Tjan Yuet Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-117). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS / ABSTRACT / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1 / Chapter 1.1.1 --- The need for enlarging EFL learners' vocabulary size in Hong Kong --- p.1 / Chapter 1.1.2 --- Task-based learning in English classrooms in Hong Kong --- p.2 / Chapter 1.2 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.3 / Chapter 1.3 --- RESEARCH OBJECTIVES --- p.4 / Chapter 1.4 --- ORGANIZATION OF THESIS --- p.4 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- ROLE OF VOCABULARY KNOWLEDGE IN L2 ACQUISITION --- p.6 / Chapter 2.2 --- ROLE OF INCIDENTAL VOCABULARY LEARNING IN L2 ACQUISIITON --- p.8 / Chapter 2.3 --- INCIDENTAL VOCABULARY ACQUISITION IN L2 LEARNER-LEARNER ORAL INTERACTION TASKS --- p.9 / Chapter 2.3.1 --- Incidental vocabulary acquisition in L2 oral context --- p.9 / Chapter 2.3.1.1 --- Significance of oral context --- p.10 / Chapter 2.3.1.2 --- Current studies on L2 incidental vocabulary acquisition in oral context --- p.11 / Chapter 2.3.2 --- Learner-learner oral interaction tasks --- p.12 / Chapter 2.3.2.1 --- Significance of learner-learner interaction from the perspective of acquisition --- p.12 / Chapter 2.3.2.2 --- Significance of learner-learner interaction tasks from the perspective of pedagogy --- p.13 / Chapter 2.4 --- FACTORS CONDUCIVE TO L2 INCIDENTAL VOCABULARY ACQUISITION --- p.14 / Chapter 2.4.1 --- Noticing --- p.14 / Chapter 2.4.2 --- Depth of processing --- p.15 / Chapter 2.4.3 --- Role of input comprehension in L2 incidental vocabulary acquisition --- p.16 / Chapter 2.4.3.1 --- Theoretical claims for the significance of input comprehension --- p.16 / Chapter 2.4.3.2 --- Theoretical claims against the significance of input comprehension --- p.17 / Chapter 2.4.3.3 --- Empirical evidence for the significance of input comprehension --- p.18 / Chapter 2.4.3.4 --- Empirical evidence against the significance of input comprehension --- p.18 / Chapter 2.4.4 --- Role of negotiation in L2 incidental vocabulary acquisition --- p.19 / Chapter 2.4.4.1 --- Negotiation --- p.19 / Chapter 2.4.4.2 --- Comprehending negotiated input and L2 incidental vocabulary acquisition --- p.20 / Chapter 2.4.4.2.1 --- Theoretical claims for the significance of negotiated input --- p.20 / Chapter 2.4.4.2.2 --- Theoretical claims against the significance of negotiated input --- p.21 / Chapter 2.4.4.2.3 --- Empirical evidence for the significance of negotiated input --- p.22 / Chapter 2.4.4.2.4 --- Empirical evidence against the significance of negotiated input --- p.22 / Chapter 2.4.4.3 --- Producing negotiated output and L2 incidental vocabulary acquisition --- p.24 / Chapter 2.4.4.3.1 --- Theoretical claims for the significance of negotiated output --- p.24 / Chapter 2.4.4.3.2 --- Theoretical claims against the significance of negotiated output --- p.26 / Chapter 2.4.4.3.3 --- Empirical evidence on the significance of negotiated output --- p.26 / Chapter 2.5 --- LACK OF RESEARCH ON THIS AREA IN THE HONG KONG CONTEXT --- p.28 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.28 / Chapter 2.7 --- SUMMARY OF THE CHAPTER --- p.30 / Chapter CHAPTER THREE: --- RESEARCH DESIGN --- p.31 / Chapter 3.1 --- SELECTION OF SUBJECTS --- p.31 / Chapter 3.2 --- INSTRUMENTATON --- p.32 / Chapter 3.2.1 --- Test items --- p.33 / Chapter 3.2.2 --- Pretest --- p.34 / Chapter 3.2.3 --- Task sheets --- p.35 / Chapter 3.2.4 --- Posttests --- p.36 / Chapter 3.2.5 --- Questionnaire --- p.37 / Chapter 3.3 --- TREATMENTS --- p.37 / Chapter 3.3.1 --- Treatments on Group I and II --- p.38 / Chapter 3.3.2 --- Treatment on Group III --- p.40 / Chapter 3.4 --- EXPERIMENTAL PROCEDURES --- p.44 / Chapter 3.5 --- METHODS OF DATA ANALYSIS --- p.44 / Chapter 3.5.1 --- Relationship between comprehension and negotiation --- p.45 / Chapter 3.5.2 --- Relationship between comprehension and L2 incidental vocabulary acquisition --- p.45 / Chapter 3.5.3 --- Relationship between negotiation and L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.4 --- Relative effects of producing negotiated output and receiving negotiated input on L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.5 --- Relationship between the nature of negotiation and L2 incidental vocabulary acquisition --- p.47 / Chapter 3.5.5.1 --- Length of negotiated word form --- p.47 / Chapter 3.5.5.2 --- Word frequency --- p.47 / Chapter 3.5.5.3 --- Number of clarification requests and confirmation checks --- p.48 / Chapter 3.5.5.4 --- Length of explanation --- p.48 / Chapter 3.5.6. --- Data from the questionnaire --- p.49 / Chapter 3.6 --- SUMMARY OF THE CHAPTER --- p.49 / Chapter CHAPTER FOUR: --- RESEARCH FINDINGS --- p.51 / Chapter 4.1 --- "SUBJECTS' INPUT COMPREHENSION, IMMEDIATE WORD GAINS AND WORD RETENTION: A GENERAL PICTURE" --- p.52 / Chapter 4.2 --- RELATIONSHIP BETWEEN INPUT COMPREHENSION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.56 / Chapter 4.2.1 --- Correlations between Gp I's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.2 --- Correlations between Gp II's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.3 --- Correlations between Gp II's comprehension scores of directions and their two posttest results --- p.57 / Chapter 4.2.4 --- Correlations between Gp III's comprehension scores of test item meanings and their two posttest results --- p.58 / Chapter 4.2.5 --- Correlations between Gp III's comprehension scores of directions and their two posttest results --- p.58 / Chapter 4.2.6 --- Conclusion --- p.59 / Chapter 4.3 --- EFFECT OF INPUT WITH MEANING NEGOTIATION ON L2 INCIDENTAL VOCABULARY ACQUSITION --- p.60 / Chapter 4.3.1 --- Comparing Gp II and Gp III's comprehension scores of test item meanings --- p.60 / Chapter 4.3.2 --- Comparing Gp II and Gp III's comprehension scores of directions --- p.61 / Chapter 4.3.3 --- Comparing Gp II and Gp III's 1st and 2nd posttest results --- p.61 / Chapter 4.3.4 --- Conclusion --- p.62 / Chapter 4.4 --- RELATIVE EFFECTIVENESS OF RECEIVING NEGOTIATED INPUT AND PRODUCING NEGOTIATED OUTPUT IN L2 INCIDENTAL VOCABULARY ACQUISTION --- p.63 / Chapter 4.4.1 --- Comparing Gp I and Gp III's 1st and 2nd posttest results --- p.63 / Chapter 4.4.2 --- Comparing Gp I and Gp II's 1st and 2nd posttest results --- p.64 / Chapter 4.4.3 --- Conclusion --- p.65 / Chapter 4.5 --- RESEARCH HYPOTHESES TESTED --- p.65 / Chapter 4.5.1 --- Testing the first hypothesis --- p.65 / Chapter 4.5.2 --- Testing the second hypothesis --- p.65 / Chapter 4.5.3 --- Testing the third hypothesis --- p.66 / Chapter 4.6 --- RELATIONSHIP BETWEEN THE PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.66 / Chapter 4.6.1 --- Length of negotiated word form --- p.66 / Chapter 4.6.2 --- Word frequency --- p.67 / Chapter 4.6.2.1 --- Word frequency produced by Gp I and Gp II --- p.67 / Chapter 4.6.2.2 --- Word frequency heard by Gp I and Gp II --- p.68 / Chapter 4.6.3 --- Number of clarification requests and confirmation checks --- p.68 / Chapter 4.6.4 --- Length of explanation --- p.69 / Chapter 4.6.5 --- Conclusion --- p.70 / Chapter 4.7 --- SUBJECTS' FAMILIARITY WITH ORAL INTERACTION TASKS AND LEARNING STYLES WHEN ENCOUNTERING NEW L2 WORDS --- p.70 / Chapter 4.8 --- SUBJECTS' COMMENTS ON THE TASKS --- p.72 / Chapter 4.9 --- SUMMARY OF THE CHAPTER --- p.73 / Chapter CHAPTER FIVE: --- DISCUSSION OF RESEARCH FINDINGS --- p.74 / Chapter 5.1 --- ROLE OF INPUT COMPREHENSION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.74 / Chapter 5.1.1 --- Subjects' comprehension of test adjective meanings and incidental vocabulary acquisition --- p.75 / Chapter 5.1.2 --- The different cognitive processing involved in comprehension and word acquisition --- p.76 / Chapter 5.2 --- ROLE OF MEANING NEGOTIATION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.77 / Chapter 5.2.1 --- Effect of negotiated input on L2 incidental vocabulary acquisition --- p.78 / Chapter 5.2.1.1 --- Subjects 'meaning negotiation and comprehension --- p.78 / Chapter 5.2.1.2 --- Noticing raised by meaning negotiation --- p.79 / Chapter 5.2.2 --- Role of Negotiated output in L2 incidental vocabulary acquisition --- p.82 / Chapter 5.2.2.1 --- Noticing raised by negotiated output --- p.82 / Chapter 5.2.2.2 --- Failure to strengthen the form-meaning link --- p.83 / Chapter 5.3 --- PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITON --- p.86 / Chapter 5.3.1 --- Length of negotiated word form --- p.86 / Chapter 5.3.2 --- Word frequency --- p.87 / Chapter 5.3.2.1 --- Word frequency heard by subjects --- p.87 / Chapter 5.3.2.2 --- Word frequency produced by subjects --- p.88 / Chapter 5.3.3 --- Number of clarification requests and confirmation checks --- p.89 / Chapter 5.3.4 --- Length of explanation --- p.89 / Chapter 5.4 --- SUMMARY OF THE CHAPTER --- p.91 / Chapter CHAPTER SIX: --- CONCLUSION --- p.93 / Chapter 6.1 --- PEDAGOGICAL IMPLICATIONS --- p.93 / Chapter 6.1.1 --- Incidental learning of L2 adjectives in oral interaction tasks --- p.95 / Chapter 6.1.2 --- Implementation of oral interaction tasks in Hong Kong EFL classrooms --- p.95 / Chapter 6.1.3 --- Meaning negotiation as a task demand --- p.95 / Chapter 6.1.4 --- Choice of unfamiliar adjectives used in the tasks --- p.97 / Chapter 6.2 --- LIMITATIONS OF THE PRESENT RESEARCH --- p.97 / Chapter 6.2.1 --- Small subject size --- p.98 / Chapter 6.2.2 --- Experimental setting instead of the real classroom setting --- p.99 / Chapter 6.2.3 --- A single 45-minute task instead of a longitudinal program --- p.99 / Chapter 6.2.4 --- Encounter of the test adjectives and their meanings between the 1st and 2nd posttests --- p.100 / Chapter 6.2.5 --- Investigating receptive word knowledge only in the posttests --- p.100 / Chapter 6.3 --- SUGGESTIONS FOR FURTHER RESEARCH --- p.101 / Chapter 6.4 --- SUMMARY OF THE CHAPTER --- p.102 / REFERENCES --- p.104

Cheung Po-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Page / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Rationale for the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading / Chapter 2.1 --- Overview of Learning Strategies --- p.6 / Chapter 2.1.1 --- Definitions of a Strategy --- p.6 / Chapter 2.1.2 --- Classification of Learning Strategies --- p.7 / Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10 / Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11 / Chapter 2.2 --- General Theories Related to Reading --- p.14 / Chapter 2.2.1 --- Definitions of Reading --- p.14 / Chapter 2.2.2 --- Conventional Models in Reading --- p.14 / Chapter 2.2.2.1 --- Bottom-up Processing --- p.14 / Chapter 2.2.2.2 --- Top-down Processing --- p.16 / Chapter 2.2.2.3 --- Interactive Processing --- p.16 / Chapter 2.2.2.4 --- Schema Theory --- p.19 / Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20 / Chapter 2.3 --- Inferencing --- p.21 / Chapter 2.3.1 --- Definitions of Inferencing --- p.21 / Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27 / Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27 / Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28 / Chapter 2.3.3.1 --- Experimental Approach --- p.28 / Chapter 2.3.3.2 --- Case Study Approach --- p.31 / Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32 / Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32 / Chapter 2.4 --- Summary --- p.33 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Design Characteristics --- p.34 / Chapter 3.2 --- Construction of Instruments --- p.35 / Chapter 3.2.1 --- Training Passages --- p.35 / Chapter 3.2.2 --- Reading Ability Test --- p.39 / Chapter 3.2.3 --- Pre and Posttest --- p.39 / Chapter 3.2.4 --- Background Questionnaire --- p.40 / Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40 / Chapter 3.2.6 --- Response Questionnaire --- p.41 / Chapter 3.2.7 --- Observation Form --- p.41 / Chapter 3.2.8 --- Guessing Game --- p.42 / Chapter 3.2.9 --- Self-monitoring Checklist --- p.43 / Chapter 3.3 --- Pilot-testing of Materials --- p.43 / Chapter 3.3.1 --- Subjects --- p.44 / Chapter 3.3.2 --- Procedures --- p.44 / Chapter 3.3.3 --- Modifications --- p.46 / Chapter 3.4 --- Study --- p.48 / Chapter 3.4.1 --- Subjects --- p.48 / Chapter 3.4.2 --- Observer --- p.49 / Chapter 3.4.3 --- Experimental Procedures --- p.49 / Chapter 3.4.3.1 --- Overview of Procedure --- p.50 / Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51 / Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52 / Chapter 3.4.3.1.3 --- Lecture --- p.52 / Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53 / Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53 / Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54 / Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54 / Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55 / Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55 / Chapter 3.4.3.1.5 --- Interviews --- p.56 / Chapter 3.4.3.1.6 --- Diary --- p.56 / Chapter 3.5 --- Data Analysis --- p.56 / Chapter Chapter 4 --- Research Findings / Chapter 4.1 --- General Picture --- p.58 / Chapter 4.2 --- Hypotheses Tested --- p.59 / Chapter 4.2.1 --- Hypothesis1 --- p.60 / Chapter 4.2.2 --- Hypothesis2 --- p.61 / Chapter 4.3 --- Subjects' Responses --- p.64 / Chapter 4.3.1 --- Background Questionnaire --- p.64 / Chapter 4.3.2 --- Response Questionnaire --- p.71 / Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77 / Chapter 4.3.4 --- Interviews --- p.78 / Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80 / Chapter 4.3.4.2 --- Usefulness of The Training --- p.86 / Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87 / Chapter 4.3.4.4 --- Time --- p.91 / Chapter 4.3.4.5 --- Attention Level --- p.95 / Chapter 4.3.4.6 --- Instructor's Performance --- p.99 / Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103 / Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103 / Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103 / Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104 / Chapter 4.3.4.7.4 --- Others --- p.105 / Chapter 4.4 --- Observer's Responses --- p.106 / Chapter 4.4.1 --- Observation Forms --- p.106 / Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106 / Chapter 4.4.1.2 --- Instructor's Performance --- p.107 / Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108 / Chapter 4.4.1.4 --- Overall Comments --- p.110 / Chapter 4.4.2 --- Interviews --- p.111 / Chapter 4.4.2.1 --- Pre-training --- p.111 / Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111 / Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112 / Chapter 4.4.2.1.3 --- Difficulties --- p.113 / Chapter 4.4.2.2 --- Post-training --- p.113 / Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113 / Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114 / Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116 / Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116 / Chapter 4.5 --- Instructor's Diary --- p.117 / Chapter 4.6 --- Summary --- p.124 / Chapter Chapter 5 --- Discussion on Research Findings / Chapter 5.1 --- Hypothesis1 --- p.125 / Chapter 5.2 --- Hypothesis2 --- p.128 / Chapter 5.3 --- Problems Revealed from The Study --- p.130 / Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130 / Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132 / Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134 / Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135 / Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136 / Chapter 5.4 --- Summary --- p.137 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Major Findings --- p.138 / Chapter 6.2 --- Limitations of The Study --- p.140 / Chapter 6.3 --- Pedagogical Implications --- p.142 / Chapter 6.4 --- Recommendations for Future Research --- p.144 / Chapter 6.5 --- Summary --- p.145 / Appendices --- p.146 / References --- p.278

O objetivo principal desta pesquisa é analisar os procedimentos didáticos relativos à leitura, no livro didático, Português Contexto, Interlocução e Sentido, destinado ao Ensino Médio, da Editora Moderna, de autoria de Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre e Marcela Pontara, em sua seção de Produção de Texto, principalmente. A análise visa configurar o percurso teórico-metodológico desse livro didático, com o intuito de observar em que consiste a abordagem discursiva de leitura pretendida por esse livro. Para tanto, busquei contrapor os conceitos e procedimentos desenvolvidos no livro didático com aquilo que, em Análise do Discurso, se concebe como uma abordagem discursiva de leitura. Parto do princípio de que uma abordagem discursiva de leitura pressupõe a consideração das condições de produção de um texto, isto é, a relação de posições histórica e socialmente determinadas em que o simbólico (linguístico) e o imaginário (ideológico) se juntam (ORLANDI, 2008, p.11). A análise do corpus demonstrou que, a despeito de anunciar uma abordagem discursiva, o livro didático não realiza esse intento. As propostas didáticas de leitura repetem o tradicional modelo de interpretação de texto, sem considerar os pressupostos elementares de uma análise discursiva, isto é, que o sentido não está inscrito na superficialidade do texto, mas é produto da complexa relação entre leitor, autor e contexto sócio-histórico-ideológico / The main objective of this research lies in examining the didactic procedures related to reading in the textbook Portuguese Language - Context, Interlocution and Meaning" (Moderna Publishing House), recommended for use in High Schools, mainly in its section "Text Production". This analysis aims to set the theoretical and methodological path followed by the textbook in terms of observing what "discourse-based approach to reading, proposed by the book, means. To this end, I have opposed the concepts and procedures developed in the textbook to what is known as discourse-based approach to reading in Discourse Analysis. I assume that a discourse-based approach to reading implies considering text production conditions, i.e., the relationship of historical and socially determined positions - in which the symbolic (linguistic) and the imaginary (ideological) meet" (ORLANDI, 2008, p.11). The corpus analysis has shown that, despite claiming to have a discourse-based approach, the aforementioned textbook does not accomplish its intent. The didactic purpose of reading repeats the traditional model of "reading comprehension", without considering basic assumptions of Discourse Analysis, namely, that the meaning is not a product of a texts shallow reading, but it is the consequence of a complex relationship between reader, author and socio-historical and ideological context

Made available in DSpace on 2016-04-28T18:22:33Z (GMT). No. of bitstreams: 1 Maria Fernanda Martins.pdf: 8731383 bytes, checksum: 75e274a49db93ac13b5109608bb4fe99 (MD5) Previous issue date: 2012-08-08 / This research aimed at evaluating how the communicative ability of reading comprehension in English is developed in Caderno do Professor (SÃO PAULO, 2009a, 2009b, 2009c, 2009d) for Sophomore Year at High School. Caderno do Professor is a teaching material used at public schools in São Paulo state and it was developed and published by Proposta Curricular (SÃO PAULO, 2008), guidelines proposed by the Eduction Department of São Paulo state government. The theoretical bases for this study were the Brazilian official documents for the teaching of English Parâmetros Curriculares Nacionais: introdução aos Parâmetros Curriculares Nacionais, (BRASIL, 1997), Parâmetros Curriculares Nacionais de Língua Estrangeira (BRASIL, 1998), Parâmetros Curriculares para o Ensino Médio (BRASIL, 1999), Parâmetros Curriculares+ Ensino Médio (BRASIL, 2002), Orientações Curriculares (BRASIL, 2004 e 2006) which aim at guiding the pedagogical practice, the teaching as well as the curriculum of Brazilian schools and Proposta Curricular of São Paulo State (SÃO PAULO, 2008), guidelines proposed for organizing and referencing the educational system of São Paulo state. For reading conceptions this study followed Smith (1999), Kleiman (2004, 2008, 2010), and Koch and Elias (2011). For material evaluation and development this research based on Cunningsworth (1995), Hutchinson and Waters (1987), Tomlinson (2001), Coracini (2009) and Ramos (2009) and for evaluation criteria for materials Ramos (2009) was used as well as the checklist of Dias (2009). The research is classified as qualitative under documental analysis and was developed from the selection and analysis of comprehension reading activities within the four volumes of Caderno do Professor (SÃO PAULO, 2009a, 2009b, 200c, 2009d) for students at Sophomore year at High School aiming at answering the questions that guided this study: How reading comprehension in English is developed in Caderno do Professor? i How reading comprehension reflects the official documents? ii How reading comprehension is developed in the activities? . Analysis result showed that the reading comprehension activities involve a socio-interactionist view of teaching-learning which is stated in the official documents as well as at Proposta Curricular. However, concerning reading comprehension related to genres the results showed that this is not really fulfilled and lacks a meaningful and real development of genres / Esta pesquisa tem o objetivo de avaliar como a habilidade comunicativa de compreensão escrita em língua inglesa é trabalhada no Caderno do Professor da 1ª série do Ensino Médio (SÃO PAULO, 2009a, 2009b, 2009c, 2009d), material didático usado nas escolas públicas do Estado de São Paulo e que foi elencado como o terceiro subsídio da Proposta Curricular (SÃO PAULO, 2008). Este estudo tomou como base teórica os documentos oficiais para o ensino de língua inglesa no Brasil, os Parâmetros Curriculares Nacionais: introdução aos Parâmetros Curriculares Nacionais, (BRASIL, 1997), os Parâmetros Curriculares Nacionais de Língua Estrangeira (BRASIL, 1998), os Parâmetros Curriculares para o Ensino Médio (BRASIL, 1999), os Parâmetros Curriculares + Ensino Médio (BRASIL, 2002), as Orientações Curriculares (BRASIL, 2004 e 2006) que têm por objetivo nortear a prática pedagógica, o ensino e os currículos das escolas brasileiras e a Proposta Curricular do Estado de São Paulo (SÃO PAULO, 2008) que foi elaborada com o objetivo de organizar e referenciar o sistema educacional do Estado de São Paulo. Para as concepções de leitura este estudo guiou-se em Smith (1999), Kleiman (2004, 2008, 2010) e Koch e Elias (2011). Sobre material didático tomou-se como base Cunningsworth (1995), Hutchinson e Waters (1987), Tomlinson (2001), Coracini (2009) e Ramos (2009). Para os critérios de avaliação de material didático foi usada a lista de critérios de Ramos (2009) e, para avaliar as atividades de leitura, a ficha de compreensão escrita de Dias (2009). A pesquisa, caracterizada dentro da modalidade de pesquisa qualitativa, chamada de análise documental, desenvolveu-se a partir da seleção e análise das atividades de compreensão escrita dos quatro volumes do Caderno do Professor da 1ª série do Ensino Médio (SÃO PAULO, 2009a, 2009b, 200c, 2009d) buscando responder às seguintes questões: Como a compreensão escrita em inglês é trabalhada no Caderno do Professor da 1ª série do Ensino Médio? i Como a compreensão escrita reflete os documentos oficiais? ii Como a compreensão escrita é explorada nas atividades? . O resultado da análise mostrou que as atividades de compreensão escrita contemplam a visão sociointeracionista de ensino-aprendizagem preconizadas nos documentos oficiais e na Proposta Curricular. Entretanto, no que concerne à questão de compreensão escrita no que tange o desenvolvimento de gênero, o resultado mostrou que o material não está adequado a esse trabalho

Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve their understanding of written text. The purpose of this quantitative ex-post facto research design was to determine the extent to which the reading intervention programs implemented at the research school improved reading achievement scores for seventh grade students with learning disabilities in reading, and to determine how much scores changed from the pretests to the posttests for two intervention groups. The theoretical framework for this study was the cognitive load theory. Data included Scholastic Reading Inventory scores from a convenience sample of 46 seventh grade students with learning disabilities in reading. The data were analyzed using a one-way ANOVA pretest-posttest design. Data analyses indicated statistically significant differences in the reading achievement scores of the student participants, indicating they had higher reading achievement scores after participating in targeted reading interventions. This research contributes to positive social change by motivating students to be actively engaged in their reading and apply the skills they have learned as a result of participating in targeted reading interventions. This research also prepares students for the competitive job market through identifying viable interventions to help improve their reading comprehension skills.

The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.

Genom studiens syfte, att beskriva och analysera förutsättningar för elevers inflytande i grundsärskolan och hur detta kommer till uttryck i läsundervisningen, vill vi bidra till ökad kunskap. Bakgrund och tidigare forskning behandlar förutsättningar och hinder för inflytande, språkutveckling, läsinlärning, läsförståelse samt för undersökt kommun tongivande metoder för läsinlärning och läsförståelse. Studiens empiriska data samlades in genom semi-strukturerade intervjuer med tolv pedagoger, samtliga verksamma inom grundsärskolan samt elva elevenkäter. Som teoretisk ansats användes sociokulturellt perspektiv på lärande. Resultatet pekar på att elevinflytande till stor del handlar om individanpassad undervisning baserad på elevens intressen, att goda möjligheter finns att ge elever inflytande samtidigt som det upplevs som en svårighet att synliggöra elevinflytandet för eleverna, samt att tolka elevers kommunikation gällande intentioner och önskningar i läsundervisningen. Starkt tongivande i pedagogernas resonemang, både om elevinflytande och läsundervisning var vikten av att samarbeta med grundskolans elever; dels som förebilder och dels som en källa till lärande. Gemenskapen och samspelet som framgångsfaktorer för lärande påpekades mångfaldigt, men också de kommunikativa vinsterna med att låta elever med olika förutsättningar lära tillsammans och vara resurser för varandras lärande. Vad gäller elevers upplevelser av inflytande anser en övervägande andel att de blir lyssnade på men resultatet visar att det eleverna upplever sig ha inflytande över inte är undervisningsrelaterat. / The purpose of the study, is to describe and analyze the prerequisites for students influence in the special school and how this is expressed in the reading education, we want to contribute to increased knowledge. Background and previous research deals with the prerequsites and barriers on influence, language development, learning to read, reading comprehension as well as for investigated municipal influential methods for reading and reading comprehension. The empirical data of the study was collected through semistructured interviews with twelve educators, all those active in the special school and a questionary with eleven pupils. As a theoretical approach, sociocultural perspective on learning was used. The result indicates that student influences mostly is about individualized education based on the student's interests, that the opportunity for students to influence is possible while at the same time educators experience a difficulty in visualizing student influence to their students, as well as interpreting student communication regarding intentions and wishes in learning how to read. The main purpose the educators reason about, when it comes to student influence and reading education, was the importance of collaborating with elementary school students; partly as role models and partly as a source of learning. The solidarity and interaction as success factors for learning were pointed out many times, but also the communicative benefits of allowing students with different prerequisites to learn together and to be resources for each other's learning. In regards of the students' experiences of influence, it is considered that they are listened to, but the results show that what the students have influence over does not regard their education.

The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months. The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience. It is recognised that, although exposure to print is closely associated with word reading skills, it is not a direct measure of word reading. The language measures were oral comprehension, receptive vocabulary and receptive grammatical skills. The memory measures included measures of verbal and visuospatial short-term memory, measures of verbal and visuospatial working memory, a measure of the ability to inhibit irrelevant information from working memory and a measure of longer term verbal learning and retrieval. Correlational and hierachical multiple regression analyses were used to extrapolate the relationships between and among these variables. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relationship with reading comprehension than the memory variables. The strongest independent predictors of reading comprehension were orthographic processing and oral comprehension. An additive combination of these two variables provided a more parsimonious model of reading comprehension than other models under consideration. It was concluded that for the age range in this study, language and word reading skills are the main predictors of reading comprehension and that the different types of memory do not make major contributions to reading comprehension.

本研究旨在探討使用閱讀網絡圖對於臺灣高中生閱讀理解能力的影響，並分析學習者對於使用閱讀網絡圖後的態度觀感。 根據研究目的，所採用的實驗工具為閱讀理解測驗以及態度問卷。實驗對象為台中市某私立高中的92名學生。實驗進行前，實驗組與對照組的學生們接受閱讀理解前測。在為期六週的教學期間，實驗組接受閱讀網絡圖教學訓練，而對照組則接受傳統的教師講述閱讀教學方式。實驗後，兩組學生接受閱讀理解後測；實驗組另在後測結束後填寫問卷。資料分析透過描述性統計、T檢定、與ANOVA檢視閱讀網絡圖教學的效益；問卷旨在瞭解學生對於閱讀網絡圖輔助閱讀理解的態度和看法。 研究主要結果如下： 1.閱讀網絡圖有助於學生閱讀理解。此外，閱讀網絡圖對於學生在回答克漏字網絡圖題型有助益，但其顯著差異並未反映在選擇題的作答表現上。 2.學生對於閱讀網絡圖抱持正面的態度。第一，他們給予網絡圖正面回饋；第二，他們肯定網絡圖對於閱讀理解及文章架構的助益；第三，他們表示有意願在未來應用閱讀網絡圖於英語文章或其他學科的學習上。 綜合研究結果，本研究透過瞭解閱讀網絡圖在閱讀教學上的效益，期能提供教師對於閱讀網絡圖的使用有更一步的瞭解，以充分幫助學生的英語閱讀學習。 / The present study aimed to investigate the effects of graphic organizer instruction on Taiwanese senior high school students’ reading comprehension. Also, it explored students’ attitudes toward the use of graphic organizers. Based on the purpose of this study, instruments included reading comprehension tests and an attitude questionnaire. Two intact classes of 92 private senior high school second-grade female students in Taichung City participated in the study. The classes were first divided into the experimental group and the control group. Before the treatment, the reading comprehension pre-test was administrated. During the six-week instruction, the experimental group received graphic organizer instruction, while the control group received the traditional reading instruction. After that, the effects of graphic organizer instruction were evaluated through measures of reading comprehension post-test. The attitude questionnaire was distributed to the experimental group right after the post-test. The quantitative analysis of the mean scores on comprehension tests was conducted through descriptive statistics, t-Tests, and two-way ANOVA to indicate the effects of graphic organizers. In addition, the data of the questionnaire were analyzed for students’ attitudes toward and perceptions of graphic organizers. The major findings of the study were listed below: 1. The results of comprehension tests showed a significant effect of graphic organizer instruction on reading comprehension of senior high school students. Besides, the graphic organizer instruction positively affected students’ performance on answering cloze graphic organizer questions, while its effect on students’ answering multiple-choice questions was not salient. 2. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of graphic organizers. First, the students expressed positive feedbacks toward the use of graphic organizers. Second, they confirmed the benefits of graphic organizer instruction like increasing their reading comprehension and familiarizing themselves with text structure. Third, they generally showed their willingness to apply the use of graphic organizers to future learning while reading English articles or studying other subjects. To conclude, this study may be of importance in understanding the effectiveness of graphic organizers in its application of reading instruction, as well as in providing English teachers with a better understanding of how to use graphic organizers so as to offer learners with best help.

學童階段推動閱讀教育非常重要，過去不乏對於閱讀動機與閱讀興趣之調查研究，但對於新興之數位閱讀實證性研究瞭解有限，有鑑於數位媒體將逐漸成為閱讀的新趨勢，本研究旨在探討GS-based 合作學習活動運用在國小閱讀教學的可行性，將學生的閱讀合作學習及教師的教學策略串連，研究採用準實驗研究法，以金門縣二所國小四年級各一班的學生，分成實驗組與控制組，實驗組進行「運用GS軟體結合電子繪本的合作學習教學活動」，而控制組進行「電腦教室環境不分組的大班電子繪本教學活動」，經過實驗處理後，接受「自編閱讀理解測驗」，以比較學生在閱讀理解成效的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以研究者觀察、錄影及訪談作為質性資料討論，最後，根據研究結果提出具體建議，以提供未來研究與教師在運用電腦輔助合作學習融入閱讀教學時之參考。 研究發現如下： 一、GS-based電腦輔助合作學習活動的閱讀教學模式，學生在閱讀理解成效方面，優於不分組大班學生獨立學習的電子繪本閱讀教學模式。 二、GS-based電腦輔助合作學習活動的閱讀教學，有利於幫助學生在推論分析及詮釋整合層次的閱讀理解，尤其是詮釋整合的理解歷程上，閱讀理解成效最為顯著。 三、無論是高成就組、中成就組或低成就組，實驗組不同成就組別之學生的閱讀理解成效皆優於控制組，尤以中成就組之學生，閱讀理解成效最為顯著。 四、透過GS-based合作學習活動，有助於小組集思廣益。積極參與型的小組運作，小組後測平均成績比主領導強勢型、無領導零碎型的小組運作方式成績高。 五、學生對GS結合電子繪本合作學習活動的新穎學習模式，持正向肯定的態度，同時認為可提高閱讀的興趣。 / The purpose of research is to discuss the practicability of applying GS- based collaborative learning project to reading instruction of primary school, which is to connect the reading collaborative learning with teachers’ teaching strategy. The research uses Quasi-experimental method by separating classes of students from two primary schools in Kinmen County as an experimental group and a control group. Experimental group implements the collaborative learning project by applying GS software to connect with electronic books and control group practices the ungrouped electronic books learning project in the computer classroom. After experimenting, to know the students’ reading comprehensive effectiveness, the students accepted the self-prepared comprehension tests and to use questionnaire survey to know how the students of experimental group think about the learning project. Moreover, serving as the researchers to observe, make the video record and interview as the qualitative for discussions ; finally, to address specific suggestions according to research result so as to provide the reference for future researches and teachers when they collaboratively apply computer to reading instruction. The research findings are as followings: （1）The reading instruction of applying GS based computer to collaborative learning project, the students’ reading comprehensive effectiveness is better than students who independently learn with the electronic books reading ins- truction in the big ungrouped class. （2）The reading instruction of applying GS-based computer to collaborative learning project is helpful for students’ reading comprehension on the parts of inferential analysis and interpretation of integrating levels; especially in the interpretation of integrating comprehensive process, the reading comprehend- sion is the most significant. （3）No matter for high achievement group, middle achievement group or low achievement group, the different experimental groups of students’ reading comprehension are better than control groups; especially the middle achieve- ment groups. Their reading comprehensive effectiveness is the best. （4）GS-based collaborative learning project is helpful for group thinking. The operation of group is positive and active. Their test results are better than con- trol group and non-leader fragmented group. （5）The students are positive about GS connecting electronic books with collaborative learning project and they also think which can enhance their inte- rest to reading.