This thesis analyses the historical development of Czech elementary reading and writing textbooks from 1900 to 1999. It comes from the listing of the elementary reading and writing methods from the beginning to the present, it continues with the description and the evaluation of the most of textbooks used in the last century and tells the life stories of main authors. In the conclusions it follows the changes in the character of the textbooks and of the reading education. Key words reading, reading education, writing education, reading textbooks, first books

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

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36).

This curriculum project reviews the methods, materials, and supplemental reading activities that have been shown in the literature to be effective in developing or promoting positive attitudes toward reading and how these can be used as an integral part of the daily reading program. The major findings and some various methods and materials used to measure attitudes toward reading are also discussed. This curriculum project is specifically designed for fourth grade teachers to use in correlation with the Ginn 720 Series, Level 10. The project includes directions for developing a curriculum of activities to promote or develop positive attitudes toward reading in correlation with Ginn, Level 10. The criteria for selection of the activities and stories are included. This project includes a list of the reviewed activities categorized under one of the following headings: oral activities, written activities, arts and crafts, and dramatics. Finally, the stories in Ginn, Level 10 and the suggested activities to promote or develop positive attitudes toward reading are listed for teachers to use as an integral part of their reading program.

The study deals with the RWCT pedagogical program - Reading and Writing for Critical Thinking and its application in the lessons of Religious Education. The theoretical part seeks to examene possibilities of critical thinking in the Religion, looks at the development of Religious Education and the Catechism and analyses the RWCT program in the context of currently on-going schoul reform. The practical part is dedicated to the structure of concrete Religious Education lessons based on the RWCT model.

Through research into suggested sources a study was made to provide a collection of supplemental reading materials for use by teachers of American history at the junior high school level. These materials are intended to provide information, to promote individual achievement, to spark interests, and to be a motivation for independent reading.

By comparing listening comprehension to reading comprehension for above-average and below-average readers, one can come to some conclusions about where the problem resides for poor readers-whether it be lack of phonic skills or lack of general verbal competence. Because teachers need to know better where to invest their resources, investigations such as mine need to be done.

The presented dissertation deals with education of drama in literary lessons on the second grade of primary schools. The theoretic part is dedicated to the definition of literary and dramatic education, what their goals in education are in general and how to achieve these goals. Secondly, it describes drama, its elements and history. The second part is practical. We focus on reading-books and how the discussed topic is reflected in them. We present the "By Reading and Writing to Critical Thinking" programme methods which we then use in concrete preparations for lessons. We afterwards evaluate these lessons based on the extent to which the lessons were successful within the education itself.