aim of this work is to contribute to the improvement of teaching reading in Youth and Adults (EJA) in the state of Piauí. The specific objectives are: to analyze how teaching reading in the fourth stage of Youth and Adults (EJA) the municipal education in the city of Floriano; reading propose guidelines that may contribute to the development of reading the Education of Young and Adults (EJA) the municipal education of said city. To achieve the objectives of this research, embasamo us in studies on teaching reading considering two approaches: the first refers to the treatment given to reading the Textual Linguistics, based on the studies of Adam (2011), Beaugrande (1997), Koch (2009), Koch & Elias (2010), Koch & Travaglia (2011), Marcuschi (2008), Van Dijk (2004, 2012) and by studies of cognition, based on Kleiman (1993, 2011), Kato (1998, 1999) and Smith (1999), the second refers to the reflection on the teaching of reading based on studies of Cintra (2008 ), Cintra and Passarelli (2012 ), Koch (2002 , 2009), Koch & Elias (2010), Lopes, Cobucci & Machado (2012), Marcuschi (2001) , Marquesi (2004, 2007), Solé (1998). The results show the need to work reading taking into account, on the one hand, the mediating action of the educator, the other, the prior knowledge of the reader. Therefore, we present guidelines for reading that can lead learners to develop reading comprehension and thus contribute to a new approach to teaching reading / Esta dissertação situa-se na linha de pesquisa Leitura, Escrita e Ensino e tem como tema o ensino de leitura na Educação de Jovens e Adultos (EJA), na cidade de Floriano (PI). Evidenciamos, por meio da observação de 20 aulas de Língua Portuguesa e da análise de questionário aplicado a cinco educadores, como é o ensino de leitura na EJA na cidade de Floriano. O objetivo geral deste trabalho é contribuir para o aprimoramento do ensino de leitura na Educação de Jovens e Adultos (EJA) no estado do Piauí. Os objetivos específicos são: analisar como é o ensino de leitura na quarta etapa da Educação de Jovens e Adultos (EJA) da rede municipal de educação do município de Floriano; propor orientações de leitura que possam contribuir para o desenvolvimento da leitura na Educação de Jovens e Adultos (EJA) na rede municipal de educação da referida cidade. Para atingirmos os objetivos desta pesquisa, embasamo-nos em estudos sobre o ensino da leitura considerando dois enfoques: o primeiro refere-se ao tratamento dado à leitura pela Linguística Textual, baseado nos estudos de Adam (2011), Beaugrande (1997), Koch (2009), Koch & Elias (2010), Koch & Travaglia (2011), Marcuschi (2008), Van Dijk (2004, 2012) e pelos os estudos da cognição, baseado em Kleiman (1993, 2011), Kato (1998, 1999) e Smith (1999); o segundo refere-se à reflexão sobre o ensino da leitura com base nos estudos de Cintra (2008), Cintra & Passarelli (2012), Koch (2002, 2009), Koch & Elias (2010), Lopes, Cobucci & Machado (2012), Marcuschi (2001), Marquesi (2004, 2007) e Solé (1998). Os resultados obtidos evidenciam a necessidade de trabalharmos a leitura levando em conta, de um lado, a ação mediadora do educador, de outro, o conhecimento prévio do leitor. Diante disso, apresentamos orientações de leitura que podem levar os educandos ao desenvolvimento da compreensão leitora e, dessa forma, contribuir para uma nova abordagem de ensino da leitura