O tema desta pesquisa éhabilidades de leitura de poemas. Os problemas que motivaram a pesquisa foram: a constatação de que, para mim e para muitos professores, desenvolver práticas didáticas em que as habilidades de leitura do gênero poema sejam contempladas constitui um desafio; a observação de que os alunos não demonstram interesse pela leitura de poema, apesar do valor desse gênero discursivo para formação do leitor; as dúvidas sobre como preparar os alunos para avaliações externas, como Prova Brasil, ENEM, e SARESP. Meu interesse pelo tema encontrou acolhimento no projeto OBSERVATÓRIO/UNITAU 2011-2014: `Competências e habilidades de leitura: da reflexão teórica ao desenvolvimento e aplicação de propostas didático-pedagógicas, n23038010000201076, financiado por CAPES/INEP. O objetivo geral desta pesquisa é oferecer uma contribuição ao Projeto Observatório/UNITAU e aos demais educadores que vierem a conhecer este trabalho de transposição didática de atividades que enfocam habilidades de leitura de poemas e de reflexão sobre os resultados na sala de aula em que se desenvolveu. Especificamente, a pesquisa objetiva: 1) identificar as características das questões do SARESP, de 2003 a 2007, que cobram habilidades de leitura de poemas da fim de subsidiar a proposta de trabalho de leitura em sala de aula; 2) desenvolver atividades de leitura de poemas, a partir de sequência didática elaborada por participantes do Projeto Observatório/UNITAU, com 30 alunos do 7 ano do Ensino Fundamental II, de uma escola particular da cidade de São Paulo.A Matriz do SARESP (SÃO PAULO, 2009) é utilizadacomo fundamentação legal para as habilidades de leitura exigidas nas provas externas, uma vez que contempla também as exigências da Prova Brasil. A fundamentação teórica desta pesquisa baseia-se na perspectiva sociocognitiva de leitura; na concepção bakhtiniana da linguagem e de gêneros discursivos e nos aspectos constitutivos do gênero discursivo poema. Metodologicamente, realizou-se umapesquisa quantitativa e qualitativadas questões sobre poema das provas SARESP de 2003 a 2007 e uma pesquisa-ação com os alunos sujeitos da pesquisa.Como resultados da análise das provas do SARESP, observou-se quevem aumentando o número de questões sobre poemas, chegando a 8 em 2007, e que as questões exigem inferências a partir do tema e dos recursos lingüísticos de cada poema, abrangendo várias habilidade de leitura. Como resultados da pesquisa-ação, constatou-seque os alunos participaram com empenho das atividades de leitura de poemas propostas e que a sequência didática de leitura contempla as habilidades cobradas pelas provas externas e facilita a apropriação pelos alunos das principais características dos poemas. Sendo assim, conclui-se que a leiturade poemas, por meio de uma sequência didática nos moldes da utilizada nesta pesquisa, deve fazer parte do currículo do 7 ano do Ensino Fundamental. / The theme of this research is reading comprehension abilitiesof poems . The problems that motivated the research were : the perspective that for me and for many teachers, developing teaching practices that reading comprehension abilities are reflected in the poem genre is a challenge , observing that students do not show interest in reading poem, although the value of this discourse genre training for the reader ; some doubts about preparing students for external exams as Prova Brasil , Enem , and SARESP . My interest in thissubject found acquaintance in the project OBSERVATORIO / UNITAU 2011-2014 : ` Competences and habilities on reading : from theoretical reflection to the development and implementation of educational and pedagogical proposals , reference numeber 23038010000201076 , sponsored by CAPES / INEP . The overall objective of this research is to provide a contribution to the Project Observatório / UNITAU and other educators who migh learn about this essay of didactic transposition activities focused onreading comprehension abilities of poems and reflection on the results in the classroom in which it was developped . Specifically , the research aims to : 1 ) to identify the characteristics of the questions on SARESP , 2003-2007 , which requires reading comprehension abilities of the poems to support the proposed work of reading in the classroom , 2) to develop reading activities poems from instructional sequence developed by attendeesof project Observatorio / UNITAU , within 30 students of 7th grade of high schhol, enrolled in a private school in São Paulo City . The Matrice of SARESP ( SÃO PAULO , 2009) is used as a legal basis for reading comprehension abilities required in external exams, since it also includes the requirements Prova Brasil . The theoretical foundation of this research is based on socio-cognitive perspective of reading; in Bakhtinian conception of language and speech genres and constitutive aspects of gender discourse poem. Methodologically , a quantitative and qualitative research was carried outtowards questions about the poem and examsof SARESP 2003-2007 and a quiz with students targeted on the research. As results of the analysis of SARESPs exams , it was noticed that there is growing number of questions about poems , reaching to 8 in 2007 , and that the questions require inferences from the subject and the linguistic resources of each poem, covering various reading comprehension abilities. As a result of the research, it was observed that students who participated with commitment on the activitiesoffered reading poems and the instructional sequence incorporates reading comprehension abilitiesrequired by external emaxs and facilitates ownership by students of the main features of the poems. Therefore , it is concluded that reading poems through a teaching sequence in themodel used in this study , should be part of the curriculum of the 7th grade high school.

This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

This thesis focused on the use of a computerized reading assessment program called Star Reading. Reading has been one of the most difficult areas across the curriculum to assess. Reading asssessment differs widely from teacher to teacher, and has traditionally been very subjective.

Denna studies syfte är att undersöka på vilka sätt mening skapas i klassrummet med hjälp av ett dramapedagogiskt arbete, samt hur arbetet kan bidra till utvecklad förståelse av en text. I studien används forskningsfrågorna: vilka meningsskapande processer sker när elever arbetar med dramatisering av text? och: på vilka sätt rör sig eleverna genom olika litterära föreställningsvärldar under processen? Studien nyttjar ett sociosemiotiskt perspektiv, men skriv- och dramaprocesser analyseras också utifrån byggandet av litterära föreställningsvärldar. Med ett etnografiskt förhållningssätt utfördes dels en deltagande observation av arbetet med en dramatisering av ett stycke ur Alf Henrikssons bok Asken Yggdrasil, och dels en serie semistrukturerade intervjuer av eleverna i den berörda klassen. Analysen av resultatet visar att de meningsskapande processer elever får uppleva bidrar till ett ökat engagemang och glädje inför arbetet. Flera förmågor tränas samtidigt som förståelse av en text arbetas med. Med hjälp av drama som en estetisk lärprocess ges eleverna möjlighet att förstå världen tillsammans med andra och på så sätt skapa betydelse i sitt eget lärande, och sina egna liv.

This thesis aims at exploring what linguistic challenges and opportunities multilingual students experience when reading in English. This paper has a qualitative approach and consists of focus group interviews as the method for collecting data. The participants were students in compulsory school, ninth grade, studying English as a foreign language. A total of nine multilingual were divided into three groups. Firstly they received a piece of informative text to read, containing a picture and a heading, and secondly they answered and discussed questions about their use of reading strategies. The results from the present study show that they tended to use top-down strategies when reading. The picture was not regarded as important as the heading; yet it was clear that they transferred already developed strategies from other languages. Previous research has shown that a reading ability developed in a student´s first language will be transferred to other languages, through an underlying proficency. Likewise it was expected in this study that the students would use their first language in order to understand English as a foreign language, but unpredictably findings show that Swedish was the preferred language when translating. In conclusion, one can therefore argue for Swedish as the strongest academic language and therefore important in scaffolding multilingual students.

This study sets out to investigate whether and to what extent activities involving Extramural English (EE) have an impact on how students in the sixth and ninth year of the Swedish school-system perform on the national tests of listening and reading comprehension issued by the National Agency for Education. In order to test this, the students participating were asked to fill out a questionnaire asking about their contacts with English outside of the classroom environment and were then administered old national tests of reading and listening comprehension as part of their regular classroom instruction. The data collected was analysed in SPSS in the form of correlation analysis and ANOVA. It was found that EE-activities may indeed impact how well the students perform in tests assessing receptive skills and that certain activities (such as reading, gaming, engaging in oral communication) yielded greater gains than others (such as watching movies and TV-series). In addition to this, the study indicates a difference between how profound of an impact EE-activities have depending on the age of the students, with the older students benefiting more from EE than the younger.

Svenska elevers resultat på internationella studier som PIRLS visar på bristande läsförmåga hos eleverna och på bristande lässtrategiundervisning. Svenska elever undervisas mindre om lässtrategier än övriga deltagande länder i undersökningen. Syftet med denna uppsats är att undersöka vilken roll teorier om lässtrategier spelar i svenskundervisningen i årskurs 4-6 i den svenska skolan idag. Genom en enkät samt intervjuer så undersöks detta. Undersökningen fann att lärare använde sig av flera lässtrategier i sin undervisning. Undersökningen fann också att lärare undervisade både implicit och explicit, även om en stor del endast undervisade explicit. Undersökningen visade också att samtal om texter är en viktig faktor i lärarens syn på förbättrad läsförståelse hos eleverna. Slutsatsen är att det förekommer såväl implicit som explicit undervisning om lässtrategier och variationen av vilka lässtrategier det undervisas om är stor. / Swedish students' results in international studies of reading literacy such as PIRLS show a lack of reading ability among students and a lack of reading strategy teaching. Swedish students are taught less about reading strategies than other participating countries in the survey. The purpose of this essay is to investigate the role theories of reading strategies play in Swedish teaching in grades 4–6 in the Swedish school today. This is investigated through a questionnaire and interviews. The study found that teachers used several reading strategies in their teaching. The study also found that teachers taught reading strategies both implicitly and explicitly, although a great deal of them only taught explicitly. The study also showed that conversations about texts are an important factor in the teacher's view of improved reading comprehension for the students. The conclusion is that there is both implicit and explicit teaching about reading strategies and the variation of which reading strategies are taught is large.

The aim of this study was to explore teachers’ opinions and thoughts on teaching reading strategies to pupils in upper primary school in Sweden and how teachers explain their choices regarding texts and strategies. More specifically the aim was to highlight teachers’ perceptions and experience of teaching reading strategies. In this study semi-structured interviews were conducted with four teachers in grades 4-6 during the spring term of 2020. All four teachers taught Swedish as a school subject. The results of the study showed that the interviewed teachers each explain their choices of text according to their own set of criteria. When choosing reading strategies, the teachers based their choices largely on a particular course package developed in Sweden. The outlook the teachers had on the teaching of teaching reading strategies came across as positive. They felt that the strategies that they taught their pupils helped them to develop their reading comprehension skills. This was especially true for the low-achieving readers in the class. / Syftet med denna studie var att undersöka svensklärares uppfattningar och tankar om lässtrategiundervisning i årskurs 4–6 och hur de motiverar sina val av texter, strategiprogram och lässtrategier i den undervisningen. Mer specifikt har syftet varit att synliggöra lärares uppfattningar och erfarenheter om lässtrategiundervisning. Till studien har material samlats in genom metoden semistrukturerad intervju som är en kvalitativ metod. Intervjuerna genomfördes med fyra svensklärare i årskurs 4–6 under vårterminen 2020. Resultatet visar att lärarna motiverar sina val av texter med hjälp av flera kriterier och i deras val av lässtrategier utgick de från ett strategiprogram utvecklat i Sverige. Inställningen till lässtrategiundervisning framstod som positiv och lärarna upplevde den som främjande för elevernas läsförståelse, särskilt för de svaga läsarna.

In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when learning vocabulary? What does research say about incidental vocabulary learning through reading? What relationship does vocabulary have with reading comprehension? We have answered our questions by synthesizing and analyzing empirical studies which have been divided into two categories: cognitive processes and strategies, and vocabulary acquisition through reading. The findings show that, when encountering new vocabulary, learners use memory, determination, social and metacognitive strategies. Learning vocabulary happens both incidentally and intentionally and during this procedure words go through cognitive processes that determine where in our knowledge system they belong but this procedure can be affected by both internal and external factors. Results show that learners find reading and reading while listening to be a good method of learning vocabulary and these approaches also show good results in incidental vocabulary acquisition. Learners acquire new vocabulary incidentally through reading but the number of words they learn varies greatly. Learner’s prior vocabulary knowledge and the level of the target text is important for the outcome of new vocabulary acquisition. If the learner does not have an adequate prior vocabulary, associations and connections cannot be made and coherence not completed. In summary, the relationship between incidental vocabulary acquisition and reading comprehension is mutually beneficial. Reading provides context during a learner’s integration process and this leads to comprehension and vocabulary growth. There is a reciprocal relationship between comprehension and vocabulary growth, where both build on one another. However, since all the empirical studies did not take the same factors into consideration, the results have varied. In other words, external and internal factors can have a major impact on incidental vocabulary acquisition through reading. We suggest further research to investigate these factors in order to get a clearer picture of how we as teachers can improve strategies and instructions for vocabulary acquisition through reading.

The diploma thesis deals with the evaluation of primary school learners in their reading comprehension skills. The aim of the thesis is to define the way of realization of the evaluation and its influence on the area of reading comprehension at schools which use a classification, and at schools which evaluate their learners verbally. In the theoretical part, there is first defined the term evaluation which is further explained in the context of education. Furthermore, basic types, functions and evaluation criteria are described. The thesis also focuses on two basic forms - qualitative and quantitative evaluation. Last but not least, the theoretical part defines the specifics of the reading comprehension evaluation. The practical part describes which forms of learner's evaluation there are used by primary school teachers in the Czech Republic when they evaluate learner's reading comprehension skills. Moreover, it focuses more specifically on two primary schools in Prague and its surroundings which use different forms of learner's evaluation, and it describes how the evaluation is implemented and which advantages or drawbacks it brings. Based on this research, it is also detected how these evaluations impact concrete participants in the teaching process. By the end of the research, there are...