Made available in DSpace on 2016-03-22T17:26:27Z (GMT). No. of bitstreams: 1 Frederico Moreira.pdf: 992275 bytes, checksum: 2617eada80a01f5af65e54ba3d556cf2 (MD5) Previous issue date: 2010-12-17 / This work aims to examine reading comprehension levels reached by chemical dependents regarding several text genres as compared to that of nondependents. The study subjects were divided into two groups of 20 people: G1, constituted by drug users, and G2, constituted by non-users. For testing subjects reading comprehension levels, we used two narrative texts, a fable and a short story, and also an expositive one, all of them prepared according to Cloze procedure. Chemical dependency stages were established by means of ASSIST test, which sets scores for identifying drug use stages through the lives of subjects. Results show that non-users present higher scores in Cloze procedure for all text genres used, which shows they have higher levels of reading comprehension than drug users. Data also proved that drugs damage important brain areas linked to users cognition, such as memory functions, focus and impulses / O presente trabalho tem como objetivo investigar o nível de compreensão leitora entre dependentes químicos, comparando-a com os não dependentes, em diferentes gêneros textuais. O estudo foi constituído de dois grupos, os usuários de drogas (G1) e não usuários de drogas (G2) cada grupo composto de 20 sujeitos. Para verificar a compreensão leitora, os participantes foram expostos a três textos, um do gênero fábula, outro do gênero conto e o terceiro do gênero divulgação científica para leigos, todos elaborados através do procedimento Cloze. O grau de dependência química, por sua vez, foi analisado por meio do teste ASSIST, que estabelece pontuações que indicam o nível de uso de drogas durante a vida dos sujeitos. Os resultados mostram que o grupo dos não usuários de drogas obteve maiores médias no procedimento Cloze em todos os gêneros textuais, mostrando assim um grau significativamente maior de compreensão leitora do que o grupo dos usuários de drogas. Os dados ainda sugerem a idéia de que a droga causa prejuízos em áreas importantes que se coadunam com a cognição de seus usuários, como funções de memória, concentração e controle de impulsos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:10:04Z No. of bitstreams: 1 Luciana Aparecida Boaventura de Oliveira Ignácio.pdf: 1372572 bytes, checksum: 4c35eabe7fb74073cb32a354733a536e (MD5) / Made available in DSpace on 2018-09-05T12:10:04Z (GMT). No. of bitstreams: 1 Luciana Aparecida Boaventura de Oliveira Ignácio.pdf: 1372572 bytes, checksum: 4c35eabe7fb74073cb32a354733a536e (MD5) Previous issue date: 2018-08-15 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present research, oriented by the socio-cognitive-interactionist perspective, approaches the reading that occurs in the school context and considers this activity a process of interaction between author-text-reader. It is based on the notion that the activation of the reader’s prior knowledge constitutes a fundamental strategy to produce inferences and, consequently, to meaning construction and understanding. In this context, the research question that guides this study is: To what extent does the didactic routing contributes to the teaching of reading? To answer this question, it was established as a general objective: to understand the strategies of reading in the construction of meanings by the student-readers. The specific objectives are: 1) to identify and analyze the reading strategies that collaborate for the construction of meanings by student-readers. 2) to use didactic routing as a resource for teaching-learning in reading classes. The theoretical contribution that underlies this research is composed mainly by Carvalho (2002, 2014), Dolz and Schneuwly (2004), Ferreira (2010), Kleiman (2013), Koch (2009, 2015), Koch and Elias (2014), Marcuschi (2008), Passarelli (2012), Sandmann (2001) and Travaglia (2007a). The selected corpus is formed by three advertisements from different times, which allow the observation of some changes concern to linguistic, cultural and imagery aspects. We analyze textual elements and the images that make up such pieces, which, together, interact for the construction of meaning. The didactic routing proposal enables the improvement of teaching-learning practices of reading in Portuguese language classes, particularly, in the 8th year of Elementary School II / A presente pesquisa, orientada pela perspectiva sociocognitivo-interacionista, aborda a leitura no âmbito escolar e considera essa atividade um processo de interação entre autor-texto-leitor. Tem como base a noção de que a ativação do conhecimento prévio do leitor constitui uma estratégia fundamental para a produção de inferências e, consequentemente, para a construção de sentidos e para a compreensão. Nesse contexto, a pergunta de pesquisa que norteia este estudo é: Em que medida o encaminhamento didático contribui para o ensino de leitura? Para responder a esse questionamento, estabeleceu-se como objetivo geral: compreender as estratégias de leitura na construção de sentidos por parte dos alunos-leitores. Os objetivos específicos, por sua vez, são: 1) identificar e analisar as estratégias de leitura que colaboram para a construção de sentidos pelos alunos-leitores. 2) empregar o encaminhamento didático como recurso para o ensino-aprendizagem em aulas de leitura. O aporte teórico que fundamenta esta investigação é composto principalmente por Carvalho (2002, 2014) Dolz e Schneuwly (2004), Ferreira (2010), Kleiman (2013), Koch (2009, 2015), Koch e Elias (2014), Marcuschi (2008), Passarelli (2012), Sandmann (2001) e Travaglia (2007a). O corpus selecionado é formado por três anúncios publicitários que, veiculados em épocas diferentes, permitem a observação de algumas mudanças em relação a aspectos linguísticos, culturais e imagéticos. Analisaram-se elementos textuais e as imagens que compõem tais peças, o que, conjuntamente, interagem para a construção do sentido. A proposta do encaminhamento didático possibilita o aprimoramento de práticas de ensino-aprendizagem de leitura nas aulas de língua portuguesa, em particular, no 8º ano do Ensino Fundamental II

A formação de leitores autônomos e competentes é uma meta presente em diferentes sistemas educacionais e almejada nas diversas disciplinas escolares. Nos primeiros anos do ensino fundamental, a formalização do processo de leitura se dá junto com a construção de outros conceitos presentes nas áreas de conhecimento. Neste trabalho apresentamos alguns indícios da compreensão leitora em aulas de Ciências. A partir da aplicação de uma sequência didática (SD) em ensino de Ciências, os alunos são convidados a ler os textos apresentados grifando o que consideram ser as ideias principais. Após cada leitura, há uma discussão coletiva, na qual os alunos podem relatar seus destaques e explicar o porquê de cada um deles. A sequência didática em questão traz uma proposta de ensino de Ciências baseada na problematização, investigação, experimentação e trabalho em grupo. Parte do problema físico o problema do submarino. Após a resolução do problema, discussão coletiva sobre o como e o porquê, relação com o cotidiano e registro, a SD apresenta ao aluno uma série de atividades que acreditamos proporcionar e valorizar o fazer Ciências. Parte dessa SD trabalha com a proposta de leitura de textos científicos, ora de sistematização dos conceitos trabalhados ou das pesquisas realizadas, ora para instigar o aluno a pesquisar novos conceitos. Nosso problema de pesquisa parte das leituras que os alunos realizam enquanto trabalham com a SD. Temos a hipótese de que a estrutura de ensino da referida sequência, aliada à prática em sala de aula de leitura, grifos das ideias principais e discussão sobre a leitura realizada, favorece, por parte do aluno, a construção de relações entre as ideias estudadas no texto e aplicadas nas discussões em sala. Acreditamos também que tal relação beneficia a edificação da compreensão leitora. Defendemos a importância da leitura no ensino de Ciências, uma vez que a leitura constitui-se em um dos fatores contundentes da aprendizagem e é imprescindível em qualquer tipo de investigação científica; além de favorecer a obtenção de informações já existentes, propiciar a ampliação de conhecimentos, abrir horizontes, aumentar o vocabulário e permitir melhor entendimento do conteúdo das obras. Os dados foram coletados no 4º ano do ensino fundamental de nove anos de uma escola pública da cidade de São Paulo. A metodologia desta pesquisa apresenta um enfoque qualitativo, e para a análise nos basearemos, dentre outras coisas, na singularidade dos dados, tanto ao investigar os grifos realizados pelos alunos nos textos quanto ao buscar indícios da compreensão leitora na discussão realizada em sala de aula. Os resultados apontam para a valorização do trabalho com leitura nas aulas de Ciências, salientando a capacidade dos alunos de localizar e destacar as ideias principais de textos instrucionais. Tais resultados também apresentam e analisam os indícios da compreensão leitora. / The formation of competent and independent readers is a target present in different educational systems and is targeted by various school subjects. In the first years of Elementary School, formalization of the reading process occurs together with the construction of other concepts present in knowledge areas. In this work, we present some evidences of reading comprehension in Science classes. By applying Didactic Sequence (DS) in the teaching of Science, students are invited to read texts handed to them and highlight what they consider to be the main ideas. After each reading, there is a group discussion in which students can report their emphasis and explain why they chose these ideas. The Didactic Sequence in question brings a proposal to Science teaching based on problem solving, research, experimentation and teamwork. Part of the physical problem The Submarine Problem. After problem resolution, there is a collective discussion on how and why, related to the daily life and record, DS presents the student with a series of activities which we believe promote and value doing science. Part of the DS works with proposal of reading scientific texts, either systematization of developed concepts or conducted researches, or instigation of the student to research new concepts. Our research problem starts with the readings that students perform while working with the DS. We hypothesized that the educational structure of this sequence, together with classroom practice of reading, emphasis of key ideas and discussion of the reading make it possible for the student to construct relations between ideas studied in text and those applied in classroom discussions. We also believe that this relation favors the construction of reading comprehension. We defend the importance of reading in Science teaching since reading is one of the important learning factors and is essential in any type of scientific research. It favors the obtention of existing information, propitiates the expansion of knowledge, opens horizons, increases vocabulary and allows for a better understanding of the content of the works. The data were collected in the fourth year of public elementary school of nine years duration in São Paulo. The methodology of this research presents a qualitative approach and we will base the analysis on the uniqueness of the data, and other factors, while investigating the emphasis made by students in the texts as well as searching for evidences of reading comprehension in the classroom discussion. The results indicate an appreciation of tasks with reading in Science classes, emphasizing the students\' ability to locate and highlight the main ideas of instructional texts. These results also present and analyze the evidence of reading comprehension.

by Wong Tai Yuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 112-128). / Acknowledgements --- p.i / Abstract --- p.iii / Contents --- p.v / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter I --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Hypotheses --- p.7 / Chapter 1.4 --- Limitations --- p.9 / Chapter 1.5 --- Definitions of Terms --- p.10 / Chapter 1.5.1 --- Text / Chapter 1.5.2 --- Discourse / Chapter 1.5.3 --- Texture / Chapter 1.5.4 --- Context of Situation / Chapter 1.5.5 --- Cohesion / Chapter 1.5.6 --- Cohesive Ties / Chapter 1.5.7 --- Cohesive Harmony / Chapter 1.5.8 --- Coherence / Chapter 1.5.9 --- T-unit / Chapter 1.5.10 --- Holistic Rating / Chapter 1.6 --- Significance of the Study --- p.16 / Chapter Chapter II --- Review of the Literature / Chapter 2.1 --- "Language, Context and Text" --- p.18 / Chapter 2.2 --- Relationship of the Text to its Context of Situation --- p.18 / Chapter 2.3 --- Cohesion --- p.20 / Chapter 2.4 --- Coherence --- p.21 / Chapter 2.5 --- Cohesion and Coherence --- p.23 / Chapter 2.6 --- Cohesion and Coherence as Defined in this Study --- p.26 / Chapter 2.7 --- "Cohesion, Coherence and Reading Comprehension" --- p.27 / Chapter 2.8 --- "Cohesion, Coherence and Writing" --- p.29 / Chapter 2.9 --- The Connections between Reading and Writing --- p.30 / Chapter 2.10 --- Cohesive Ties --- p.33 / Chapter 2.11 --- How Cohesion Works --- p.41 / Chapter 2.11.1 --- Cohesive Devices as Signals / Chapter 2.11.2 --- How Cohesive Devices Help to Integrate Text / Chapter 2.11.3 --- Cohesion and Processing Efficiency / Chapter 2.11.4 --- The Given-New Contract / Chapter 2.12 --- Measuring Cohesion --- p.44 / Chapter 2.13 --- Measuring Coherence --- p.46 / Chapter 2.14 --- How Cohesion and Coherence Are Measured in this Study --- p.47 / Chapter Chapter III --- Procedure and Design of the Study / Chapter 3.1 --- Sampling --- p.49 / Chapter 3.2 --- Design of the Scale to Measure Students' Control over the Use of Cohesive Devices in Writing --- p.51 / Chapter 3.2.1 --- The Writing Test / Chapter 3.2.2 --- Measure of Cohesion / Chapter 3.2.3 --- Cohesive Errors / Chapter 3.2.4 --- Measure of Coherence / Chapter 3.3 --- Design of the Scale to Measure Students' Ability to Understand and Interpret Text --- p.68 / Chapter 3.4 --- Statistical Design --- p.71 / Chapter Chapter IV --- Results and Discussion / Chapter 4.1 --- Linguistic Competence of the Subjects --- p.73 / Chapter 4.2 --- Analysis of the Reading Test --- p.74 / Chapter 4.3 --- Analysis of the Written Test --- p.78 / Chapter 4.3.1 --- Frequency Count of Cohesive Features / Chapter 4.3.2 --- Holistic Rating Scores / Chapter 4.4 --- Multiple Regression Analysis --- p.82 / Chapter 4.4.1 --- Line of Regression / Chapter 4.4.2 --- Test of Multicol1inearity / Chapter 4.4.3 --- Test of Autocorrelation / Chapter 4.5 --- Discussion of the Findings of the Multiple Regression Analysis --- p.85 / Chapter Chapter V --- Conclusions and Implications / Chapter 5.1 --- Summing up --- p.98 / Chapter 5.2 --- Further Discussion: Limitations and Possibilities --- p.102 / Chapter 5.3 --- Implications for Instruction --- p.108 / Bibliography --- p.112 / Appendices --- p.129 / Chapter Appendix A --- Reading Test / Chapter Appendix B --- Writing Test

Studiens syfte är att undersöka vilken stöttning elever får i undervisningen av en faktabaserad text genom att se till vilka läsaktiviteter som sker i undervisningen kring texten, samt ur vilka förhållningssätt texten behandlas under lärarens högläsning. För att undersöka studiens infallsvinklar observerades en lektion i naturorienterande ämnen i en klass i årskurs 5. Därefter undersöktes resultatet med analysmetoderna läsförloppet och textrörlighetsmodellen. Resultatet visar att läraren behandlar samtliga steg inom läsförloppet och samtliga textrörlighetstyper inom textrörlighetsmodellen men att en faktor inom läsförloppet respektive textrörlighetsmodellen behandlas svagt. Eleverna visar textrörlighet som liknande lärarens, därmed kan slutsatsen dras att lärarens visande av förhållningssätt påverkar eleverna i undervisningen.

This diploma thesis investigates the question of the development of reading skills and their relationship with the self-concept of an individual. The teoretical part describes a development of reading literacy from the view of language, because a development of reading closely depends on a language, in which an individual learns to read. Also, it describes a development of reading literacy from the view of variables, which can be found inside of an individual and his environment. Next, we focus on the development of self-concept and self-evaluation, and we describes the specifics of self- evaluation of reading at the end. In the empirical part, we analyse data that were obtained from an Research project of the GAČR, which was carried out in 2013-2015 by members of the working group at the Department of psychology and other specialist from the Department of primary pedagogy and Czech language on College of Education at Charles University in Prague. We analysed of a reading self-evaluation questionnaire of pupils in 3rd and 4th grade of primary school and we compare their scores in the questionnaire with their achievement in a couple of grammar tests which measure two basic components of reading - understanding and decoding. At the end we show examples of case studies of pupil with high and low...

Made available in DSpace on 2016-04-28T20:56:28Z (GMT). No. of bitstreams: 1 Marcella Meirelles Ardito.pdf: 2700101 bytes, checksum: b7ccd8bf069ed603c6d06966eab541d9 (MD5) Previous issue date: 2011-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Literacy is a subject very much studied and discussed, once reading and writing are essential factors of living in today`s society. Studies of written language based on meta-language are still very recent in Brazil - Cognitive Psychology shows that reading comprehension is made possible through the means of decoding, although other factors such as syntactic, semantic and phonological awareness are also needed. The decoding together with the identification of words help reading comprehension, but when reading is not yet automated, the use of context clues will be necessary to understand what is read. However, this survey asked: How is the reading comprehension of words, phrases and text in a group of children in the 4th grade of elementary school? Also, what observed differences in the skills of word, phrases and text comprehension are related to the type of school attended? With this in mind, this study took place in two public schools in the eastern region of the city of São Paulo, totaling 150 students from the former 4th grade of elementary school, with an average age between 10 and 13 years. To this end, three tasks were given, being the tasks of word recognition, sentence and text comprehension. Then the tasks were corrected, scored and subjected to statistical tests. The findings show significant differences between the two schools examined, Mary and Francisca - the school Francisca achieved the best results in all tasks in relation to the school Mary , in which students from the former 4th grade of elementary school show lag in relation to the reading comprehension of words, phrases and text / A alfabetização é um tema muito estudado e discutido, uma vez que ler e escrever são fatores primordiais para se viver em uma sociedade letrada. Estudos da linguagem escrita com base na metalinguagem ainda são muito recentes no Brasil. A Psicologia Cognitiva entende que a compreensão da leitura é possível por meio da decodificação, embora sejam necessários também outros fatores como a consciência fonológica, sintática e semântica. A decodificação juntamente com a identificação de palavras auxilia a compreensão da leitura, porem enquanto a leitura não estiver automatizada será necessário ainda um tratamento leitor para que aconteça a compreensão do que foi lido. Contudo, esta pesquisa perguntou-se: como se apresenta a compreensão da leitura de palavras, frases e texto em um grupo de crianças da 4ª série do ensino fundamental? E também, que diferenças observadas nas habilidades de compreensão de leitura de palavras, frases e texto estão relacionadas ao tipo de escola frequentada? Sendo assim, este estudo realizou-se em duas escolas públicas municipais da região leste da cidade de São Paulo, totalizando 150 alunos da antiga 4ª série do ensino fundamental, com idade média entre 10 e 13 anos. Para tanto, aplicou-se três tarefas, sendo tarefa de reconhecimento de palavras, tarefa de compreensão de frases e tarefa de compreensão de texto. Em seguida as tarefas foram corrigidas, pontuadas e submetidas a testes estatísticos. Os achados mostram diferenças significativas entre as duas escolas analisadas Maria e Francisca, demonstrando que em ambas as escolas os alunos da antiga 4ª série do ensino fundamental apresentam defasagem em relação à compreensão da leitura de palavras, frases e texto, porém a escola Francisca conseguiu atingir melhores resultados em todas as tarefas em relação à escola Maria

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-07T16:28:00Z No. of bitstreams: 1 Márcia Di Santo de Melo Machado.pdf: 7284067 bytes, checksum: 53e4603e00544151f053273b651c621f (MD5) / Made available in DSpace on 2016-11-07T16:28:00Z (GMT). No. of bitstreams: 1 Márcia Di Santo de Melo Machado.pdf: 7284067 bytes, checksum: 53e4603e00544151f053273b651c621f (MD5) Previous issue date: 2016-09-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Studies grounded on Cognitive Psychology aim to understand the cognitive and the linguistic processes involved in how to teach and how to learn to read. The goal of this research was to check how a group of students from Elementary School evolves on reading comprehension in a regular situation of teaching. 98 students took part of this study, from 2nd, 3rd and 4th grades of elementary school of a private school located in the city of Santo André, in the state of São Paulo. Four instruments were used: School Performance-Words Reading Test (TDE); Words Recognition Task (TRP); Reading Test and Comprehension of Sentences (TELCS) and Cloze Technique (TC). Analysis about the evolution of reading abilities and words, sentences and text comprehension were made, comparing the results of the students from 2nd, 3rd and 4th grades and comparative analysis of the results from boys and girls. It was used: average, standard deviation, T-student, ANOVA and Tukey. The results show the students’ development from 2nd to 4th grades of Elementary School on words, sentences and text comprehension. No differences on words, sentences and text comprehension between boys and girls were found / Estudos fundamentados na Psicologia Cognitiva tratam de compreender os processos cognitivos e linguísticos envolvidos em como se ensina e como se aprende a ler. O objetivo desta pesquisa foi verificar como os alunos do Ensino Fundamental evoluem na compreensão da leitura. Participaram do estudo 98 alunos de 2º, 3º e 4º ano do Ensino Fundamental de uma escola da rede privada do município de Santo André, no estado de São Paulo. Foram utilizados quatro instrumentos: o Teste de Desempenho Escolar-Leitura de Palavras (TDE); a Tarefa de Reconhecimento de Palavras (TRP); o Teste de Leitura e Compreensão de Sentenças (TELCS) e a Técnica de Cloze (CLOZE). Foram feitas análises a respeito da evolução das habilidades de leitura e compreensão de frases e texto, comparando o resultado dos alunos de 2º, 3º e 4º anos e análise comparativa dos resultados de meninas e meninos. Foram utilizadas: média, desvios-padrão, T-Student, ANOVA e Tukey. Os resultados demonstraram a evolução dos alunos do 2º ao 4º ano do Ensino Fundamental na compreensão de palavras, frases e texto. Não foram encontradas diferenças na compreensão de textos entre meninas e meninos

The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.

No description available.