<p> This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7^th and 8^th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation. </p><p> Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation&rsquo;s AIMSweb&reg; (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval. </p><p> Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb&reg; tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading. </p><p> The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.</p><p>

Made available in DSpace on 2014-08-20T13:48:04Z (GMT). No. of bitstreams: 1 FLAVIA GRIEP MANCINI_Tese.pdf: 1356691 bytes, checksum: 739bccab0258c740701c6bedead12d00 (MD5) Previous issue date: 2013-02-20 / The present work was constructed in the line of Written Culture Research: languages and learning, in the Post-graduation Program in Education from the Universidade Federal de Pelotas, inside the Group of Studies and Research about Imaginary, Education and Memory (GEPIEM). It has as its main objective to look into the symbolic value ascribed to the reading in the trajectory (as readers) of the participant subjects of this study; that is, the principal focus of this research is directed to the symbolic nuclei that come up when in (auto)biographical processes each person narrates himself (or herself). The study which was carried out for this thesis is supported by a triple theoretical referential: Educational (Auto)Biography as a Formation Trajectory related to Reading, Imaginary Anthropology and Reading Anthropology. The methodological anchorage, of a qualitative social-phenomenological character, is linked, especially, to the methodology of convergences, proposed by Gilbert Durand, tied to the Anthropology of the Imaginary. The thesis that emerges is that the reading, inserted in the quotidian, may act as a bio-psycho-social balancer, helping in the formation of the subject and in the internalization of values during the life path, reaching indirectly his individual impasses, leading to self-knowledge, to the knowledge of the other and to the knowledge of the world. Investigation was performed on eighteen (18) letters written by teachers readers that live and work in the southern region of Rio Grande do Sul (Pelotas and neighbor counties: Rio Grande, Canguçu e São Lourenço do Sul). The symbolic nuclei perceived in the narratives were grouped (by symbolic affinities) in three mythemes: Adventure Discovery Construction, Tool, Refuge Cure Support. Such symbolic nuclei, joined in mythemes, show different polarizations referring to Regimes (Daily and Nightly) studied by the obliquity of the Anthropology of the Imaginary. The results of the research show that each person attributes a symbolic value to the reading and this varies from individual to individual. Reading is for pleasure and for necessity. Avid‟ readers find ways to reach their reading objects, independently of their life conditions. It was also found out that the process of writing an (a) (auto)biography unleashes (both in the one who writes as in the one who reads) a process of contemplation of life. Under the perspective of looking into the reading phenomenon, entwining different theoretical perspectives, but convergent at the same time, this process is an important experience of formation, which shows that the reading, as a technology of Imaginary, really constitutes an important bio-psycho-social balancer. / O presente trabalho construiu-se na linha de Pesquisa Cultura Escrita: linguagens e aprendizagem, no Programa de Pós-graduação em Educação da Universidade Federal de Pelotas, no interior do Grupo de Estudos e Pesquisas sobre Imaginário, Educação e Memória (GEPIEM). Tem como objetivo principal investigar qual é o valor simbólico atribuído à leitura nos trajetos (como leitores) dos sujeitos participantes deste estudo; ou seja, o foco principal desta pesquisa é dirigido aos núcleos simbólicos que afloram quando em processos (auto)biográficos cada pessoa se narra. O estudo efetuado para esta tese sustenta-se em um tríplice referencial teórico: (Auto)Biografia Educativa como Trajeto de Formação relacionado à Leitura, Antropologia do Imaginário e Antropologia da Leitura. O aporte metodológico, de caráter qualitativo sócio-fenomenológico, vinculou-se, em especial, à metodologia de convergências proposta por Gilbert Durand, ligada à Antropologia do Imaginário. A tese que emerge é a de que a leitura, inserida no cotidiano, pode atuar como um equilibrador biopsicossocial, auxiliando na formação do sujeito e na internalização de valores no decurso do trajeto de vida, abrangendo, de modo indireto, seus impasses individuais, conduzindo ao autoconhecimento, ao conhecimento do outro e ao conhecimento do mundo. A investigação foi realizada a partir de dezoito (18) cartas escritas por leitores professores que vivem e trabalham na região sul do Rio Grande do Sul (Pelotas e municípios vizinhos: Rio Grande, Canguçu e São Lourenço do Sul). Os núcleos simbólicos percebidos nas narrativas foram agrupados (por afinidades simbólicas) em três mitemas: Aventura Descoberta Construção, Ferramenta, Refúgio Cura Esteio. Tais núcleos simbólicos, reunidos em mitemas, denotam polarizações referentes aos Regimes (Diurno e Noturno) estudados pelo viés da Antropologia do Imaginário. Os resultados da pesquisa demonstram que cada pessoa atribui um valor simbólico à leitura e que esse varia de indivíduo para indivíduo. Lê-se por prazer e por necessidade. Os leitores ávidos‟ encontram maneiras de conseguir seus objetos de leitura, independentemente de suas condições de vida. Também foi constatado que o processo de se (auto)biografar desencadeia (tanto em quem escreve quanto em quem lê) um processo de contemplação da vida. Na perspectiva de investigar o fenômeno da leitura, entrelaçando perspectivas teóricas diferentes, mas ao mesmo tempo convergentes, esse processo é percebido como uma importante experiência de formação, o qual demonstra que a leitura, como uma tecnologia do Imaginário, de fato se constitui em um significativo equilibrador biopsicossocial.