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Thesis (M.A.)--Humboldt State University, 2008. / Includes bibliographical references (leaves 79-87). Also available via Humboldt Digital Scholar.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 79-86).

Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-17Bitstream added on 2014-06-13T21:02:35Z : No. of bitstreams: 1 hernandes_edk_dr_mar.pdf: 3622900 bytes, checksum: 3fd0561f038cce18fca08cfac4f1e27f (MD5) / Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores – Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo – SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação. / While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers’ practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers – Letra e Vida – in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher’s educational procedures; and which were the significant results noticed in the student’s learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo’s results – SARESP – has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing’s assignments as well as in the implementation of the Teachers’ Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process.

Orientador: Raquel Lazzari Leite Barbosa / Banca: Dagoberto Buim Arena / Banca: Cecília Hanna Mate / Banca: Paula P. Vicentini / Banca: Norma Sandra de A. Ferreira / Resumo: Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores - Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo - SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação. / Abstract: While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers' practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers - Letra e Vida - in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher's educational procedures; and which were the significant results noticed in the student's learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo's results - SARESP - has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing's assignments as well as in the implementation of the Teachers' Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process. / Doutor

Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

Thesis (M. Ed.)--University of Hong Kong, 2005.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 99-102) and index.

This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how the intervention was experienced by disaffected adolescents (RQ1/RQ2) and whether it revealed any changes in their responses to the texts (RQ3). It contributes to the existing knowledge and literature by demonstrating how Bibliotherapy, implemented in an educational context, can be a useful tool in designing an intervention for disaffected students at the secondary level by linking emotional development to development in literacy and overall learning. To begin, the purpose and study aims were to develop an intervention based on the principles of Bibliotherapy in order to address the challenges of literacy and behaviour among disaffected adolescents; to evaluate the various outcomes, which may influence the design or effective implementation of the programme; to revise and make changes based on the evaluation to produce a usable programme. From this, the study aimed to answer the following research questions: how useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents? What is the perspective of the students in undertaking the programme in means of the process involved? What changes follow this programme in regards to the improvement of literacy and enhancement of attitude and interest in reading amongst disaffected adolescents? This study used a longitudinal mixed methods approach, taking place over three cohorts (school terms), and involving thirty two Year 9 students from five secondary schools in the United Kingdom. The design and evaluation of the Bibliotherapy intervention was underpinned by both a concurrent triangulation model and action research. The evaluation of the programme involved the collection of both qualitative and quantitative data; therefore, a pragmatic stance to the research was adopted that was positioned as mixed-methods. Qualitative data was analysed using a thematic approach and merged to complement the Quantitative findings offering a more thorough and valid interpretation. The qualitative analysis revealed four overarching themes from the participation in the programme: positive developments in Power Over Learning, Emotional Intelligence, Peer Impact to Learning, and New Reader Identities. The quantitative findings, for the most part, did not reveal any statistically significant changes in reading, self-efficacy, or behaviour; however, there were isolated cases among individual cohorts where the findings did reveal significant changes in fluency, reading, reading difficulty perception, behaviour, and with personal resiliency such as increased optimism, tolerance, and adaptability. This study supports findings from earlier studies suggesting that disaffected adolescents at secondary school levels can benefit from reading and behavioural intervention. It offers new knowledge regarding the effectiveness and use of Bibliotherapy as a tool to design an intervention for re-engagement, social and emotional growth through peer support, development of a deeper understanding of self, and reinforcement of reading skills necessary to achieve literacy.