An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.

SAMPAIO, Amanda Leite de. Escrita epistolar e letras do afeto em José Martí. 2013. 256f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em História, Fortaleza (CE), 2013 / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-11T13:05:46Z No. of bitstreams: 1 2013-DIS-ALSAMPAIO.pdf: 4689455 bytes, checksum: c0c69f7a112803989dfcc702a7e74f1c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-11T13:15:24Z (GMT) No. of bitstreams: 1 2013-DIS-ALSAMPAIO.pdf: 4689455 bytes, checksum: c0c69f7a112803989dfcc702a7e74f1c (MD5) / Made available in DSpace on 2013-10-11T13:15:25Z (GMT). No. of bitstreams: 1 2013-DIS-ALSAMPAIO.pdf: 4689455 bytes, checksum: c0c69f7a112803989dfcc702a7e74f1c (MD5) Previous issue date: 2013 / This work includes the emotional and intellectual trajectory of José Martí right from the artist’s own emotional sources such as personal letters, dedications, travel diaries and notebooks. In the course of José Martí (1853-1895), the letters of affection are the writings which are considered more personal and, in which he shares in a tone of dialogue, feelings and ideas with men and women of his own circle of friends. Observing the frame of the nineteenth century and the Latin American sociopolitical context, the present study highlights the forms of living together in intellectual circles, the experience of exile and places of social circulation of books, periodicals and dissemination of readings. / Este trabalho compreende a trajetória intelectual e do afeto de José Martí a partir de fontes da sensibilidade martiana – cartas pessoais, dedicatórias, diários de viagem e cadernos de apontamentos. Na trajetória de José Martí (1853-1895) são letras do afeto, os escritos considerados mais pessoais, onde compartilha em tom de diálogo, sentimentos e ideias com homens e mulheres do seu círculo de amizade. Observando a moldura do século XIX e o contexto sociopolítico latino-americano; o presente estudo ressalta as formas de convivialidade dos círculos intelectuais, a experiência do exílio e os lugares sociais de circulação dos livros, dos periódicos e difusão das leituras.

Thesis (MTech (Education Management))--Peninsula Technikon, 2002 / In this thesis it is argued that attempts by teachers to 'simulate' middle class home based reading practices in working class schools is not effective in building a reading culture among young learners. The "mismatch' between learners' home and school cultures inhibits this. Instead, an understanding of the different ways in which learners construct their view of literacy through their interactions at school should be sought. This can be achieved through an analysis of a range of literate actions and interactions in the school context. As reading is associated with academic success more generally" it is proposed that integrating supplementary reading into mainstream academic subjects, particularly ,,"here those subjects are interesting to learners, is more effective in the promotion of reading practices than the traditional provision of supplementary reading material. Thus, it is proposed that supplementary reading should be introduced to support mainstream academic work, particularly in those subjects which are of interest to learners at this level. But offering learners a variety of reading situations in this research project. it was found that learners felt more "empowered' to make reading choices and to become intrinsically motivated to read. What has emerged from this research is that children's reading is very complex - and if it is to be adequately supported, it is likely to need a "multipronged' approach, By this it is meant that it not sufficient to offer supplementary reading texts and activities at school when these are not consistent with practices in the home.

Orientador: Germana Fernandes Barata / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T04:08:57Z (GMT). No. of bitstreams: 1 Scalfi_GrazieleAparecidadeMoraes_M.pdf: 13101411 bytes, checksum: 00a2843d3941d4f144e71c98a9a9507d (MD5) Previous issue date: 2014 / Resumo: O objetivo principal deste estudo é analisar os livros infantis como instrumento para divulgação científica, em especial os livros com potencial para divulgar a fauna brasileira, e contrapor-se ao livro Mami o quê? - um título infantil e interativo sobre os mamíferos brasileiros, por meio de um estudo de recepção com crianças de 3 a 6 anos do Centro de Convivência Infantil (CECI) da Unicamp. Acredita-se que, quando bem estruturados, os livros infantis podem ser excelentes aliados na divulgação da ciência e que eles podem sensibilizar, desde cedo, o público em relação ao tema, favorecendo a popularização científica e a consolidação de uma cultura científica na sociedade. A leitura é um convite para a criança pensar e fazer novas perguntas, logo, um livro de divulgação científica para crianças não deve ser um tratado sobre um tema científico nem um livro de estudo. A criança não deve se sentir obrigada a ler, mas sim cativada. Adicionalmente, o Brasil é um dos países com maior diversidade biológica do planeta e, ainda assim, a fauna e a flora nativas são pouco conhecidas pela população brasileira. Um dos fatores que contribuem para este cenário é a influência que a mídia exerce pela veiculação de desenhos animados, filmes, jogos e livros infantis que, frequentemente, destacam os grandes mamíferos africanos. Neste cenário, os livros infantis mostram-se um instrumento eficaz para auxiliar na comunicação, introdução e apresentação, desde a infância, da importância do que é genuinamente brasileiro para, quem sabe, despertar para a importância de se preservar essas espécies. De abordagem qualitativa, a pesquisa utilizou-se da análise de conteúdo (BARDIN, 2011) na seleção de livros realizada, para verificar as estratégias adotadas pelos autores para divulgar os conhecimentos da ciência animal e avaliar a linguagem, o conteúdo e a imagem empregados, à luz da divulgação científica. Com um referencial teórico e sólido sobre a literatura infantil como ferramenta para a divulgação da ciência, foi possível avaliar o livro Mami o quê? por meio de atividades relacionadas ao tema e da inserção do exemplar no cotidiano das crianças, bem como, através da opinião dos pais e professores, tendo como instrumento os questionários. Esta pesquisa conclui que a literatura infantil pode ser aliada da divulgação da ciência, porém é preciso que os livros com este propósito se multipliquem. Quando o tema são os animais brasileiros, ainda são poucos os livros que se utilizam da divulgação científica para abordar o tema para crianças. Nesse contexto, o livro Mami o quê? apresentou potencial para divulgar a fauna brasileira, despertando o interesse das crianças, por meio de diferentes práticas. O livro não será capaz de suprir a carência de material sobre o tema ou ainda resolver a questão da divulgação da fauna nacional. Mas, pode contribuir para fortalecer iniciativas na área. Acredita-se que ainda são necessários esforços para produzir atividades que difundam a fauna brasileira, através de diferentes estratégias, tais como livros, filmes, desenhos e jogos. A fauna brasileira precisa ser "descoberta" para ser respeitada, valorizada e conservada / Abstract: The main objective of this study is to analyze children's books as a tool for scientific communication, especially the books with the potential to promote Brazilian fauna, and make a contraposition to the book Mami o quê? - an interactive children's title on Brazilian mammals, through a reception study with children from 3 to 6 years old, of Unicamp Center for Child Living (CECI). It is believed that, when properly structured, children's books can be great allies in the dissemination of science and they can earlier sensitize the public on the topic, favoring science popularization and the consolidation of a scientific culture in society. Reading is an invitation for the child think and ask new questions, so a book of science communication for children should not be a treatise on a scientific theme or a book study. The child should not feel obligated to read, but captivated to. Additionally, Brazil is among the countries with the greatest biodiversity on planet, and yet the native fauna and flora are little known by the Brazilian population. One of the contributing factors to this scenario is the influence that media exerts in placement of cartoons, movies, games and children's books, which often highlight the large African mammals. In this scenario, the children¿s books show to be an effective tool to assist in communication, presentation and introduction, since childhood, to the importance of what is genuinely Brazilian to, perhaps, awaken to the importance of preserving these species. With qualitative approach, the research used content analysis (BARDIN, 2011) in the selection of books carried out to verify the strategies adopted by authors to disseminate the knowledge of animal science and evaluate the used language, content and image, in the light of science. With a solid theoretical framework about children's literature as a tool for the dissemination of science, it was possible to evaluate the book Mami o quê? through activities related to the theme and with the copy inserted in the daily of children, as well as through the opinion of parents and teachers, with the questionnaires as instrument. This research concludes that children's literature can be combined with the dissemination of science, but is needed the multiplication of books with this purpose. When the topic is Brazilian animals, yet there are few books that use scientific publication to approach the issue for children. In this context, the book Mami o quê? has the potential to promote Brazilian fauna, attracting the interest of children, through different practices. The book will not be able to supply the lack of material on the subject or resolve the issue of disclosure of the national fauna. But, can contribute to strengthen initiatives in the area.. It is believed that efforts are still needed to produce activities that disseminate the Brazilian fauna, through different strategies, such as books, movies, cartoons and games. The Brazilian fauna needs to be "discovered" to be respected, valued and conserved / Mestrado / Divulgação Científica e Cultural / Mestra em Divulgação Científica e Cultural

Orientador: Norma Sandra de Almeida Ferreira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T04:42:00Z (GMT). No. of bitstreams: 1 Goulart_IlsadoCarmoVieira_D.pdf: 12099511 bytes, checksum: cf50449e94492a16940798fe07aa89ad (MD5) Previous issue date: 2014 / Resumo: Com o intuito de investigar, relacionar e compreender quais e como as representações sobre o livro de leitura se constroem histórico e socialmente, concretizadas numa produção material e impressa, esse trabalho intenta contribuir para com os estudos sobre a história do livro didático no Brasil, no decorrer da primeira metade do século XX. Para a efetivação de tal propósito a pesquisa se direciona aos discursos presentes em diferentes fontes documentais, como os relatórios dos Anuários do Ensino do Estado de São Paulo, periódicos que circularam na época, como Revista Ensino, Revista Escolar, Revista Educação e o Jornal O Estado de São Paulo. Os discursos produzidos nas três décadas do século XX sobre os livros didáticos constituíam-se por interesses políticos para se implementar um ensino nacionalizado e uniformizado, com isso percebe-se uma construção e apresentação de ideias sobre o que seria e como deveria ser estruturado um livro de leitura considerado de qualidade. Neste sentido, a pesquisa prioriza apreender o que tais enunciados trazem como marca de uma representatividade de "bom" livro de leitura, tomando como corpus investigativo os livros que compõem a série graduada de Língua Portuguesa, Meninice (1948/1949), de Luiz Gonzaga Fleury. O questionamento e a análise proposta ao discurso impresso partem da premissa de que a linguagem está inserida num contexto social de sua produção e carregada de uma pluralidade de sentidos, sedimentadas pela Teoria da Enunciação de Mikhail Bakhtin. O outro suporte teórico está nas concepções sobre a história do livro, história da leitura, noção de representação e de práticas de leitura de Roger Chartier e de Robert Darnton, pautados da perspectiva da história cultural, como também, na verificação das intenções que movimentam o autor ao redigir e o editor ao publicar uma determinada obra. O trabalho considera que as ideias produzidas sobre os livros de leitura, legitimam e demarcam perspectivas ideológicas no campo educacional, que se tornam características predominantes ou constituintes de uma cultura material escolar. / Abstract: With the aim of investigating, relate and understand what and how the representations about the book reading historically and socially are built, implemented in a production material and printed, this work brings contribute to studies on the history of textbooks in Brazil, during the first half of the century XX. For the effectuation of such purpose if the research directs the speeches present on different documentary sources, as the reports of Annuário do Ensino do Estado de São Paulo, periodicals that circulated at the time, such as Teaching Magazine, School Magazine, Education Magazine and the newspaper O Estado de Sao Paulo. The discourses produced in the three decades of the 20th century about textbooks were constituted by political interests to implement a nationalized education and uniformed, it realizes a construction and presentation of ideas about what it would be and how it should be structured a book reading considered qualifying. In this sense, the survey stated that such apprehension prioritizes bring as a representation of "good" book reading, taking as corpus books which make up the investigative series graduated of the Portuguese language, Meninice (1948/1949), of Luiz Gonzaga Fleury. The questioning and the proposal analysis of the printed speech come from the premise that the language is embedded in a social context of their production and loaded with a plurality of senses, fielded by the theory of Enunciation of Mikhail Bakhtin. The other theoretical support is in the conceptions of the history of the book, the history of reading, notion of representation and reading practices of Roger Chartier and Robert Darnton, guided by the perspective of cultural history, but also, on checking of intentions that move the author when composing and the editor to publish a given work. The work considers that the ideas produced about reading books, legitimize and mark ideological perspectives in educational field frame, which become predominant features or constituents of a culture school supplies. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

M.A. (Library & Information Science) / Please refer to full text to view abstract

M.Ed. / The language policy of South Africa recognises 11 official languages, all of which have been given equal status, but many of these languages are hardly being promoted in schools and public life. It is clear that the status of Afrikaans, for one, is gradually dwindling. The reading of literature is an important factor in sustaining and promoting the vitality of a language. The aim of this study is to find out what the reading preference of Black adolescents in the rural area of Majemantsho in Mafikeng in the North West Province is. For this aim to be achieved, an interpretative design was applied and the qualitative data collection method used, which includes interviews. The major finding of this investigation is that these teenagers like to read literature, but with the proviso that the texts have to do with what is currently happening in their lives and can help them to solve their life problems. They also prefer to read about characters that are role models, for example, heroes, celebrities, public figures and characters of their own age group. The main implications of these findings are: There is a need for teenagers to be given a chance to choose literary texts. There is a need for some form of communication between the Department of Education, writers, publishers, educators, librarians, teenagers, and all other stakeholders involved in the choice of adolescent literary texts. Teachers of literature should also improve their methods of teaching literature. Afrikaans literature lessons like those in other languages should be kept stimulating and relevant to their target group

This dissertation shows the ideas of Victorian England, 1850-1914, as reflected in Victorian children's literature. To establish the validity of studying children's literature as a guide to the Victorian age, it was necessary first to show that children's literature in those years reflected and promoted adult ideals. Sources used include not only works by established authors but also children's periodicals and transient writings like "penny dreadfuls." There are four background chapters: an introduction, a brief social history, a history of publishing for children, and an examination of Victorian children's authors. Six chapters examine Victorian children's literature in relation to specific historical themes: class structure; the social problems of poverty; temperance; morality, manners, religion, and science; patriotism; and natives, slavery, and missionaries in relation to imperialism. Many findings support accepted historical theories. Attitudes on social class revealed definite class separations, mobility, and obligations. Stories on poverty and child labor show Victorian concern, but suggest few solutions other than charity. Literary items on religion and morality reflect a dominance of evangelical values. There was a morality separate from religion, and it was not threatened by the new developing science; indeed, the materials examined reveal how Victorians tried to reconcile the new science with theology. Religious obligations helped to promote and justify English nationalism and imperialism. Victorian children's literature also shows clearly that English imperialism existed before the late Victorian era, a finding which supports the Robinson and Gallagher thesis. In a survey of selected periodicals from 1861 to 1886, the number of items concerning imperialism followed a continuous growth pattern. Social Darwinism became an element of imperialism later in the Victorian age. Items on religion as distinct from morality declined in number. This survey also showed that the number of literary items about social problems remained almost constant, a demonstration of the strength of the Victorian reform ethic.

The reading of literature is rarely practiced in our high schools today yet many studies have shown that voracious, free, voluntary reading improves students' grammar, spelling, vocabulary, and composition. The demands of our present day economy require higher literacy rates of our citizens if businesses are to compete successfully in the international marketplace. However, the majority of high school students do not or cannot make time to read for pleasure. The purpose of this study is to ascertain if English 9 students and transitional English students would welcome a reading program as part of their course work. I selected School District # 43 (Coquitlam's) A Literature Based Individualized Reading Program because it has been used successfully in the district's elementary and middle schools and because it allows teacher-librarians to actively promote the reading of literature, beyond their more traditional role of book displays and booktalks. A questionnaire was administered by the teacher-librarian/researcher to three classes at the end of the six week program asking students to give their opinions on those aspects they liked and disliked about the program. Two teachers who also took part give their opinions as well. Major findings indicate that a reading program is acceptable to most students i f some alterations are made to the design of the unit. English 9 students educated in Canadian classrooms prefer more choice in reading materials and fewer written assignments that interfere with their readings. Entry level English as a Second Language, or transitional English students, need more support than our modified program gave them. The more advanced transitional English (TRAN) students handled the demands of the program quite well. A reading unit at the secondary level, then, must be simplified and tailored to the needs of specific groups before it is accepted by a majority of teachers and their students. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

M.Com. (Information Science) / Although the influence of literature cannot be determined exactly, it is generally accepted that it can influence attitudes and values and therefore play an important role in the socializing process of the adolescent. One of the most important processes the adolescent undergoes is the development of his/her sex role through socialization, within the context of the family and society at large. In addition the traditional role of women through the ages has undergone such substantial changes that women play an increasingly important part in society. The modern woman can attain self-realization and self-expression through marriage, motherhood and a career. The problem addressed in this research, is whether the portrayal of women in available youth literature is a realistic reflection of society at a particular point. The ideal is that the attitudes that are projected are not biased toward either of the sexes and that boys as well as girls may develop to their full potential within the prescribed boundaries of their sex roles. Because of the feminist interest, much research has been done since the sixties and seventies regarding sexism in children's and youth literature. Virtually throughout, the findings of these investigations showed that the female characters are portrayed as passive stereotypes. The portrayal of women in literature awarded with the Scheepers Prize for Afrikaans youth literature is investigated in this research.