Syftet med denna empiriska studie var att granska hur lärare motiverar och använder högläsningen i undervisningen. För att kunna besvara studiens frågeställningar genomförde jag åtta intervjuer med lärare. Studien vilade på det sociokulturella perspektivet och dess syn på hur vi människor förvärvar kunskap. Studiens frågeställningar var: Hur ser lärarna på högläsning i undervisningen och vilken betydelse tillmäter de högläsningen för elevernas läs- och skrivinlärning? Vilka förmågor i ämnet svenska vill lärarna att eleverna ska tillägna sig genom högläsningen? Resultatet av studien pekade på att högläsningen är ett viktigt pedagogiskt verktyg i undervisningen. I resultatet framkommer dessutom hur viktigt det är att följa upp med diskussioner och att låta barnen få uttrycka sina erfarenheter estetiskt efter högläsning. Tidigare forskning framhåller bland annat att ordförrådet och hörförståelsen utökas, samt att läsintresset kan väckas till liv och barnens ordigenkänning förbättras. Informanterna ansåg att högläsningen är mycket viktig för elevernas läs- och skrivinlärning. Barn som fått ta del av högläsning har ett starkare ordförråd, ordförståelse, ökad fantasi och har enklare för att skapa egna meningar. Det hörda skriftspråket skapar också nyanser i den egna läsningen och eleverna bör få lyssna till texter de är intresserade av. Detta gör att barnen blir intresserade och motiverade till att läsa och vad de själva kan förmedla genom sin läsning. Arbetet pekade på möjligheter till vidare forskning i ämnet. Till exempel vore det intressant att undersöka vad eleverna tycker om högläsningen. Ett annat uppslag vore att göra klassrumsobservationer för att undersöka om högläsningen skiljer sig åt mellan klasserna. / <p>Svenska</p>

Echo-planar Imaging (EPI) erzeugt durch schnell wechselnde Gradienten beträchtliche Schallemissionen. Dies führt nachgewiesenermaßen bei funktionellen Magnet-Resonanz-Tomographie- (fMRT-) Studien zu einer Aktivierung des auditiven Systems, insofern dieses beim jeweiligen Probanden in der Lage ist zu reagieren. Sowohl für auditive wie auch für nicht-auditive Untersuchungen wurden verschiedenste Anstrengungen unternommen, diese Interferenzen zu minimieren. Anstatt den Lärm des Scanners zu reduzieren oder die Transmission des Schalls zu behindern, war es nun das Ziel, eben diesen Schall zur Aktivierung des auditiven Kortex zu benutzen und diese mit fMRT-Untersuchungen nachzuweisen. Dieses geschieht schlicht durch das Auslassen von Read-Outs aus der Gradientenfolge der Pulssequenz. Diese Pulse sind die Hauptemissionsquellen von Schall des EPI, sie verursachen sowohl den Spitzenschallpegel als auch die Grundfrequenz, welche im umgekehrten Verhältnis zum Echo-Spacing steht. Durch eine Modell-gestützte Analyse wird gezeigt, dass das Auslassen von Read-Outs nach einem vordefinierten Schema verlässlich dazu geeignet ist, eine hämodynamische Blood-Oxygenation-Level-Dependent- (BOLD-) Signalveränderung im auditiven Kortex von normal hörenden Probanden (n=60) zu evozieren. Um den Nutzen der Technik beim auditiven fMRI zu zeigen, werden auf der Ebene der Einzelanalysen das traditionelle Family-Wise-Error-Rate- (FWER-) korrigierte Maximum Height Thresholding mit dem Spatial Mixture Modelling (SMM) verglichen. Mit Letzterem können so in 95 % der Fälle eine adäquate, bilaterale, auditive Aktivierung nachwiesen werden, wohingegen das FWER-basierte Voxel-Thresholding nur in 72 % aller Probanden eine solche Aktivierung zeigt. Um die klinische Anwendbarkeit der Technik unter pathologischen Bedingungen zu demonstrieren, wird ein Fallbericht einer Patientin vorgestellt, die an einem schweren, beidseitigen Sensorineural Hearing Loss (SNHL) aufgrund bilateraler Large Vestibular Aqueducts (LVAs) leidet. Dabei wird eben diese Modifikation benutzt, um präoperativ vor Cochlear Implantation (CI) zu zeigen, dass ein zentrales Resthörvermögen vorhanden ist. Da die Untersuchung völlig unabhängig von der Compliance des Patienten und kein zusätzliches Zubehör zum Scanner vonnöten sind, eignet sie sich hervorragend zu auditiven Untersuchungen, um so schnell das Hörvermögen zu prüfen. Dabei funktioniert die Methode unabhängig von äußerlichen Bedingungen: Bei hörgesunden Probanden ebenso wie bei Hörgeschädigten, bei Kindern, Jugendlichen und Erwachsenen aller Altersstufen sowie unabhängig von einer Sedierung während der Untersuchung. Beide benutzten Scanner zeigten unabhängig vom Gradienten oder der verwendeten Spule ein gleiches Ergebnis. / Echo-planar Imaging (EPI) induces considerable sound emissions by steep gradient pulses. This leads evidentially to an activation of the auditory system, as much it is able to response in that particular subject. For auditory as well as non-auditory investigations, various efforts have been undertaken to minimize those interferences. Instead of reducing the scanner noise or cumbering its transmission, the goal was now to utilize it to activate the auditory cortex and detect it later on by functional magnetic resonance imaging (fMRI). This was achieved by simply omitting read-outs from the gradient train of an EPI pulse sequence. Those pulses are the primary noise determinant in EPI, they induce both the peak sound level and the fundamental frequency peak, which relates inversely to the echo spacing. By hypothesis-driven analyses it is demonstrated that withholding read-out gradients in a defined scheme reliably evokes hemodynamic Blood Oxygenation Level Dependent (BOLD) signal modulations in the auditory cortex of normal hearing subjects (n=60). To show the value of this new method, the first level analyses of the single subjects with the traditional Family-Wise-Error-Rate (FWER-) corrected Maximum Height Thresholding are compared with Spatial Mixture Modelling (SMM). This way in 95 % of all subjects an appropriate, bilateral auditory activation was detected with SMM, whereas the FWER-based Voxel-Thresholding revealed such activation in only 72 %. To show the clinical practicability of the new technique under pathological conditions the case report of a patient with severe, binaural Sensoneurinal Hearing Loss (SNHL) due to bilateral Large Vestibular Aqueducts (LVA) is presented. Thereby this modification is used to confirm residual audition prior to cochlear implantation (CI). As the investigation is totally independent of the patient's compliance and no additional equipment other than the scanner is necessary, it is suited well as a quick testing for central audition. At the same time the approach is absolutely independent from other conditions: It works with normal hearing subjects as well as with hearing impaired patients; with children, adolescents as well as adults of all age brackets and regardless of sedation during the test. Both scanners, that were used, showed independent from the gradient or the coil the same results.

Sammanfattning I denna studie undersöks högläsning i förskolan utifrån ett pedagogperspektiv. Vi tar vår utgångspunkt i tidigare forskning som visar att högläsning är betydelsefull ur flera aspekter. Syftet med detta examensarbete är att undersöka hur pedagogerna planerar och använder sig av högläsning i förskolan samt hur de upplever att högläsningen fungerar. Vi har använt oss utav den kvalitativa metoden och genomfört intervjuer med fem pedagoger om högläsning. Det gav oss möjlighet att ta del av deras olika erfarenheter och lyfta fram dem. Resultatet av vår studie visar att de intervjuade pedagogerna har olika syften kring högläsningen på förskolan, som ökat ordförråd, språkutveckling och vila. De har också tankar om att skapa nyfikenhet och bokvana hos barnen. Pedagogerna planerar för högläsning varje dag men det kommer även oplanerade tillfällen. Högläsningsstunderna upplever pedagogerna som lustfyllda och lärorika. Dessutom använder de högläsning som en grund för samtal med barnen.

Thesis. 1978. M.S.--Massachusetts Institute of Technology. Dept. of Electrical Engineering and Computer Science. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Includes bibliographical references. / M.S.

La focalisation prosodique désigne le soulignement d’un constituant dans un énoncé au moyen de différentes ressources prosodiques, en particulier l’accentuation et l’intonation. Plusieurs fonctions sont attribuées à la focalisation : le marquage des différentes catégories de focus, ainsi que des fonctions emphatiques (ici appelées insistance et expressivité). Cette thèse a pour principal but de savoir si la focalisation et ses fonctions présentent des propriétés spécifiques dans le phonogenre de la parole interprétée, c’est-à-dire l’oralisation d’un texte écrit mémorisé au préalable par le locuteur (généralement un comédien). Cette question présente un intérêt pour la linguistique et la phonétique à plusieurs titres. Tout d’abord, les différences de réalisation prosodique entre les fonctions de la focalisation sont encore mal connues. Par ailleurs, peu d’études ont été consacrées aux caractéristiques prosodiques de la parole interprétée. Enfin, notre thèse présente un apport sur le plan méthodologique à travers le protocole relativement novateur de ses deux expériences. Dans une expérience de production, des locuteurs ont reproduit des conversations spontanées en parole lue et en parole interprétée. Un groupe d’experts en prosodie a ensuite relevé les occurrences de focalisation dans le corpus et a effectué une classification fonctionnelle de ces occurrences. Nous avons également mené une expérience de perception afin de comparer la réalisation des fonctions de la focalisation indépendamment du phonogenre. Malgré un taux d’accord entre experts relativement faible (ce qui soulève plusieurs questions méthodologiques et théoriques), nos analyses révèlent plusieurs résultats originaux. La fréquence d’occurrence de la focalisation est la plus élevée en parole interprétée, suivie de la parole lue. Ce résultat confirme notre prédiction et suggère que la parole interprétée est un phonogenre favorable à l’étude de la focalisation. Une forte relation est observée entre la fonction d’insistance et le trait d’accentuation initiale, ce qui confirme de nombreuses études précédentes. Le phonogenre se révèle en revanche avoir très peu d’influence sur la réalisation de la focalisation et de ses fonctions. Ce résultat est dû selon nous à un manque de données et au fait que certains traits prosodiques n’ont pas été pris en compte dans l’analyse. / Prosodic highlighting refers to the distinction of a constituent through various prosodic means, especially accentuation and intonation. It is taken to fulfill several functions: marking the different types of focus, as well as emphatic functions (named here “insisting” and “expressiveness”). The main goal of this thesis is to determine whether prosodic highlighting and its functions display specific features in interpreted speech, a speaking style that can be defined as the oralization of a written text previously memorized by the speaker (typically an actor). This question is relevant for linguistics and phonetics on several counts. First, little is still known about prosodic differences between functions of prosodic highlighting. Moreover, few studies have analyzed the prosodic characteristics of interpreted speech. Finally, through their innovative protocols, the two experiments described in this thesis present a methodological contribution. A production experiment consisted in having speakers replicate spontaneous conversations in read and interpreted speech. A group of experts then annotated the occurrences of prosodic highlighting in the corpus, and assigned a function to each occurrence. A perception experiment was also led in order to compare the realization of each function independently of speaking style. Despite a relatively low agreement rate between experts (which raises several methodological and theoretical questions), our analyses reveal several important results. The frequency of occurrence of prosodic highlighting is highest in interpreted speech, followed by read speech. This confirms our prediction and suggests that interpreted speech is more suited to the study of prosodic highlighting than other speaking styles. A strong association is observed between insisting and initial secondary accent, which confirms many previous studies. However, there is almost no influence of speaking style on the realization of prosodic highlighting and its functions. We attribute this result to a lack of data and to the fact that some prosodic features were not taken into account in the analysis.

This thesis presents a fully integratable read-out front-end for recording from piezoelectric sensors. It is proposed to periodically reset the input signal to avoid build-up of large voltages across the circuit input terminals. Digitizing the signal after buffering allows removal of the reset steps in the digital domain, thus yielding a faithful representation of the applied input force variation. Different realignment algorithms are presented in this thesis, and the measured results as well as the simulated results from a bench setup are reported which confirm a 52.5 dB dynamic range and recording of frequencies as low as 0.55 Hz. It is also shown the effect of input current leakage is reduced. The proposed system is simulated using the Cadence Spectre simulator, Synopsys HSPICE and National Instruments LabVIEW to confirm its operation. Different realignment algorithms are examined using MATLAB. The read-out circuit is further realized by 0.35 £gm 2-poly 4-metal Taiwan Semiconductor Manufacturing Company (TSMC) process technology. The chip measured results are reported and compared to the simulation. The measured implementation yields a pressure recording range of 0.4 N to 169 N, while consuming 230 £gW from 3 V supplies.

Thesis (M.S. in Electrical Engineering)--Naval Postgraduate School, December 2003. / Thesis advisor(s): Herschel H. Loomis, Jr., Alan A. Ross. Includes bibliographical references (p. 241-243). Also available online.

Reading aloud to very young children has been described as one of the “most important activities for developing the knowledge required for eventual success in reading” (Bus, van IJzendoorn, & Pelligrini, 1995, p. 19), and it is equally as strong as phonemic awareness as a predictor of reading achievement (Bus et al.). In the dialogue around reading aloud to children, mothers are routinely envisioned as the actors. Indeed, much of the research on families and reading aloud centers on the mother’s role in this process (e.g., Ninio & Bruner, 1978; Phillips & McNaughton, 1990; Reese, Cox, Harte, & McAnally, 2003). Despite a gap in research around fathers’ roles in influencing their children’s general development (Cabrera, Shannon, & Tamis-LeMonda, 2007), some theorists indicate that fathers can play an important role in their linguistic, cognitive, and emotional development (Gadsden, Brooks, & Jackson, 1997; Nord, Brimhall, & West, 1997). An understanding of what fathers contribute to read alouds with texts written in English in general and an examination of how those contributions vary from father to father may enable teachers to recognize and address differences that exist in children’s pre-school experiences and how those differences may be manifested in classrooms. This, then, may prove beneficial to educators who work with families encompassing a variety of demographic and structural characteristics in their efforts to support literacy acquisition. The input provided by fathers in this study varies over a wide spectrum in terms of frequency and style; similarly, the invitations to think abstractly vary across multiple levels. In addition, the familiarity of the book being shared, both in terms of language and content, appears to exert a strong influence on the number of interactions and the invitations to think abstractly during read alouds. The implications of these findings suggest that we should challenge our assumptions regarding the economic and situational factors that result in the labeling of children as academically “at risk.” I outline actions for consideration by parents, educators, and stakeholders who are working with young children and their families to promote language and literacy development. / text

Η εργασία αυτή έχει αντικείμενό της την δραστηριότητα της ανάγνωσης βιβλίων στην ολομέλεια της τάξης του νηπιαγωγείου. Χωρίζεται σε ένα θεωρητικό και ένα ερευνητικό κομμάτι. Στο θεωρητικό πλαίσιο, στόχος της είναι να αναλύσει τους λόγους που η ανάγνωση βιβλίων είναι σημαντική στο νηπιαγωγείο. Σε μια βιβλιογραφική αναζήτηση αναλύονται οι τομείς μάθησης που επηρεάζονται θετικά και σχολιάζεται η θέση που έχει δώσει στην ανάγνωση το ελληνικό αναλυτικό πρόγραμμα. Επίσης, γίνεται αναφορά στην αξία των βιβλίων πληροφορίας και τη θέση που έχουν στο νηπιαγωγείο και στο «δικαίωμα» που έχουν τα παιδιά όλων των κοινωνικών στρωμάτων στην επαφή με τα βιβλία και την ανάγνωσή τους. Με βάση όλο το παραπάνω θεωρητικό πλαίσιο, στη συνέχεια, γίνεται μια πρόταση ανάγνωσης βιβλίων αφηγηματικών και πληροφοριών, η οποία προσπαθεί να στοχεύσει στους άξονες μάθησης που επηρεάζονται, με δραστηριότητες πριν, κατά τη διάρκεια και μετά το τέλος της ανάγνωσης. Τέλος, πραγματοποιείται μια έρευνα για να διαπιστωθεί πώς γίνεται η ανάγνωση στο νηπιαγωγείο, με ανοιχτές συνεντεύξεις από νηπιαγωγούς. Στην ανάλυση της συμπεραίνεται ότι υπάρχει έλλειψη ενημέρωσης από τις νηπιαγωγούς, αλλά αναγνώριση της σημαντικότητας του ρόλου του βιβλίου και της ανάγνωσης στις νηπιακές ηλικίες. / In this study, we examined the practice of reading books aloud to children in a kindergarten classroom. The study is devided in two parts. First is the literature search, in which the goal is to analyse all the reasons that reading aloud to children is important. In that chapter, we have found that read-alouds helps children’s vocabulary, spoken word and general knowledge. Also there is an examination of the part that the practice of reading books has in the Greek curriculum. There is a report on the use of informational books and their part in the kindergarten and on the right for all children of any economy status to have access to books. In the next chaprter, we made an example of a way to read books to children with the best practices to do before, during and after, keeping in mind to target the areas that are helped from read-alouds: vocabulary, spoken word and general knowledge. In the last chapter, we examined how the Greek teachers in kindergartens read aloud books to children. The research had fifteen participants answer openended questions in interviews. We found that most of the teachers recognized the importance of reading aloud books but there was lack of knowledge about why it is actually so important.

Le but de mon mémoire consiste à présenter l’approche communicative et son rôle dans l’apprentissage du français. / Mano darbo tikslas išnagrinėti komunikacinį užsienio kalbų mokymo/si metodą. / Objective of my master work is to represent an approach methode of foreign languages study.