Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.

Title: “The letters jump”- to struggle with decoding and still understand what you are reading.Author: Maria EkUniversity of UmeåDepartment of EducationSupervisor: Asbjörg WestumExaminer: Fredrik KarlssonKeywords: Poor readers, Structured text talks, Reading strategies, Reading comprehension, Commitment and Motivation.During the past decades, Swedish studies show that reading comprehension and skills in reading strategies have decreased. In secondary school for individuals with learning disabilities there has been a focus on care-taking rather than on comprehension in general, and on reading comprehension in particular.The purpose of this study was to investigate whether Reciprocal Teaching would increase reading comprehension and motivation among upper secondary school for individuals with learning disabilities. The study presents how three 17-year-old pupils and their teacher, discussed expository fact texts during twelve lessons using the reciprocal method combined with power point-presentations to get the students to read more actively with interferences and reflections. The ambition was to make the structured text talks as interesting as possible with texts easy to read, technical aids, structure to make the students feel security when reading and to get committed pupils with an increased interest in reading.The results show an increase in motivation in reading, and the students were more prone to take an active part in discussions.

For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that their reading proficiency is far from satisfying though they have studied English for more than ten years. Therefore, the current situation of using reading strategies among Chinese sophomore English majors is studied in this paper. The research aims to study the relationship between the use of reading strategies and the students’ reading achievements. The reading comprehension part of TEM 4 (2006) and two questionnaires are adopted in this study to collect data from the investigated students. The participants are 54 English major sophomores from a university in China. The major findings of this study are: English majors use reading strategies in medium level when doing reading comprehension tests. Both metacognitive and cognitive reading strategies significantly correlate with reading achievements and both of them play important roles in reading comprehension. There are differences in the application of reading strategies between high-proficiency readers and low-proficiency readers. Teachers do not pay high attention to instructing reading strategies in the classroom, so some pedagogical implications on the teaching of reading strategies are suggested.

For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that their reading proficiency is far from satisfying though they have studied English for more than ten years. Therefore, the current situation of using reading strategies among Chinese sophomore English majors is studied in this paper. The research aims to study the relationship between the use of reading strategies and the students’ reading achievements. The reading comprehension part of TEM 4 (2006) and two questionnaires are adopted in this study to collect data from the investigated students. The participants are 54 English major sophomores from a university in China. The major findings of this study are: English majors use reading strategies in medium level when doing reading comprehension tests. Both metacognitive and cognitive reading strategies significantly correlate with reading achievements and both of them play important roles in reading comprehension. There are differences in the application of reading strategies between high-proficiency readers and low-proficiency readers. Teachers do not pay high attention to instructing reading strategies in the classroom, so some pedagogical implications on the teaching of reading strategies are suggested.

Esta pesquisa qualitativa procurou investigar os processos inferenciais mobilizadas para a compreensão das tiras jornalísticas, focalizando mais especificamente os prováveis processos de geração de inferências realizados pelo leitor. O estudo dos processos inferenciais, bem como considerações referentes aos gêneros discursivos constituíram a base do segundo capítulo. Nele visamos a uma fundamentação dos gêneros midiáticos impressos e dos tipos de inferências necessárias para a construção de sentido na leitura das tiras jornalísticas. O corpus analisado neste trabalho foi constituído por cinco tiras do personagem Hagar, o horrível. Discutimos as estratégias mobilizadas no momento da leitura das tiras, tomando como ponto de partida as marcas lingüísticas oferecidas pelo texto icônico-verbal. Adotamos como concepção de língua o modelo sociocognitivista-interacional. Buscamos investigar quais inferências são produzidas ao longo da leitura. Percebemos que o processo inferencial está relacionado tanto aos esquemas mentais dos sujeitos quanto ao seu contexto pessoal, de modo que, utilizando-se destas duas fontes de informação extratextual, os sujeitos buscam estabelecer o sentido do texto com a realização de inferências lógicas, informativas e elaborativas. O objetivo central desta pesquisa foi apresentar uma proposta pedagógica voltada para a elaboração de estratégias de leitura do gênero discursivo tiras jornalísticas, o qual não foi alcançado, pois não foi possível proceder às leituras de uma forma homogênea, nem submeter as tiras em análise a uma única estratégia de leitura, fato que vem a reafirmar a natureza da leitura como elemento vivo, inconstante e que se modifica a cada processo de interação, pois não há uma delimitação concreta da perspectiva a ser tomada no momento da compreensão do texto, uma determinação do lugar social do leitor, um contexto determinado e um nível específico de análise do texto previamente definido para o leitor proceder à leitura e à interpretação desse gênero midiático. / This qualitative research sought to investigate the processes inferential mobilized to understanding the newspaper comics, focusing more specifically the procedures likely to generate inferences made by the reader. The study of inferential processes as well as considerations relating to gender discourse formed the basis of the second chapter. It aiming for a rationale for printed media genres and types of inferences needed for the construction of meaning in reading the newspaper comics. The body examined in this study was made up of five strips of character Hagar, the ugly. We discussed the strategies deployed at the time of reading the comics, taking as its point of departure marks the language offered by the icônico-verbal. We as a design language of the model sociocognitivista-interactional. The main objective of this research was to present a proposal focused on educational strategies to reading the strip discursive journalistic genre, which has not been achieved because we could not make the readings of a homogeneous, or submit to an examination into strips Read-only strategy, a fact that comes to reaffirm the nature of reading as a living, inconsistent and that changes every process of interaction, because there is no concrete definition of perspective to be taken at the time of understanding of the text, a determination of social place of the reader, given a context and a specific level of analysis of the text previously defined for the reader to read and the interpretation of that genre media.

Made available in DSpace on 2016-04-28T19:34:31Z (GMT). No. of bitstreams: 1 Elaine Cristina Baiarde.pdf: 17998746 bytes, checksum: 041dcaf46a4139ceb6e1f44cceb4cb0b (MD5) Previous issue date: 2008-10-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as subject the study of the reading and its education in the classroom. To argue this, it is presented conception of reading, the act to read and to understand. In the other hand, if describes the strategies of reading understanding that are used at the moment of the processing of the text. The theoretical referencial of the National Curricular Parameters if makes appear, with intention to explain the education of reading in classroom. Also if it presents the influence of the literal sorts in education and objective reading.The development of the activity of this work is: to present the theoretical beddings on the reading education and to describe as a group of professors and pupils understand reading and its education in the classroom. The research is organized in three chapters. The first one presents the conception of reading, the act to read and to understand. On the second has as referencial theoretician of teach and learn reading and the quarrels of PCN (Parâmetros Curriculares Nacionais). In this chapter also if it explains the influence of the literal sorts in the reading education. The third chapter presents the quarrels on reading and education of a group of professors and pupils of a school of the particular net. The data presented and argued in this chapter happen of questionnaire considered to the teachers of the inquired pertaining to school unit; of activity carried through in classroom with pupils of Basic and finally, of questionaire and activity considered to pupils of college. Explained, in this study, that the education of reading practised in the school selected for analysis contributes so that the pupil if becomes a critical and reflective reader in the society contemporary, therefore for what if it perceives in this school, education and, consequently the practical reader makes with that the pupils assume themselves of the characteristics of the diverse texts that is studied in the lessons it understands and them of coherent form, thus accomplishing the full participation of these pupils in the world scholar / Esta pesquisa tem como tema a leitura e seu ensino na sala de aula. Para se discutir isso, apresenta-se a concepção de leitura, do ato de ler e de compreender. Ademais, descrevem-se os modelos de leitura e as estratégias de compreensão leitora que são utilizadas no momento do processamento do texto. Uma discussão dos Parâmetros Curriculares Nacionais também se faz presente, além da apresentação da influência da abordagem dos gêneros textuais no ensino e desenvolvimento da atividade leitora. Os objetivos deste trabalho são: apresentar e discutir alguns dos principais fundamentos teóricos sobre leitura; apresentar e discutir os estudos que tratam do ensino de leitura; descrever e discutir o modo como um grupo específico de professores e de alunos compreende leitura e seu ensino na sala de aula. Para a consecução de tais objetivos, a pesquisa organiza-se em três capítulos: No primeiro deles, discute-se a definição de leitura, do ato de ler e de compreender. No segundo capítulo, apresentam-se os fundamentos teóricos sobre o ensino de leitura na escola e as discussões dos Parâmetros Curriculares Nacionais. No terceiro e último capítulo, concentra-se a discussão sobre o ensino de leitura, segundo a visão de um grupo de professores e alunos de uma escola particular selecionada para a pesquisa. Os dados apresentados e discutidos nesse capítulo advêm de questionário proposto aos professores da unidade escolar averiguada; de atividade realizada em sala de aula com alunos do Ensino Fundamental e, por último, de questionário e atividade propostos aos alunos de Ensino Médio.Conclui-se, nesta dissertação, que o ensino de leitura praticado na escola selecionada para análise contribui para que o aluno se torne um leitor crítico e reflexivo na sociedade contemporânea, pois pelo que se percebe nessa escola, o ensino e, conseqüentemente a prática leitora faz com que os alunos apropriem-se das características dos diversos textos que são estudados nas aulas e os compreenda de forma coerente, efetivando assim a participação plena desses alunos no mundo letrado

Orientador: Renata Junqueira de Souza / Resumo: Este estudo está vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente. A proposta desta pesquisa centraliza o ensino de poesia no ambiente escolar, com ênfase na recepção leitora dos alunos e na análise de como o aprendizado acontece no processo de compreensão e de sensibilização da leitura. Considerando a literatura e o seu ensino, com a motivação pela escolha de uma educadora e poetisa que dedicou sua vida a questões que envolvem a educação e a arte, esta discussão objetiva aprofundar os estudos sobre a obra poética de Cecília Meireles (1901-1964), especialmente por meio de seu título mais renomado para a infância, Ou isto ou aquilo (2012), bem como a defesa de sua permanência e a análise de sua recepção no espaço escolar. Propomos a elaboração e a execução de possibilidades metodológicas a partir de Estratégias de Leitura que vão ao encontro de uma adequada formação do leitor, a fim de analisar a recepção da lírica ceciliana como contribuição para os estudos que centralizam a poesia e o seu ensino. Para esse percurso, alguns autores que têm um cuidado com a natureza do texto poético ou se preocupam com o trabalho desse gênero em sala de aula colaboraram em nossas investigações, como Bordini (1991), Trevizan (2002), Alves (2018) e Souza (2012). As contribuições sobre a Estética da Recepção (Jauss, 1979; 1994), sob... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at São Paulo State University (Unesp), Faculty of Science and Technology, Presidente Prudente. The proposal of this research centralizes the teaching of poetry in the school environment, with an emphasis on the students reading reception and on the analysis of how learning happens in the comprehension and awareness process of reading. Considering literature and its teaching, with the motivation for choosing a poet and educator who dedicated her life to issues involving education and art, this discussion aims to deepen the studies on the poetic work of Cecília Meireles (1901-1964) , especially by means of its most renowned title for childhood, Ou isto ou aquilo (2012), as well as the defense of its permanence in Brazilian scenario and the analysis of its reception in the school space. We propose the elaboration and execution of methodological possibilities based on Strategies of Reading that meet an adequate training of the reader, in order to analyze the reception of Cecília's lyric as a contribution to the studies that centralize poetry and its teaching. For this journey, some authors who are careful with the nature of the poetic text or are concerned with the work of this genre in the classroom collaborated in our investigations, such as Bordini (1991), Trevizan (2002), Alves (2018) and Souza (2012). Contributions on the Aesthetics of Reception (Jauss,... (Complete abstract click electronic access below) / Mestre

Although studies on L2 learning strategies are a major strand of second language research, recent research has shifted its focus onto language learners’ metacognitive awareness and use of strategies. Previous studies shed important light on the amelioration in L2 educational practices, but research on learners’ metacognition in the reading process in EFL contexts remains insufficient, especially at the university level in terms of the emic view of the participants studied in Taiwan. Based on an interpretive stance, this exploratory case study aimed at probing 12 Taiwanese first year university EFL learners’ metacognitive awareness and use of reading strategies during their strategic reading process, and the relationship with proficiency levels and texts of both the narrative and the expository type. This study relies on the think aloud and immediately retrospective protocols of 6 high proficient and 6 low proficient readers as the principal sources of data. The think aloud protocols and the immediately retrospective interviews were transcribed and subjected to content analysis by means of coding them. Taiwanese first year university EFL readers’ metacognitive awareness and use of reading strategies were then analysed and interpreted from a broad metacognitive perspective within the information processing model in terms of strategy application for reading comprehension problem-solving. The findings revealed that the participants demonstrated an awareness and control of their cognitive activities while reading. The strategies they employed were grouped into the categories of supporting reading strategies (SRSs), cognitive reading strategies (CRSs), and metacognitive reading strategies (MRSs). The study found that these learners’ metacognitive awareness and use of reading strategies in learning to read were closely related to L2 proficiency. The low proficient readers’ unfamiliarity with L2 is a hindrance to their reading comprehension which, in turn, disabled them from using the strategies appropriately and effectively. Furthermore, the high proficient readers outperformed their low proficient counterparts in terms of both the quality and quantity of strategies used. Both groups did not use the same strategy types. The findings also revealed that certain types of reading strategy were used differently due to the texts of the narrative and the expository type across the different ability levels. The existing literature on metacognitive awareness and use of reading strategies in learning to read is discussed and pedagogical implications for teachers of L2 reading are offered. These implications include suggestions made for providing learners with explicit reading and strategy instruction and texts with different structure in relation to strategy use. Finally, the limitations of the current research study and recommendations for further research were stated.

[pt] A escrita literária de Silviano Santiago questiona a concepção moderna de literatura, problematiza o fazer literário a partir de uma perspectiva metateórica e faz uso de uma voz enunciadora do discurso em primeira pessoa, que se desdobra continuamente no tecido literário. As obras selecionadas para o corpus da tese – Stella Manhattan, Uma história de família, O falso Mentiroso e Histórias mal contadas – apresentam um enunciado ondulante que se organiza por meio do desdobramento da voz narrativa em um eu-ficcional, delineado a partir da alternância entre a projeção de referências biográficas do escritor e a projeção de seu discurso crítico-teórico. O corpus selecionado relativiza a representação de sujeito e erige o enunciado discursivo ao mesmo tempo em que teoriza sobre o processo de enunciação por meio de um narrador ondulante. Diante dessa nova perspectiva do fazer literário, o estudo aqui desenvolvido, consciente de que novas estratégias de leitura se tornam indispensáveis, amplia seu campo analítico, estendendo o olhar para o discurso extraliterário das entrevistas, concedidas pelo escritor para ratificar seu pensamento ensaístico e para propor uma reorganização das fronteiras ficcionais. / [en] The literary writing of Silviano Santiago questions the conception of modern literature, problematizes the literary making from a meta theoric perspective and makes use of an enunciating voice in the first person speech, that unfolds continuously in the literary tissue. The selected works for the corpus of the thesis – Stella Manhattan, Uma história de família, O falso mentiroso e Histórias mal contadas – present an wavering enunciate that organizes itself through the unfolding of the narrative voice in a fictional self, delineated from the alternation between the projection of the writer s biographic references and the projection of his critic-theoric speech. The selected corpus makes relative the subject representation and erects the discursive enunciate at the same time that theorizes about the enunciation process by means of the wavering narrator. In face of this new perspective of the literary making, the study, conscious that new reading strategies have become essential, broadens its analytical field, extending a look into the extraliterary speech of the interviews, conceded by the writer to ratify his essay line of thought and to propose a reorganization of the fictional frontiers. / [fr] L écriture littéraire de Silviano Santiago conteste le concept moderne de la littérature, aborde la question du faire de la littérature du point de vue méthatéorique et fait usage de l énonciateur de la voix du discours à la première personne, qui se déroule en continu dans le tissu littéraire. Les oeuvres sélectionnées pour le corpus de la thèse - Stella Manhattan, Uma história de Família, O falso mentiroso et Histórias mal contadas - présentent des caractéristiques d un énoncé ondulant qui est organisé pour le déroulement de la voix narrative du Je fictionel, delimité pour l alternance entre la projection de références biographiques de l écrivain et la projection de son discours critique et théorique. Le corpus sélectionné relativise la representation du sujet et erige l énoncé du discours au meme temps que théorise à propos du procès d énonciation par un narrateur ondulant. Compte tenu de cette nouvelle pespective du faire littéraire, cette étude a pour but, sachant que de nouvelles stratégies de lectures deviennent indispensables, développer le champ d analyse, étendant son regard vers le discours extra-littéraire des entretiens, accordés par l écrivain qui ratifient leur pensée essayistique et de proposer une réorganisation des frontières de la fiction.

Studiens syfte är att granska de forskningsbaserade modeller som läromedlet En läsande klass bygger på i förhållande till tidigare forskning inom området läsförståelse, samt genom observationer få en bild av det praktiska arbetet med läromedlet i klassrummet. Klassrumsobservationerna genomfördes i årskurs tre. Resultatet från läromedelsgranskningen visar att En läsande klass bygger på tre forskningsbaserade modeller för undervisning om läsförståelse – Reciprokal teaching (RT), Transactional Strategies Instruction (TSI) och Questioning the Author (QtA).  Resultatet visar vidare på goda kopplingar mellan modellerna och forskning inom området. De forskningsbaserade modellerna personifieras av fem figurer, och överensstämmelsen mellan modellerna och figurerna är tydlig för fyra av figurerna men mindre tydlig för den femte. Observationerna visar lektioner där lärarna arbetar med undervisning utifrån de fem figurerna i En läsande klass. Resultatet visar att det arbetssätt som föreslås i läromedlet följs till övervägande del. Texterna som används i undervisningen kommer från såväl En läsande klass, som andra läromedel och skönlitteratur. / The aim of the study is to examine the research-based models on which the teaching material En läsande klass (A Reading Class) is based in relation to earlier research in the field of reading comprehension, and through observations to obtain a picture of the practical work with the teaching material in the classroom. Classroom observations were performed in grade three. The result of the examination shows that En läsande klass builds on three research-based models for teaching reading comprehension – Reciprocal Teaching (RT), Transactional Strategies Instruction (TSI) and Questioning the Author (QtA). The result further demonstrates good links between the models and research in the field. The research-based models are personified in five figures, and the agreement between the models and the figures is clear for four of the figures, less clear for the fifth. The observations revealed lessons where the teachers base their teaching on the five figures in En läsande klass. The result shows that the method suggested in the teaching material is for the most part followed. The texts used in tuition come not only from En läsande klass but also from other teaching materials and literature.