L’objectif de ce travail est double. Il s’agit premièrement de participer au développement d’un logiciel d’évaluation des processus cognitifs engagés lors de l’identification des mots écrits. Ce dispositif informatisé (Tinfolec) évalue les processus d’identification des mots écrits et les traitements phonologiques et visuo-orthographiques sous-jacents. Il a été mis au point au cours de plusieurs pré-expérimentations. Deuxièmement, l’efficacité d’un entraînement informatisé grapho-syllabique a été testée auprès d’enfants faibles lecteurs débutants. En effet, partant du double constat que a) la syllabe est une unité intermédiaire de traitement au début de la lecture en français et b) l’entraînement informatisé aux correspondances grapho-phonologiques améliore l’identification des mots écrits, nous nous attendions à ce qu’un entraînement grapho-syllabique aide les plus faibles lecteurs à améliorer leurs performances dans ce domaine. Une procédure classique en 3 phrases, pré-test/entraînement/post-tests et une comparaison de deux groupes d’enfants, expérimental et contrôle, a été utilisée. Différents post-tests différés ont permis de tester le maintien des effets d’entraînement. Les résultats vont en faveur de l’hypothèse selon laquelle la syllabe est effectivement une unité de traitement privilégiée en français au début de l’apprentissage de la lecture. / The aim of this work was twofold. The first one was to contribute to the development of a software evaluating the cognitive processes involved in written words identification by the means of several pre-experimentations. This device (Tinfolec) evaluates written word identification and its underlying phonological and visual-orthographic processing. Secondly, we tested the effectiveness of a computerized grapho-syllabic training in French beginning poor readers. Based on the two facts that a) the syllable is an intermediate treatment unit in beginning reading in French and b) computerized training of grapho-phonological correspondences improves word identification, we expected that trained poor readers improve in reading. The classical 3-periods-procedure including pre-test/training/post-tests and a comparison of two groups of children, experimental and control, were used. Different post-tests permitted to test the maintenance of the training effects. The results are in favor of the hypothesis that the syllable indeed is an intermediate treatment unit in the French reading process.

Ce travail de recherche interlangue arabe-français s’inscrit à la croisée de la psycholinguistique, la psychologie cognitive etla didactique. Il se déroule au Maroc (Agadir) pays polyglossique. Notre étude s’attache à déterminer dans quelle mesure etavec quelle importance, l’apprentissage de la lecture en français (L2) intervient dans le développement de la perception etde la prononciation de cette même langue. Nous supposons que les connaissances orthographiques et phonologiques,acquises par le biais de la lecture, permettraient de rendre plus saillantes certaines représentations phonologiques de lalangue cible. Nous étudions cette hypothèse en nous appuyant sur l’acquisition des phonèmes [e] et [y] du français sourcede difficultés pour le locuteur marocain. Nous avons mené une étude longitudinale sur une année scolaire avec des enfants arabophones marocains apprenant le français écrit au Maroc. Nous avons mis en place un protocole d’évaluation des compétences orales en français à partir de tâches de conscience phonologique, de perception, de prononciation et delecture. Un questionnaire a également été distribué aux parents afin de nous renseigner sur l’environnement linguistiquedes enfants testés. L’analyse des résultats indique que l’apprentissage de la lecture en L2 entraîne la consolidation desconversions graphophonologiques, ce qui permet aux enfants de disposer de catégories phonémiques mieux définies, et de mieux percevoir et prononcer des sons absents du système phonologique de leur langue première. / This research on French-Arabic interlanguage is at the junction of psycholinguistics , cognitive psychology and didactics . It takes place in a multilingual country, Morocco (Agadir). Our study seeks to establish to what extent learning to read in French (L2) impacts the development of perception and pronunciation of this language and how important this learning is. We assume indeed that spelling and phonological skills gained through reading, could make certain phonological representations of the target language more salient. We explore this hypothesis by resorting to the acquisition of two French phonemes [e] and [y] create difficulties for Moroccan speakers.In order to verify that mastering spelling-phonological correspondences contributes to improving the quality of the phonological system of this language , we carried out a longitudinal study during a school year with Arabic-speaking Moroccan children Learning written French in Morocco. We have established a protocol for assessing oral proficiency in Arabic and French based on phonological awareness tasks (validated speech therapy tests) and on perception and expression skills. We set up to a reading test to provide information on speed , reading correction and vocabulary maturity of the subject. A questionnaire was also distributed to parents to provide insights into the linguistic environment of tested children. Result analysis shows that learning how to read in L2 consolidates writing and phonological conversion , which would allow children to own better defined phoneme categories , and consequently to better perceive and pronounce sounds that are absent from their first language phonological system.

L'objectif principal de ce travail de thèse est de discuter de la place de la tablette tactile dans un dispositif d'enseignement adapté et ciblé auprès d'enfants détectés à risque de difficultés ultérieures en lecture. Pour répondre à cet objectif et après avoir étayé notre propos avec les résultats de la littérature scientifique, deux axes sont présentés. Un axe expérimental, composé de trois études, nous a permis de mesurer l’impact d’un entrainement spécifique intensif et individuel, via la tablette tactile, sur les performances en identification de mots écrits d’élèves de GSM et de CP faibles (pré)lecteurs. Plus précisément, les résultats du suivi longitudinal des élèves susmentionnés à court et moyen termes semblent aller en faveur d’une amélioration de la conscience phonologique et du traitement grapho-syllabique. Le second axe s’attachait à mettre en lumière l’importance des critères ergonomiques de développement de deux applications ludo-éducatives. Les résultats des évaluations subjectives permettent d’identifier les points nécessitant un travail supplémentaire, ces points pouvant entraver le traitement d’informations cruciales pour l’apprentissage de la lecture. / The main objective of this thesis work is to discuss the place of the touch-screen tablet in an adapted and targeted teaching system with children detected at risk of subsequent difficulties in reading. To meet this objective, we have presented two main axes, based on the results of the scientific literature. An experimental axis, made up of three studies, allowed us to measure the impact of a specific intensive and individual training, via the touch-screen tablet, on the performances in written words identification of poor (pre)readers in Kindergarten and First Grade. More precisely, the results of the longitudinal follow-up of the aforementioned students seem to be in favor of an improvement of the phonological awareness and the grapho-syllabic treatment. The second axis aims to highlight the importance of ergonomic criteria for the development of two edutainment apps. The results of the subjective evaluations identify points that requiring additional work, which may hinder the processing of crucial information for the learning of reading.

Abstract The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied.

The survey is based on qualitative research interviews with four active teachers from primary school. The purpose of the study is to gain knowledge of how to work with reading and writing learning in year one. The study is based on four issues that concern the teachers' views on the early work on reading and writing. The result shows that teachers have slightly shared perceptions of specific educational material, but the foundation is to have a varied reading and writing teaching. The teaching should also be fun and stimulate the students' individual needs. / Studien baseras på kvalitativa forskningsintervjuer med fyra verksamma lärare som arbetar på lågstadiet. Syftet med studien är att få kunskap om hur man kan arbeta med läs- och skrivinlärning i årskurs 1. Studien utgår från fyra frågeställningar som berör lärarnas åsikter och synsätt på det tidiga arbetet med läs- och skrivinlärning. Resultatet visar att lärarna har aningen delade uppfattningar om specifikt undervisningsmaterial men att grunden är att ha en varierad läs- och skrivinlärning. Undervisningen ska dessutom vara lustfylld och stimulera elevernas individuella behov.

Made available in DSpace on 2016-07-27T13:53:18Z (GMT). No. of bitstreams: 1 LACY RAMOS JUBE RIBEIRO.pdf: 820135 bytes, checksum: 88bf8241506cf8aaa07b9a9e56fb4b04 (MD5) Previous issue date: 2007-02-01 / This study deals with the relationship between thought and language as applied to beginner Third Level students learning of reading and writing. The study is justified, on the one hand, because the development of linguistic competence in reading and writing is vitally important for students success. On the other hand, it is justified by the perception of increasing difficulties in this area among students beginning their university course. The study aimed at identifying the reading and writing difficulties of beginner Third Level students and how these difficulties relate to socio-cultural and pedagogical determiners. Classroom observation, life stories and interviews were used as a means of collecting date in this qualitative research case study. The analysis of how socio-cultural and linguistic aspects interfere in the teaching and learning processes of reading and writing was based on historical and cultural theory, especially on contributions from Vygotsky and Davydov. The research was undertaken with teaching staff and students in three Courses at the Universidade Católica de Goiás (UCG): Psychology, Archeology and Pedagogy, in Portuguese Language, a subject taught during the first semester in all UCG undergraduate courses. It was insured that all three classes represented courses made up of students from different social backgrounds, based on information from the UCG student profile. In each of the three classes, a group of students was selected as subjects of this research. The investigation took place throughout the first semester of 2006. Analysis of the data suggested distinct levels of linguistic competence among the students, which confirmed other research and the teachers own perceptions. The interviews and life stories showed effective echoes of socio-cultural factors, both familiar and pedagogical, in the students learning. In addition, the data pointed towards the need for pedagogical intervention which would help students overcome their difficulties, especially when competence in critical thinking, associated with material content, are added to the development of reading and writing skills. The results of the research indicated pedagogical and didactic proposals in the sphere of learning to read and write which would lead to the formation of actions for critical thinking and learning, aimed at improving cognitive competence. / Esta pesquisa tratou da relação entre pensamento e linguagem, aplicada à aprendizagem da leitura e da escrita em alunos iniciantes no ensino superior. O estudo justificou-se, por um lado, pela importância do desenvolvimento da competência lingüística, expressa na leitura e na escrita, para o êxito escolar dos estudantes e, por outro, pela constatação de crescentes dificuldades, nessa área, em alunos que iniciam o curso universitário. A investigação visou à identificação de dificuldades de leitura e escrita em alunos iniciantes do curso universitário e sua relação com determinantes socioculturais e pedagógicos. Como procedimento de pesquisa qualitativa, empregou-se o estudo de caso. Como instrumentos de coleta de dados, utilizaram-se: observação de aulas, narrativas de vida e entrevistas. A análise de como os aspectos socioculturais e a linguagem interferem nos processos de ensino e aprendizagem da leitura e da escrita fundamentou-se na teoria histórico-cultural, especialmente com base nas contribuições de Vygotsky e Davydov. A pesquisa foi realizada com professores e alunos de três cursos da Universidade Católica de Goiás: Psicologia, Arqueologia e Pedagogia, na disciplina Língua Portuguesa, ministrada no 1º período aos cursos de graduação da UCG. Teve-se o cuidado de que as três salas de aula representassem cursos formados por alunos de diferentes origens sociais com base em informações sobre o perfil do aluno da UCG. Em cada uma das três classes, foi selecionado um grupo de alunos como sujeitos da pesquisa. O trabalho de investigação deu-se ao longo do 1º semestre letivo de 2006. A análise dos dados apontou distintos níveis de competência lingüística entre os alunos, confirmando outras pesquisas e a própria percepção de professores. As entrevistas e as narrativas de vida evidenciaram a efetiva ressonância de fatores socioculturais - familiares e pedagógicos - na aprendizagem dos alunos. Além disso, os dados apontaram a necessidade de intervenção pedagógica que contribua com os alunos na superação de suas dificuldades, especialmente quando se agrega ao desenvolvimento de habilidades de leitura e escrita, competências do pensar associadas aos conteúdos das matérias. Os resultados da pesquisa indicaram proposições pedagógico-didáticas no âmbito da aprendizagem da leitura e da escrita que levem à formação das atividades do pensar e do aprender em vista do aprimoramento de competências cognitivas.

Neste trabalho, foi estudado a aplicação de novas heteroestruturas semicondutoras para detecção de radiação na região do infravermelho médio. Pontos quânticos de submonocamada, detectores de cascateamento quântico e pontos quânticos de InAlAs foram testados como opção para corrigir as deficiências em responsividade, corrente de escuro e temperatura de operação, comuns nas heteroestruturas convencionais baseadas em poços quânticos e pontos quânticos de InAs obtidos no regime de crescimento Stranski-Krastanov. Também foi projetado, fabricado e testado um circuito eletrônico de leitura de sinal misto para integração com matrizes de sensores e produção de imagens. Esse tipo de circuito possui uma série de vantagens em relação aos dispositivos convencionais que costumam ser completamente analógicos. / In this work, we studied the application of new types of semiconductor heterostructures for mid-infrared detection. Submonolayer quantum dots (SML-QDs), quantum-cascade detectors (QCDs) and InAlAs quantum dots were tested as an option to circumvent the common shortcomings of responsivity, dark current and operating temperature of the usual heterestructures based on quantum wells (QWs) and InAs Stranski-Krastanov quantum dots. We also designed, fabricated and tested a mixed-signal read-out circuit aiming the fabrication of focalplane arrays (FPAs) for applications to infrared imaging. This kind of architecture has several advantages over a fully analog design.

Made available in DSpace on 2016-04-27T16:32:37Z (GMT). No. of bitstreams: 1 Alexandra Regina Constancio.pdf: 13066588 bytes, checksum: 73794c7e6237e6ad59822028418365bf (MD5) Previous issue date: 2012-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to identify the way of Ensino Fundamental's Ciclo I (First Cicle of Fundamental Learning) of State of São Paulo public schools teachers use the didactical material from Ler e Escrever (Read and Write) Program for classes planning. In 2007, Ler e Escrever Program was implemented in State of São Paulo public schools, presenting a set of articulated actions including elaboration and distribution of didactical material, as teachers formation and following, actions which are characterized by State of São Paulo Education Secretary as key to improving teaching quality. This research seeks to show that those actions, contradictorily, favor control and manipulation of teachers work, making difficult and blocking teacher's reflected actuation and criticism, aiming to preserve the reproduction of education as an adaptation to the actual society. Therefore, it seems justified theoretical and practically the effort to investigate teachers frequency in using didactical material from the Program for classes planning, as Program's didactical materials uses by teachers can show, even partially, the extent of outside control put into their work. Besides that, it allows to understand partially teachers work. This study has centered itself on analyzing weekly routines made by Ensino Fundamental's Ciclo I teachers of public schools. The theoretical referential that guide the research is based in studies developed by some of the Critical Theory of Society, as Theodor W. Adorno, Max Horkheimer and Herbert Marcuse. It was possible to conclude, based on obtained data, that teachers appeal to different didactical materials for classes planning, as Xeroxed copies, didactical books offered by federal government, "Material Dourado", among others, including Ler e Escrever Program material. However, use of Ler e Escrever Program material for classes planning is not quantitatively superior to planned activities that use another didactical materials, above mentioned, showing there is a possible critical resistance from teachers to the material imposed to them / O objetivo neste trabalho é identificar em que medida os professores do Ciclo I do Ensino Fundamental da rede estadual paulista utilizam o material didático do Programa Ler e Escrever para o planejamento das aulas. No ano de 2007, foi implantado na rede estadual paulista o Programa Ler e Escrever, o qual apresenta um conjunto de ações articuladas que inclui, entre elas, a elaboração e distribuição de material didático e a formação e acompanhamento do trabalho docente, ações que são caracterizadas pela Secretaria de Estado da Educação de São Paulo como peças-chave para a melhoria da qualidade do ensino. Esta pesquisa procura evidenciar que essas ações, contraditoriamente, favorecem o controle e a manipulação do trabalho docente, dificultando ou impedindo a atuação reflexiva e crítica do professor a fim de preservar a reprodução de uma educação voltada principalmente para a adaptação da sociedade vigente. Por isso, parece se justificar, teórica e praticamente, o esforço de investigar a frequência com que os professores utilizam o material didático do programa para o planejamento das aulas, uma vez que os usos dos materiais didáticos pelo professor podem revelar, ainda que parcialmente, o grau de controle externo exercido sobre o seu trabalho. Além disso, permitem compreender, em parte, a prática docente. Este estudo centrou-se na análise das rotinas semanais elaboradas pelos professores do Ciclo I do Ensino Fundamental da rede estadual paulista. O referencial teórico que orienta a pesquisa está baseado em estudos desenvolvidos por alguns pensadores da Teoria Crítica da Sociedade, entre eles Theodor W. Adorno, Max Horkheimer e Herbert Marcuse. Pôde-se concluir, com base nos dados obtidos, que os professores recorrem a diferentes materiais didáticos para o planejamento das aulas, como por exemplo: atividades xerocopiadas, livros didáticos oferecidos pelo governo federal, Material Dourado, entre outros, incluindo o material do Programa Ler e Escrever. No entanto, o uso do material didático do Programa Ler e Escrever para o planejamento das aulas não é quantitativamente superior às atividades planejadas que utilizam outros materiais didáticos, já mencionados, revelando que há uma possível resistência crítica do professor ao material que lhe é imposto

Syftet med intervjustudien är att beskriva några elevers känsla av begriplighet, hanterbarhet och meningsfullhet av sin skolvardag utifrån det särskilda stöd som ges i relation till språk, - läs – och skrivutveckling. Undersökningen utgår från ett elevperspektiv med fokus på elevernas upplevelser och uppfattningar av sin skolvardag kopplat till hinder och svårigheter de möter kring skoluppgifter de får i skolan. Samtliga intervjuade elever i studien går andra året på gymnasiet och har läs- och skrivsvårigheter, samt är i behov av särskilt stöd. Vår empiri är insamlad genom kvalitativa elevintervjuer som analyserats med hjälp av tematisk analys. Vi har i vår studie en teoretisk utgångspunkt i den salutogena teorin med fokus på KASAM (Antonovsky, 1987). Studiens resultat pekar på att det finns ett samband mellan elevernas känsla av sammanhang kopplat till upplevd stress, samt att elevernas känsla av begriplighet och hanterbarhet är tätt förknippade med varandra. Våra intervjuundersökningar visar att elevernas självbild påverkar hur de ser på de hinder och svårigheter som de möter i sin skolvardag. De ämnen som särskilt pekas ut som svåra att ta sig an av eleverna, är de ämnen som har ord och begrepp som ska förstås i ett särskilt sammanhang och ämnet svenska pekades ut flest gånger av informanterna. I resultaten framkommer även att det särskilda stöd som förekommer på gymnasiet, skiljer sig från det tidigare erbjudna stödet på högstadiet. De slutsatser som med hjälp av denna kvalitativa studie kan dras, är att samtliga intervjuade elever beskriver en bild av det särskilda stödet på gymnasiet som varken tillgängligt eller utformat på rätt sätt, för att de ska kunna uppleva en känsla av sammanhang av sin skolvardag. Detta skapar i sin tur en frustration och en känsla av otillräcklighet hos eleverna, då det ofta bli de själva som får föra fram sina stödbehov och strida för att få tillgång till det stöd de har rätt till. Eleverna beskriver också att lärarna på gymnasiet inte har tillräcklig kunskap gällande stödbehovet kopplat till deras faktiska svårigheter. Ytterligare en slutsats som vi utifrån vår analys kan dra, är att samtliga elever uttrycker ett behov av stöd utanför klassrummet i en lugn miljö, vilket är i motsats till vad tidigare forskning kommit fram till. Sammanfattningsvis kan sägas att vår slutsats blir att utifrån våra intervjuanalyser konstatera att det finns ett samband mellan KASAM och hur eleverna hanterar sin skolvardag och de uppgifter de får. Att begripa vad som förväntas och på så sätt hantera sin situation tolkas utifrån vår studie som avgörande för att få till en fungerande kunskapsutveckling och ett bra mående utan stress. Att kunna skapa en skoltillvaro med meningsfullhet och begriplighet verkar vara avgörande för hur eleverna lyckas med att få till en känsla av sammanhang av sin skoltillvaro.

Made available in DSpace on 2016-07-27T13:54:31Z (GMT). No. of bitstreams: 1 Isa Maria Braga.pdf: 631892 bytes, checksum: 1780821dc052f10dbcf1cdb2ecd596bd (MD5) Previous issue date: 2009-09-10 / The present study had the purpose to search elements to better understand the unsatisfactory results of incidence in learning of reading and writing in literacy classes in the municipality of Goiânia, Goiás, despite the investments made in elementary teachers training and improving the functioning of schools. The investigation primarily consisted the analysis of responses from elementary teachers linked to the municipal education system, given in open questionnaire, seeking to learn their thinking about their own theoretical concepts and practices in relation to literacy. also used for analysis, the study of pedagogical proposals of the Municipal Education Department and some interviews with some teachers. Although, the research general objective was to capture the look of the elementary teachers by identifying and analyzing their theoretical and methodological conceptions appropriation of literacy as widespread in the official proposals, and his own vision for their room class practice. The results analysis, points out the adaptation in education proposals of MED difficulties of elementary teachers, on the other hand, would not be contributing to such ownership that occurs because of a theoretical eclecticism certain and weak linkage between theory and practice. Besides, there are initial training and continuing education programs indications of the teachers would not reflecting favorably on their actions in the classroom. / A presente pesquisa teve por finalidade buscar elementos para compreender melhor a incidência de resultados insatisfatórios na aprendizagem da leitura e da escrita em classes de alfabetização no município de Goiânia (GO), a despeito dos investimentos feitos na formação de professores e na melhoria do funcionamento das escolas. A investigação consistiu, principalmente, da análise de respostas de professoras alfabetizadoras vinculadas à Rede Municipal de Educação, dadas em questionário aberto, visando conhecer seu pensamento sobre as suas próprias concepções teóricas e suas práticas em relação à alfabetização. Foram, também, utilizadas para análise, o estudo de propostas pedagógicas da Secretaria Municipal de Educação e entrevistas feitas com algumas professoras. Desse modo, o objetivo geral da pesquisa foi captar o olhar das professoras alfabetizadoras por meio da identificação e análise de suas apropriações das concepções teóricas e metodológicas da alfabetização, tal como difundidas nas propostas oficiais, e de sua própria visão sobre suas práticas em sala de aula. A análise dos resultados aponta dificuldades das professoras em se apropriar das propostas pedagógicas da SME que, por sua vez, não estariam contribuindo para que ocorra essa apropriação, devido a certo ecletismo teórico e pouca vinculação da teoria com a prática. Além disso, há indícios de que a formação inicial e os programas de formação continuada das professoras não estariam repercutindo favoravelmente em suas ações na sala de aula.