Syftet med denna studie är att undersöka hur elever med läs- och skrivsvårigheter upplever det att delta i en intensivundervisningsinsats i läsning. En sådan insats innebär att eleverna varje dag under 4-6 veckor jobbar 20 minuter med strukturerad undervisning som har syftet att utveckla deras läsförmåga. Den forskning som jag har funnit om intensivundervisning i läsning visar samstämmigt på att liknande insatser ger goda resultat. Däremot tar inte denna forskning upp hur eleverna upplever själva intensivundervisningen. Därför har jag valt att undersöka några elevers upplevelser av detta och fokuserat på upplevelsen av arbetssättet, upplevelsen av den egna läsutvecklingen samt hur det är att gå ifrån klassrummet för att delta i intensivundervisningen.   Studien bygger på kvalitativa intervjuer med sex elever i årskurs 4 som har deltagit i en intensivundervisningsinsats i läsning. Varje elev har intervjuats enskilt och deras berättelser har sedan analyserats utifrån en livsvärldsfenomenologisk ansats ur ett elevperspektiv.   Resultatet visar att dessa elever är positiva till att arbeta med intensivundervisning i läsning och upplever själva att de har utvecklat sin läsförmåga genom den. De beskriver sin egen utveckling i relation till det material de har arbetat med samt vad det har inneburit för dem både i skolan och hemma. Eleverna tar upp både positiva och negativa upplevelser av att gå ifrån klassrummet för att delta i intensivundervisningen. / The purpose of this study is to examine how students with reading and writing disabilities experienced participation in intensive instruction in reading. Such an achievement means that students every day for 4-6 weeks is working about 20 minutes with structured teaching with the aim of developing their reading skills. The research about intensive instruction in reading coherently show that similar achievements are producing good results. In contrast, this research does not include how students experience intensive instruction. Therefore, I have chosen to examine some students' experiences of this and focused on the experience of working, the experience of their own reading development and how it is to leave the classroom to participate in intensive instruction.   The study is based on qualitative interviews with six students in grade 4 who have participated in intensive instruction in reading. Each student was interviewed individually and their stories were then analysed based on a life-world phenomenological approach from a student perspective.   The result shows that these students are positive towards working with intensive instruction in reading and experience themselves having developed their reading skills through it. They describe their own development in relation to the material they have worked with and what it has meant to them both in school and at home. The students mention both positive and negative experiences of leaving the classroom to participate in intensive instruction.

Made available in DSpace on 2016-04-28T18:22:19Z (GMT). No. of bitstreams: 1 Vera Lucia Pires.pdf: 830383 bytes, checksum: 8597769f0a5a45c669a27ade144d6271 (MD5) Previous issue date: 2011-05-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study was motivated by problems faced by students attending the Brazilian basic education, who, in a frequent basis, eventually give up and quit school because they can t overcome difficulties in the process of literacy development/language learning. Without focusing only on the ominous subjective effects coming from this situation, one sees the raising of statistical levels of the so called school failure and social exclusion. Although the texts produced by these students are unreadable, their writings are assumed as texts here: they were written by people and the teachers should recognize them as texts even considering this one fact (SANTOS, 2008). It is also understood that mistakes and erasures, as well as strange sequences and compositions, which are the tissue of these texts, play a constitutive role in the process of literacy development and language learning. Starting from the recognition of the importance of these empirical occurrences and the theoretical tenets they demand, this research reflects upon a survey of studies about writing by a group of researchers working for the development of an original argumentative direction. The theoretical approach concerned endeavors to articulate in a consistent manner two essential concepts: la langue the universal object of Linguistics, as proposed by Sausssure (2006) and supported by two Structuralist authors, Benveniste (1976a, 1989) and Jakobson (1981a, 1981b) and the psychoanalitic hypothesis of the unconscious, introduced by Freud (1976, 1985). The proposal by De Lemos (1992, 2002) regarding three structural logic moments as constitutive of the process of language acquisition is assumed here as an essential one. It is set apart from behavioristic and cognitive proposals, so disseminated in the field of Education. This study examines its unfolding in the field of writing, first by Mota (1995, 2006), Oliveira (1995), and Bosco (2006, 2010) and, later on, by members of the research group Language Acquisition, Pathologies, and Clinics, lead by the professors Maria Francisca Lier-DeVitto and Lúcia Maria Guimarães Arantes. Professor Lourdes Maria de Andrade Pereira, from the Department of Education and Rehabilitation of Communication Disorders of the Pontifical Catholic University of Sao Paulo (Derdic/PUC-SP) is a member of this research group who presents an effective participation in the discussions about writing / Esta pesquisa foi motivada por problemas enfrentados por alunos do Ensino Fundamental que, muitas vezes, acabam desistindo e abandonam a escola por não conseguirem superar dificuldades vividas no processo de alfabetização/letramento. Sem enfatizar unicamente os efeitos subjetivos nefastos decorrentes dessa situação, vê-se elevar as estatísticas do que se tem designado fracasso escolar e exclusão social. Apesar do fato de textos produzidos por esses alunos serem ilegíveis, seus escritos são assumidos aqui como textos: foram escritos por alguém e devem ser, mesmo que apenas por esse fato, reconhecidos como textos pelos professores (SANTOS, 2008). Entende-se, ainda, que erros, rasuras, sequências e composições estranhas que são o tecido desses textos desempenham papel constitutivo no processo de alfabetização e de letramento. Partindo do reconhecimento da importância dessas ocorrências empíricas e das pressuposições teóricas que elas demandam, esta pesquisa reflete um levantamento de estudos realizados sobre a escrita por grupo de pesquisadores comprometidos com o desenvolvimento de uma direção argumentativa original. A abordagem teórica em questão empenha-se em articular, de forma consistente, dois conceitos essenciais: o de la langue o objeto universal da Linguística, como postulado por Saussure (2006) e sustentado por dois autores estruturalistas, Benveniste (1976a, 1989) e Jakobson (1981a, 1981b), e a hipótese do inconsciente, introduzida por Freud (1976, 1985). A proposta de De Lemos (1992, 2002) referente a três momentos lógicos estruturais como constitutivos do processo de aquisição da linguagem é, aqui, assumido como essencial. Ela toma distância das propostas comportamentalistas e cognitivistas, tão impregnadas na Educação. Este trabalho acompanha seus desdobramentos no campo da escrita, realizados primeiramente por Mota (1995, 2006), Oliveira (1995) e Bosco (2006, 2010) e, depois, por membros do grupo de pesquisa Aquisição, Patologias e Clínica de Linguagem, liderado pelas Profas Dras Maria Francisca Lier-DeVitto e Lúcia Maria Guimarães Arantes. A Profª Dra Lourdes Maria de Andrade Pereira, da Divisão de Educação e Reabilitação dos Distúrbios da Comunicação da Pontifícia Universidade Católica de São Paulo (Derdic/PUC-SP), participa desse grupo de pesquisa e tem tido participação efetiva nas discussões sobre a escrita

Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry of Education policy and guidelines for supporting and programming for English Literacy Development (ELD) students, this research seeks to better understand how teachers’ discourses influence their perception of ELD students’ experiences in elementary schools. In particular, I look at how they view their roles as teachers, the purpose of education and schooling, their personal views on diversity, and how they program literacy for ELD students. The participants’ discourses reveal that although they prioritize having positive relationships with their students, they often struggled to relate positively with their ELD students. Reassessing how the formal school is structured and providing directed professional development on teaching ELD students could work towards creating more positive learning experiences for ELD students in Ontario elementary schools.

Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry of Education policy and guidelines for supporting and programming for English Literacy Development (ELD) students, this research seeks to better understand how teachers’ discourses influence their perception of ELD students’ experiences in elementary schools. In particular, I look at how they view their roles as teachers, the purpose of education and schooling, their personal views on diversity, and how they program literacy for ELD students. The participants’ discourses reveal that although they prioritize having positive relationships with their students, they often struggled to relate positively with their ELD students. Reassessing how the formal school is structured and providing directed professional development on teaching ELD students could work towards creating more positive learning experiences for ELD students in Ontario elementary schools.

Syftet med essän är att undersöka hur populärkulturens närvaro och inflytande i förskolan kan förstås utifrån olika perspektiv. Essän tar avstamp i berättelser om hur barn tar inspiration ur populärkulturella erfarenheter då de agerar, vilket leder till konsekvenser, vilka ibland kan upplevas som problematiska. Den undersöker möjligheter och risker med inkludering av populärkultur i förskolan i förhållande till barns literacyutveckling, identitetskonstruktion och inflytande. Den undersöker även vad som kan tänkas ligga bakom exkludering av populärkultur i förskolan.Skrivande har använts som en metod för att reflektera och få syn på nya perspektiv i relation till teorier och tidigare forskning. Reflektionen resulterade i flera upptäckter. Bland annat att klassrelaterade normer kan styra pedagogers val av kulturella aktiviteter i förskolans praktik. Vidare att risken som populärkulturen kan ge upphov till vad gäller identitetskonstruktion i samband med literacyutveckling kan inverteras till möjligheter genom critical literacy. Därigenom kan barn lära sig att se hur texter positionerar oss i samhället och hur de kan positionera sig annorlunda. Slutligen kan inkludering av populärkultur i förskolans praktik, som en konsekvens av barns inflytande stimulera barns literacyutveckling. Eftersom populärkulturen är en del av barns erfarenheter samt att den fungerar som katalysator för lärprocessen, genom att ge upphov till en känsla av flow. / This essay aims to examine how presence and influence of popular culture in junior kindergarten can be understood in different ways. The essay is rooted in narratives about children getting inspired from popular culture in their acting that leads to consequences, which sometimes can be experienced as problematic. It explores possibilities and risks that come with including popular culture in junior kindergarten, in relation to literacy development, construction of identity and influence of children. It also explores how to understand what maybe lies behind the exclusion of popular culture in junior kindergarten.Writing has been used as a method to reflect and to spot new perspectives in relation to theories and previous research. The result of the reflection was multiple discoveries. For instance, class related norms can dominate teachers choices of cultural activities put into practice in junior kindergarten. Further on the risks of popular culture, regarding construction of identity in connection with literacy development could be transformed in opportunities through critical literacy. Thereby children can learn to see how we´re positioned in society by texts and how they can position themselves differently. Eventually, inclusion of popular culture into the practice of junior kindergarten, as a result of child influence can stimulate literacy development. Because the popular culture is a part of earlier experiences of the child and it works like a catalyst in the process of learning, while it creates the feeling of flow.

The subject of this thesis is the issue of the development of literacy skills of pupils in primary education through conditions offered by small schools. The aim is to analyze the possibility of developing reading literacy among pupils in the first grade of primary school in terms of the small schools; setup and subsequent use of good conditions for the development of reading. The thesis is divided into theoretical and practical part. In the theoretical part are defined the theoretical background related to the above mentioned issues. Custom research was carried out through action research, completed a questionnaire that the children completed at the beginning and end of the period. The main objective was to determine the initial state of literacy in groups of pupils and through changes in education, the creation of good conditions and use innovative methods to monitor the process of the individual activities of students, capturing deficiencies and seek alternative approaches and solutions. In the practical part, I rely on knowledge of the direct teaching. I point out the difficulties that arose in their own activities with children. The result of this work is documented that exploit the specific conditions of the small schools not only allows, but may significantly affect the development of...

The study examined the typical development of early literacy in a group of typically developing preschool Sepedi first language children residing in Atteridgeville, by determining their performance on a protocol of early literacy tasks. The following aspects were included: written language awareness, narrative abilities, phonological awareness, letter name knowledge, grapheme-phoneme correspondence and literacy motivation. The performance of the participants on the various tasks was used to describe the early literacy development of the target population and to identify relevant risk criteria that may indicate delayed early literacy development in the target population. The performance of participants on these tasks differed from those of other participants in local and international studies, which underscores the necessity of culturally sensitive procedures for identifying delays in the early literacy development of children. The influence of factors such as the mother’s level of education, gender, participants’ level of engagement in literacy activities and participants' current academic performance on the development of early literacy skills were also investigated. Based on the results as well as other indications from the literature, possible risk factors for delayed early literacy development for this group are listed. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

This thesis describes current options of measuring of media literacy level of elderly and possi- bilities of increasing such value of this kind of population. The goal of this thesis is to analyze possibilities of media literacy level measurements considering specifics of elderly population and identify possible media literacy development of elderly population in Czech Republic. This work focuses on basic definitions, concepts, models and connections of media and media liter- acy. The next part of the work talks about exact measurements possibilities and specifics of the measurements of senior population and also discusses possible development options currently available for seniors in Czech Republic. An empiric part of the work deals with analyses of media literacy research in Czech Republic between years 2016-2020 which were explicitly focused on elderly population or grown-up population where elderly population was part of it. Keywords media, media literacy, elderly, media education, level of media literacy, development of media literacy

This diploma thesis deals with the international project Bookstart and its potential for further development in the Czech Republic. The first part is devoted to terminology and definitions of pre-reading literacy, reading literacy and functional literacy. In addition, selected Czech and foreign projects promoting reading literacy are presented. At the end of the theoretical part of the thesis, attention is paid to the introduction of the project Bookstart, the experience with its course abroad, and mapping the pilot year of the project in the Czech Republic. The practical part of the thesis presents qualitative research in the form of two semi-structured interviews, and quantitative research conducted using an online questionnaire. Keywords Bookstart, children's reading, reading literacy, pre-reading literacy, literacy development, libraries

The purpose of this study was to evaluate Core5, a computer-assisted instruction (CAI) programme, on developing early literacy skills in struggling kindergartners and providing enrichment for high achieving kindergartners. Conducted through the positivist research paradigm, the research design of this study is a quantitative quasi-experimental non-equivalent control group pretest-posttest design using the probes AIMSweb Letter Name Fluency (LNF), AIMSweb Letter Sound Fluency (LSF), MAP K-2 Early Literacy, as well as a questionnaire regarding teacher perceptions of Core5 and its implementation in the classroom. This study used convenience sampling instead of probability sampling since many schools already use Core5. Fifteen schools in the Matanuska Susitna Borough School District was the target population. The sample group comprised of 751 kindergartners, aged five to six-year-olds divided into the treatment group, the partial treatment group, and the control group. Posttest analysis of LNF and LSF data confirmed all three groups made gains from the pretest, but an ANOVA indicated there was a significant difference between the three groups. A Bonferroni post hoc test determined the treatment group and the partial treatment group were significantly different from the control group. The posttest analysis of MAP K-2 Early Literacy data indicated that all three groups made gains from the pretest. An ANOVA suggested there was no significant difference between the three groups. Lastly, the end-of-year Core5 levels were correlated to the benchmark scores on LNF, LSF and MAP K-2 Early Literacy probes using Pearson’s r. The teacher questionnaire indicated that a majority of teachers have a favourable view of Core5, which is vital to the implementation of Core5 because their attitude is also a significant predictor of student use in the classroom. The findings indicate that Core5 is an effective CAI program to use as part of the kindergarten ELA curriculum. The findings also add to the volume of research on Core5, CAI programmes and blended learning. / English Studies / D. Litt. et Phil. (English)