The aim of this study is to investigate what difficulties Swedish students with reading and writing difficulties may encounter when they write texts in English. A teaching experiment was done to see whether scaffolding, a process where the teacher shows the overall structure of e.g. a text, can help students with reading and writing difficulties improve their writing in English. Ten students in the 7th grade participated in the study, as well as four English teachers in a secondary school in Sweden. The students who participated were asked to write two texts in English. Before writing the first text, the students were told that they were going to write a fairy tale, but they were not given any other guidelines. Prior to writing the second text, two lessons of scaffolding were conducted. Then the texts were compared to see if the students had improved their ability to write in English in regards of content, spelling and genre-specific vocabulary. The results of the study show that students with reading and writing difficulties will indeed benefit from scaffolding when writing texts in English. / Syftet med den här studien är att undersöka vilka svårigheter som elever med läs- och skrivsvårigheter stöter på när de skriver texter på engelska. En undervisningsmetod influerad av scaffolding, stödstrukturer för att visa eleverna hur man t.ex. skriver en text på engelska, användes för att undersöka om elever med läs- och skrivsvårigheter kan förbättra sin förmåga att skriva på engelska. Tio elever i årskurs 7 samt fyra grundskolelärare i engelska deltog i undersökningen. Eleverna som deltog fick skriva två texter på engelska som sedan jämfördes för att ta reda på om elevernas förmåga att skriva på engelska hade förbättrats gällande innehåll, stavning och genre-specifikt språk. Innan de skrev den första texten fick eleverna enbart veta att de skulle skriva en saga. Den andra texten föregicks av två lektioner där eleverna fick stödstrukturer för att skriva en saga. Resultaten visar att det var en fördel för eleverna med läs- och skrivsvårigheter att arbeta med stödstrukturer när de skrev texter på engelska.

Syftet med denna studie är att undersöka hur grundskollärare i årskurs 2 och 3 arbetar med läs- och skrivsvårigheter. Samt att undersöka vad grundskolan kan ge för resurser för att hjälpa dessa elever. Materialet till denna studie har samlats in med hjälp av den kvalitativa metoden intervju. Under intervjun har jag tagit hjälp utav en föreställningskarta. En föreställningskarta är ett redskap som skapar en lättare förståelse för respondenten. Det blir djupare svar och jag som intervjuar blir en bättre lyssnare. Jag har intervjuat fyra stycken grundskollärare från årkurs 2 och 3 samt en rektor från en grundskola. Resultaten av denna studie tyder på att lärarens kompetens, metoder och skolans resurser är av stor vikt kring elever med läs- och skrivsvårigheter. / The purpose of this study is to investigate how primary school teachers in grades 2 and 3 work with pupils with reading and writing difficulties, and what resources primary school can provide to assist these students. To answer this purpose, I conducted a qualitative interview method, the performance map. This is a tool that creates a broader understanding of respondents. The answers will be more profound and the interviewer will be a better listener. I have interviewed four primary school teachers from grade 2 and 3, as well as a principal, all from the same primary school. The results of this study indicate that the teacher`s competence, reading and writing methods and school resources are of great importance when working with students who has reading and writing difficulties.

Syftet med studien är att förstå hur två gymnasieelever i läs- och skrivsvårigheter, på olika yrkesprogram, upplever sin undervisning i kursen Engelska 5. Följande frågeställningar har valts för att nå studiens syfte: Hur upplever eleverna att deras läs- och skrivsvårigheter påverkat deras studieresultat i kursen Engelska 5? Hur upplever eleverna att studieresultaten i kursen Engelska 5 påverkat den akademiska självbilden? Hur upplever eleverna olika bedömningspraktiker i engelskundervisningen? Studien har en kvalitativ ansats med livsberättelseintervju som metod. Den teoretiska utgångspunkten i studien är fenomenologi och Amedo Giorgis femstegsmodell har tillämpats för att analysera studiens data. I resultatet framkommer att eleverna upplever att deras läs- och skrivsvårigheter har påverkat både studieresultatet i kursen Engelska 5 och den akademiska självbilden negativt. De upplever att undervisningens upplägg, med stora undervisningsgrupper, begränsat lärarstöd och inga stödinsatser, är bidragande orsaker till att de inte lyckats nå kunskapskraven i kursen Engelska 5. Eleverna upplever att den muntliga feedbacken från läraren är mest effektiv för kunskapsinhämtandet samt att strategin kamratbedömning upplevs som negativ på grund av nya gruppkonstellationer varje läsår i kursen Engelska 5. Båda elever anser att de kommer ut i ett yrke efter gymnasiestudierna oavsett om de lyckas nå kunskapskraven i kursen Engelska 5 eller ej. / The purpose of the study is to understand how two students in upper secondary school, with reading- and writing difficulties, experience their education in the course English 5. To clarify and deepen the aim of the study three questions have been used: Do the students experience that their reading- and writing difficulties have affected their academic results? In what way do the students experience that their academic results have affected their academic self-concept? How do the students experience different types of assessment? The study has a qualitative approach with life stories as a method and the theoretical frame of the study is phenomenology. Amedo Giorgi's five steps model has been used to analyze the data of the study. The results show that the students experience that their reading- and writing difficulties have affected both their academic results and their academic self-concept negatively. They experience that the structure of their lessons, with big classes, limited teacher support and no special educational support, affect their possibility to accomplish the knowledge requirements. The students experience that the oral feedback from the teacher is the most important thing to accomplish knowledge. The strategy peer review is experienced as negative due to new classes every semester in the course English 5. Both students are convinced that they will be employable after their studies regardless if they have accomplished the knowledge requirements in the course English 5 or not.

The goal of this study is to analyze a number of IEP: s in order to determine how these are constructed for students with read and write difficulties. In order to do so, I am going to analyze some action programs to determine which special educational theory that is the most common, based on the theories of Claes Nilholm. My questions are as follows: How the needs of the students receiving support are described, from a certain theoretical perspective and finally, is there an overall view that can be derived from this. For this study, I used qualitative content analysis when analyzing the IEP: s. The research showed that the most common theory used, describing both different actions and different needs, was the Categorical Perspective. A Perspective which puts the problem within the pupil itself and not as an environmental or social issue. Overall, the Categorical Perspective was also the most common perspective that could be seen throughout the action programs. Does this mean that the Categorical Perspective is generally used within schools? The study shows that there seems to be a semantic mix-up where the authors of action programs sometimes describe special adaptations, not actions, within the action programs, using a Categorical Perspective. Furthermore, there is The Dilemma Perspective that describes when there is a conflict between The Categorical and it´s counterpart, The Critical Perspective. Although this Dilemma Perspective does not show as much in the analysis, One can argue that there is always a dilemma when conflicts over resources arise.

A presente dissertação refere-se a um estudo de caso sobre as práticas de leitura e escrita das crianças de 6 anos da classe de alfabetização de uma escola pública de Porto Alegre, imersas em um cotidiano digital, viabilizado pelo projeto Um Computador por Aluno (UCA). Seu objetivo foi investigar as práticas realizadas pelos estudantes, bem como as possibilidades e condições necessárias para que o computador fosse instrumento para inscrevê-los no mundo letrado, superando a relação estritamente escolar com a escrita, além de analisar as implicações para o processo de conceituação. Partiu-se do pressuposto de que a saturação tecnológica em uma escola na modalidade em que foi implantado o projeto UCA (cada criança com o seu laptop) implicaria mudanças nas práticas de leitura e de escrita realizadas pelos estudantes. Portanto, essas práticas dos alunos foram examinadas segundo duas unidades de análise: propostas da professora e as realizadas espontaneamente. Para cada unidade, foram construídos três eixos de categorias, relacionadas a letramento, alfabetização e fluência digital. O estudo de caso também apresentou uma terceira unidade, com a análise de cinco casos emblemáticos de alunos representativos à investigação. Conforme característica de um estudo de caso, a pesquisa teve início com uma proposição teórica, sustentada pelas experiências anteriores da investigadora e pelo referencial teórico utilizado, que foi gradativamente comparada com os dados encontrados no campo. Ao final do estudo, considerou-se que a proposição teórica deveria ser ajustada enfatizando a proposta pedagógica para crianças em processo inicial de aprendizagem da língua escrita. Conclui-se que a utilização cotidiana do laptop em rede permitirá às crianças a exploração da língua em situações reais, construindo um ambiente simbólico propício para a compreensão da função e do sentido da língua escrita (letramento) e, portanto, criará a necessidade de compreensão da sua estrutura (alfabetização), favorecendo o processo de conceituação, desde que incorporada a propostas e intervenções pedagógicas adequadas às necessidades e possibilidades da criança. Na classe analisada, algumas condições foram necessárias para que isso acontecesse. Entre elas, destacam-se o trabalho por projetos, a relação de um laptop por aluno em sala de aula, a conexão à Internet e o uso de um ambiente virtual. / This thesis refers to a case study about the practices of reading and writing of six-year-old children of a literacy class in a public elementary school of Porto Alegre city (RS/Brazil), immersed in a digital quotidian, made viable by One Computer per Student (UCA) project. Its objective was to investigate the practices carried out by students, as well as the possibilities and necessary conditions for the computer to be a tool to make them able to enter the “literate world”, overcoming the strictly scholar relationship with the writing, besides analysing the implications for the conceptualization process. It was presupposed that the technological saturation in a school in the modality in which UCA project was implemented (each child with his own laptop) would change the practices of reading and writing carried out by students. Therefore, these practices of the students were examined according to two units of analysis: practices proposed by the teacher and proposals carried out spontaneously. For each unit, three categories were built, related to literacy, alphabetization and digital fluency. The case study has also presented a third unit, with the analysis of five emblematic cases of students which were representative to the investigation. As typical in a case study, the research has begun with a theoretical proposition, based on previous experiences of the researcher and on the theoretical framework used, which was gradually compared to the data found in the field. At the end of the study, it was considered that the proposition should be adjusted emphasizing the pedagogic proposals for children in initial process of written language learning. It is concluded that daily use of laptops in a network will allow children to use language in real situations, building a symbolic environment propitious to the comprehension of the function and meaning of written language (literacy) and, thus, will create the necessity of understanding of its structure (alphabetization), facilitating the conceptualization process, as long as it is incorporated to appropriate proposals and pedagogic interventions to the needs and possibilities of the child. In the class which was analysed, some conditions were necessary for that to happen. The work by projects, the relation of one laptop per student in the classroom, the connection to the Internet and the use of a virtual learning environment are among them.

PEREIRA, Antônio Marcos Rodrigues. A aula de leitura e o gênero resenha em turmas de nono ano do ensino fundamental: análise de uma experiência didática e proposta de sequência didática aplicada à leitura. 2015. 149f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras – Mestrado Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-12-23T11:28:48Z No. of bitstreams: 1 2015_dis_amrpereira.pdf: 2244777 bytes, checksum: e205ad01018f9e92e7cb8066825b4c7f (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-12-23T12:07:11Z (GMT) No. of bitstreams: 1 2015_dis_amrpereira.pdf: 2244777 bytes, checksum: e205ad01018f9e92e7cb8066825b4c7f (MD5) / Made available in DSpace on 2015-12-23T12:07:12Z (GMT). No. of bitstreams: 1 2015_dis_amrpereira.pdf: 2244777 bytes, checksum: e205ad01018f9e92e7cb8066825b4c7f (MD5) Previous issue date: 2015 / It is school's role to develop the communicative competence of the student. In this scenario, the teacher is fundamental in the formation of the citizen, through teaching and reading and writing learning. This work presents data on the observation of reading classes, analysis of strategies used in these classes and a proposal for intervention in the classroom, in the form of Teaching Sequence, whose main point was the reading activity. Our research has the objective to present the results of a survey on the professorial acting in the teaching of reading and writing production Reviews. Specifically, we aimed observation, analysis and the proposal of reading activities, with the view to the pedagogical teacher of Portuguese. From the analysis of the classes observed, we propose a Sequence Teaching reading, with sidewalks and interactional activities in “sociopsicolinguística” perspective, the series of 9th grade of elementary school. For questions related to reading, mainly we base our research on conceptions of Braggio (1992) and studies of production genres of writing proposed by Schneuwly and Dolz (2004). Research has reference in the guidelines of an action research, which involve subject and object of the research in the same person: the teacher. The data were generated in the second half of 2014 and the first half of 2015 in three distinct moments which we name experience. The first experience of the research consisted in activities aimed at motivating the project purposes, entitled CINE TAÍS, designed by Professor observed, which were given guidance on the activities and the genre worked: Report. The second experiment shows the analysis of classes taught in the first experiment from the perspective of theoretical framework built previously. Finally, the third experiment proposes a sequence reading Teaching - yet integrated into motivating Project - as the theoretical framework set up. Also applied a questionnaire in class so we could build the profile of those involved in the research. The results showed that the Portuguese language teaching, focusing on reading, must be considered and reconsidered and mainly drawn from the list of sequenced teaching strategies. Here is the importance of self-reflection on the professorial acting. / É papel da escola desenvolver a competência comunicativa do aluno. Neste cenário, o professor se revela fundamental na formação do cidadão, através do ensino e da aprendizagem da leitura e da escrita. Esta dissertação apresenta dados referentes à observação de aulas de leitura, a análise das estratégias utilizadas nessas aulas e uma proposta de intervenção na sala de aula, em forma de Sequência Didática, cujo foco principal foi a atividade de leitura. Nossa pesquisa tem por objetivo geral apresentar os resultados de uma pesquisa sobre o agir professoral no ensino de leitura e na produção escrita de Resenhas. Em específico, objetivamos a observação, a análise e a proposta de atividades de leitura, tendo como ponto de vista o fazer pedagógico do professor de Língua Portuguesa, por meio da Sequência Didática. A partir da análise das aulas observadas, propomos uma Sequência Didática aplicada a leitura, com atividades calcadas na perspectiva interacionista e sociopsicolinguística, nas séries de 9º ano do Ensino Fundamental. Para as questões relacionadas à leitura, ancoramo-nos principalmente nas concepções de Braggio (1992) e nos estudos sobre produção escrita de gêneros propostos por Schneuwly e Dolz (2004). A pesquisa tem referência nas orientações de uma pesquisa-ação, as quais implicam sujeito e objeto da pesquisa na mesma pessoa: o professor. Os dados foram gerados no segundo semestre do ano de 2014 e no primeiro semestre de 2015, em três momentos distintos aos quais nomeamos experiência. A primeira experiência da pesquisa consistiu na aplicação de atividades voltadas aos propósitos do Projeto motivador, intitulado CINE TAÍS, idealizado pelo professor observado, na qual foram dadas orientações sobre as atividades e sobre o gênero textual trabalhado: Resenha. A segunda experiência mostra a análise das aulas ministradas na primeira experiência sob a perspectiva do arcabouço teórico construído previamente. Por fim, a terceira experiência propõe uma Sequência Didática aplicada a leitura – ainda integrada ao Projeto motivador – conforme o quadro teórico levantado. Aplicamos também um questionário na turma para que pudéssemos construir o perfil dos envolvidos na pesquisa. Os resultados apontaram que o ensino de língua portuguesa, com foco na leitura, precisa ser pensado e repensado e, principalmente, elaborado a partir do elenco de estratégias de ensino sequenciadas.

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.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / A pesquisa empreendida teve como objetivo investigar, por meio de imagens fotográficas, atos de leitura e escrita de jovens, adultos e idosos realizados na prática social. Para tanto, tomei como locus o cotidiano onde os sujeitos produzem conhecimento e participam de eventos de leitura e escrita, à medida que constatei na literatura acadêmico científica que poucos são os estudos que contemplam a perspectiva da prática social como ambiente de formação de sujeitos para o universo da cultura escrita. Ressignificando a fotografia para o campo da educação e como instrumento de coleta de dados em minha pesquisa, registrei diferentes formas de circulação de textos em espaços sociais, assim como modos de leitura e escrita de sujeitos jovens, adultos e idosos em eventos cotidianos. No mundo contemporâneo, os sujeitos leem múltiplas linguagens que se estabelecem no mundo, com participação diferenciada na sociedade grafocêntrica. Como práticas sociais formam sujeitos para o universo da cultura escrita, investigo a expressão de atos formadores a partir dos conceitos de disponibilidade, acesso, contexto e participação, de acordo com estudos de Kalman (2009). / The aim of this study is to investigate, by means of photographic image, the reading and writing acts performed by young, adult and elderly learners in their social practice. To achieve this, I took as my research locus the subjects daily routine, where they produce knowledge and participate in reading and writing events, because I had found that few scientific studies in the academic literature consider the social practice as a suitable environment for training individuals for the world of literate culture. Photography was redefined, for the purpose of this work, as an instrument with which to collect data, and I recorded the different ways in which written material circulates within social spaces as well as the different ways young people, adults and elderly people read and write in their daily routine. In the modern age, individuals are often capable of reading the many languages that have become established in the world, but their participation in the graphocentric society is differenciated. Considering that the social practice mould individuals in the literate culture, I have chosen to investigate the expression of formative acts based on the concepts of availability, access, context and participation, in line with Kalmans study (2009).

Este trabalho relata as estratégias e atividades realizadas em disciplinas semipresenciais desenvolvidas durante os períodos letivos de 2008 a 2012 com alunos dos cursos de Administração e de Ciências Contábeis, no ambiente virtual de aprendizagem Moodle. As disciplinas foram desenvolvidas segundo os princípios das abordagens colaborativas de aprendizagem com o objetivo de examinar as possibilidades de uso dos insólitos como estratégia de leitura e escrita. Buscou-se ainda apontar a aplicabilidade das estratégias didáticas descritas como forma de aprimorar as competências de leitura e escrita em alunos ingressantes no ensino superior e fornecer subsídios para a continuação da pesquisa. O trabalho mantém uma relação interdiscursiva com a obra Se um Viajante numa Noite de Inverno, de ítalo Calvino (1982), o que lhe possibilita não somente a titulação dos capítulos, mas também a construção sutil de uma presença que os perpassa. Do autor, retira também seis propostas ( leveza, rapidez, exatidão, visibilidade, multiplicidade e consistência) capazes de aprimorar a qualidade da comunicação em ambientes informáticos. Busca, ainda, na produção teórica de Michael Serres, um conceito singular de comunicação, algo capaz de transcender a substancialidade e de compreender e estimular a construção da presencialidade por meio de trocas e relações em ambientes virtuais de aprendizagem. Em vista disso, a pesquisa apoia-se na construção -reflexão- reconstrução de oficinas on-line que utilizam o insólito - concebido como algo surpreendente e propiciador de desestabilização - na construção de estratégias propiciadoras de aprimoramento da leitura e da produção textual de estudantes universitários. Recorre também às pesquisas desenvolvidas por Mikhail Bakhtin, Ângela Kleiman, Carla Coscarelli e Vilson Leffa, contribuições decisivas tanto na elaboração das oficinas on-line, quanto na reflexão que se tece ao longo da pesquisa. Por fim, busca apoio nos estudos sobre Estilos de Aprendizagem e na aplicação do Teste de Cloze para o aprimoramento das reflexões construídas / This study reports the strategies and activities performed in semi- attending subjects during the school periods of 2009 to 2012 with students from Business and Accountancy Courses in the Modular Object-Oriented Dynamic Learning Environment-MOODLE. The subjects were developed based on principles of cooperative learning approaches and their purpose was to test the possibilities of using insolits as a reading and writing strategy. The intention was even to show how those strategies described above could be applied as a way to improve reading and writing skills in college students and provide ways to keep the research on. The study keeps a connection with the book Se um Viajante numa Noite de Inverno from Ítalo Calvino (1982), which allows not only giving chapters names but even a subtle building of presence that pervades them. Six proposals are also taken from this writer (light, speed, accuracy, visibility, multiplicity and solidity), which are capable of improving the communication quality in cyber environments. It even searches, in Michael Serres theoretical production, a singular concept of communication, something possible to transcend the substantiality and to understand and stimulate the building of presentiality through exchanging and relation means in virtual learning environment. By that, the research relies on construction-reflexion-reconstruction of online workshops that use the insolits- designed as something surprising and propitiator of destabilization- in the building of strategies that provide reading and writing headway between university students. This study uses some research developed by Mikhail Bakhtin, Ângela Kleiman, Carla Coscarelli and Vilson Leffa, being great contributions not only for the online workshops development but even for the reflection that develops through this study. Lastly, it seeks the support at studies about learning ways and by giving students the Cloze test to the improvement of built reflections

Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02Bitstream added on 2014-06-13T20:32:33Z : No. of bitstreams: 1 sgavioli_pc_me_mar.pdf: 3441251 bytes, checksum: 6329657949077436b46a692e21ee245d (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A presente pesquisa teve como objetivo principal desenvolver e orientar estudos, reflexões e procedimentos metodológicos, sobre os projetos de leitura e escrita, com um grupo de seis professoras do ciclo I do Ensino Fundamental, de uma escola estadual da cidade de Marília (S.P.). Com isso, buscamos alterar as suas concepções de projetos e do processo de ensino e de aprendizagem. Para alcançar tal objetivo adotamos como metodologia de pesquisa a pesquisa-ação, por entendermos que essa metodologia prioriza os caracteres qualitativos, valorizando esses aspectos no problema estudado e porque todos os envolvidos na pesquisa se tornam agentes participantes do processo de resolução de um problema. Os resultados obtidos indicam que a realização dos projetos de leitura e escrita propiciou a transformação do processo de ensino e de aprendizagem, alterando a qualidade das produções (recepção e produção de textos) dos alunos envolvidos na pesquisa e também a prática pedagógica das docentes responsáveis pelas salas participantes da pesquisa. / The present research had as its main purpose to develop and direct studies, reflections and methodological proceedings, about projects of reading and writing, with a group of six teachers that worked with Cycle I of Elementary School, in an official school of Marília city (S.P.). By means of that work, we aimed to alter their conceptions about projects and processes of teaching and learning. In order to reach that aim, we adopted the researchaction as our methodology, because we understand that this kind of methodology emphasizes the qualitative characteristics, giving value to those aspects in the studied problem and because all the persons involved in the research become participant agents of the process of a problem solving. The obtained results indicate that the accomplishment of the projects of reading and writing conducted to the transformation of the process of teaching and learning, changing the quality of the productions (reading and text production) of the students involved in the research and also the pedagogical practice of the teachers responsible for the classrooms that participate in the research.