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A comparative study of paired reading techniques using parent, peer cross-age tutors with second year junior school childrenDiaper, G. R. January 1989 (has links)
No description available.
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A cognitive analysis of reading and its development in poor and good readersLees, Elizabeth Anne January 1989 (has links)
No description available.
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Högläsningens effekter på elevers läsförmåga : En kvalitativ studie om lärares syn på högläsning och hur de använder den i undervisningen / Read-aloud effects on pupils' reading skills : A qualitative study about teachers’ view on the effects of read-alouds and how they use it in practiceAugustsson, Mikaela January 2016 (has links)
Syftet med studien är att undersöka hur lärare använder sig av högläsning i undervisning för att främja elevernas läsförmåga och hur detta syns i elevernas aktiviteter. Teorin som studien bygger på är det sociokulturella perspektivet med ursprung i Lev Vygotskijs teorier om lärande, utveckling och språk. I studien har fem lärare som arbetar i årskurserna F–3 blivit intervjuade med en semistrukturerad intervju. Lärarna har även blivit observerade under en av sina högläsningslektioner för att se hur de använder sig av högläsning för att utveckla elevernas läsförmåga. Resultatet visar att lärarna försöker använda sig av högläsning dagligen i sin undervisning då de anser att den ger väldigt mycket. Lärarna anser att högläsningen utvecklar elevernas ordförråd, läsförståelse, läslust och koncentrationsförmåga. Utifrån observationerna, tidigare forskning och lärarnas intervjuer visar resultatet även att lärarna använder sig av olika arbetssätt och metoder för att eleverna ska få möjlighet att utveckla sin läsförmåga. / The purpose of this study is to examine some teachers' view of the effect of read-alouds on the development of pupils' reading skills, as well as the opportunities the pupils get to develop their reading skills in teacher practices of reading aloud. The study is based on the sociocultural perspective originating in Lev Vygotsky theories on learning, development and language. In this study, five teachers working in preschool and grades 1–3 have been interviewed using qualitative interviews. Teachers have also been observed during one of their read-aloud lessons in order to see how they use reading aloud to develop pupils' reading skills. The results show that the teachers try to read aloud daily in their teaching because they find it has great advantages. The teachers believe that reading aloud develops pupils' vocabulary, reading comprehension, love of reading and concentration. Based on previous research, observation and teacher interviews, the results also show that teachers use approaches to and methods for giving their pupils opportunity to develop their reading skills.
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My Life as a Reader: Gaining Insights Through Writing About Learning to ReadDwyer, Edward J. 01 January 2003 (has links)
No description available.
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Children, Parents and Teachers’ Beliefs About ReadingGarrett, Jennifer Walz 09 October 2007 (has links)
No description available.
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Developing a Reading Readiness Program in Douglas School, Tyler, TexasHenley, Bertha Roser 08 1900 (has links)
The purpose of this study is to develop a readiness program which will be an aid in eliminating many failures in reading and to help the children be happy while learning to read.
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Samma historia med olika ord : En undersökning av ett nivåanpassat läsinlärningsläromedel för årskurs 1 / The same story in different words : A study of level-based teaching materialLindström, Jennica, Olsson, Matilda January 2016 (has links)
This study examines a reader used in grade 1, Den magiska kulan, which is a part of the ABC-klubben series of teaching material. It is level-based, available in three different levels of difficulty, and one and the same class is supposed to share the same reading experience but be able to read the story at the level that each individual pupil has reached. The study analyses linguistic adaptation and elements intended to give motivation in the different books. The study shows that the simplest of the books may not help to increase the pupils’ motivation for reading but can only be regarded as training in decoding. The two more advanced books can give pupils more pleasurable reading because the language is more nuanced and expressive. The pupils thus have the chance to become absorbed in the books, with an understanding for the characters and events.
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Stödstrukturer för svaga läsare : Lärares erfarenheter av och föreställningar om lättlästa böcker i det pedagogiska arbetet / Support structures for struggling readers : Teachers' experiences and ideas about the use of easy-to-read books in the classroomMohammedian, Farida January 2017 (has links)
All pupils have an individual reading development and need different forms of support. The aim of this study is to investigate teachers’ experiences of and ideas about the use of easy-reading books when teaching children to read. Data collection was done through four interviews with active teachers representing three schools in a municipality in southern Sweden. The interviewed teachers’ experiences turned out to agree with previous findings: the teachers were favourably disposed towards easy-reading books and considered them important for learning to read. The teachers also thought that it is essential to aim the teaching at the pupils’ own level so that they will develop in their acquisition of literacy. With the help of easy-reading books, pupils who find it hard to learn to read can also be given a chance to develop.
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Interação coordenador pedagógico Professores: um estudo sobre leitura colaborativaPreviattelli, Wania Maria 10 March 2016 (has links)
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Previous issue date: 2016-03-10 / The present work is a research that aimed to analyze to what extent the pedagogical
coordinators, subject of training reading teaching have appropriated the principles of
collaborative/shared reading and as forwarded this discussion with teachers. The critical
incident technique were used for data collection with the pedagogical coordinators of a
Directorate of Public Education in the interior of São Paulo State. As theoretical referents
were used that deal with authors of such training as Délia Lerner, Isabel Solé, Frank Smith e
Ângela Kleiman. The analysis of the responses identified that: there are different
understandings about the purpose of the shared reading and to whom; the applicant's idea of
"help the professor" in forwards proposed by them, yet prescriptive character-based. The data
allowed the analysis of the interactions between the pedagogical coordinators with their
teachers and their consequences on pedagogical practice / O presente trabalho trata de uma pesquisa que teve como objetivo analisar em que medida os coordenadores pedagógicos, sujeitos da formação sobre didática da leitura se apropriaram dos princípios da leitura colaborativa/compartilhada e como encaminharam essa discussão junto
aos professores. Utilizou-se a técnica dos incidentes críticos para a coleta de dados junto aos
coordenadores pedagógicos de uma Diretoria de Ensino da Rede Pública Estadual do interior
de São Paulo. Como referentes teóricos foram utilizados textos de autores que tratam dessa
formação, como Délia Lerner, Isabel Solé, Frank Smith e Ângela Kleiman. A análise das
respostas permitiu identificar que: há diferentes entendimentos acerca do propósito da leitura
compartilhada e a quem se destina; a recorrente ideia de “ajuda ao professor” nos
encaminhamentos propostos por eles é ainda baseada em caráter prescritivo. Os dados
permitiram, ainda, a análise do tipo de interação entre os coordenadores pedagógicos com
seus professores e suas consequências na prática pedagógica
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Dyslexi genom livet : Ett utvecklingsperspektiv på läs- och skrivsvårigheter / Dyslexia from childhood into adulthood : A developmental perspective on reading and writing disabilitiesFouganthine, Anna January 2012 (has links)
The thesis reports a follow-up study from eight years of age to adulthood for a group of students with dyslexic problems compared to a matched group of students without such problems. The empirical basis of the thesis is provided by the research project, Reading Development in Kronoberg, which has been supplemented by data from adulthood in the form of questionnaires, test results and interviews. The thesis comprises three studies. In Study I, the aim is to examine how reading and writing disabilities emerge during the first school years. The Simple View of Reading, was used to classify the poor readers into various subgroups. In Study II, the reading development of students with reading disability was examined at group and individual levels. The theme of Study III is a comparison of the living conditions of adults in a group of dyslexics compared to a group without difficulties, and to investigate how the participants in the study have tackled their problems. The results reveal a development pattern among dyslexic students, with early phonological problems persisting into adulthood in spite of substantial special education measures, in school Baseline performance at eight years of age is by far the best predictor of adult skills. No clearly discernible subgroups were found among the dyslexic students. The result profiles indicate a great variation among the participants, both regarding function and degree of impairment. Nevertheless, a number of students in the dyslexic groups have achieved surprisingly good word decoding abilities. In addition to the degree of impairment, factors such as reading development, the teaching of reading demands for reading and writing in adult life, and individual coping ability affect the outcome of the perceived difficulties. It is of the utmost importance that special needs education in the future be guided by a thorough assessment and follow-up program where manifest reading and writing skills as well as underlying cognitive functions are profiled. Moreover, intervention should follow evidence-based methods in order to prevent educational failure and social maladjustment among pupils. The thesis demonstrates that reading and writing disabilities have major consequences for educational achievement and working life outcomes, in addition to many other aspects of adult livelihood.
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