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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg

Ugen, Sonja S 23 September 2008 (has links)
The general aim of this longitudinal study was to look at literacy acquisition of multilingual good and poor spellers (hereafter GS and PS) in German and French with a special emphasis on spelling. For this purpose GS and PS were selected in grade 2 in German and followed up to grade 4. The focus was on this period as in Luxembourg literacy is acquired through German from the first grade and written French from grade 3 on. The interval between grades 2 and 4 thus represents a critical period for written second language acquisition. The native language of the children, Germanic (e.g. Luxembourgish) or Romanophone (e.g. Portuguese), adds another linguistic characteristic. Research focused at the development of biliteracy but some multilingual aspects were analyzed. Abstract The first two studies differentiate between top-level processes related to semantics (e.g. vocabulary) and bottom level processes implied in literacy (e.g. spelling). The first two studies established that the native language has an impact on reading comprehension as Germanic speaking children have an advantage on German tasks and Romanophone children an advantage on French tasks. By contrast, performances on bottom-level processes such as spelling and reading are not influenced by the native language. Structural equation models revealed that German top-level processes did not influence French top-level processes. Concerning bottom-level processes however, there was an influence from one academic year on the following as well as from German on French. Abstract The last three studies focused on differences between biliterate GS and PS in German and in French. The third study examined the reading and spelling strategies (e.g. the application of orthographic rules) that both groups of children acquired in German and in French. Although GS outperformed PS, their overall reading and spelling performance patterns were different in German than in French. GS applied orthographic rules more systematically than PS in German. In French, both groups were strongly affected by frequency effects. The word frequency effect appeared clearly in French, showing that after one year of instruction children strongly rely on the orthographic lexicon for spelling and do not apply orthographic rules systematically. Study 4 establishes the link between the recognition and production of orthographic features. PS's performance is similar to GS's on orthographic judgments and for spelling they produce the same type of errors, showing GS and PS are sensitive to the underlying regularities of the orthography. However, PS produced more errors overall compared to GS. It seems that GS passed the level of automatic use of the most prominent response, whereas PS use the dominant responses as default spelling. In the last study, the emphasis was on GS and PS in French after two years of instruction in grade 4. GS and PS were re-classified to new groups according to their spelling performance in French. GS in French used more French specific phoneme-to-grapheme correspondences in a nonword dictation than PS. PS in French used more German phoneme-to-grapheme correspondences in the French and German nonword dictation. It seems that PS in French rely more on the phoneme-grapheme correspondences of the first acquired and thus dominant language (German). In the general discussion, the previously presented results are summarized and a theoretical model of bilingual spelling is proposed.
2

The performance of reading recovery children in a New Zealand setting

Smith, John January 2008 (has links)
No description available.
3

Dyslexi på två språk : En multipel fallstudie av spansk-svensktalande ungdomar med läs- och skrivsvårigheter / Dyslexia in Two Languages : A Multiple Case Study of Spanish-Swedish Speaking Adolescents with Reading and Writing Difficulties

Hedman, Christina January 2009 (has links)
The complicated task of deciding whether reading and writing difficulties in a second language learner stem from dyslexia or from problems associated with second language learning serves as the primary theme of this study. The theoretical framwork of dyslexia-related issues is a phonological cause model (Ramus, 2004). Generally, the study is based on psycholinguistically oriented research of reading in a second language (eg. Kulbrandstad, 1998) and dyslexia in second language learners (Frederickson & Frith, 1998; Geva, 2000; Miller Guron & Lundberg, 2003). The overall aim of the study is to contribute to our knowledge of how reading and writing difficulties in bilingual adolescents could be expressed, characterised and delimited, in order to enhance our understanding of how various prerequisites effect literacy development and to facilitate identification and handling of dyslexia in bilinguals. The study is based on data from ten Spanish-Swedish speaking adolescents with reading and writing difficulties. The multiple case study perspective has made it possible to investigate a number of linguistic and cognitive parameters in both languages. Furthermore, comparisons were made with a bilingual group of ten Spanish-Swedish speaking adocelscents without reading and writing difficulties as well as with a group of ten monolingual Spanish and Swedish speaking adolescents with dyslexia. Dyslexia has been defined and delimited in a bilingual dyslexia profiles continuum. This continuum is one of the significant theoretical-methodological contributions of the thesis. Another important contribution is the research design, that is, the use of a bilingual matched comparison group (without reading and writing difficulties) as the norm. Furthermore, quantitative and qualitative analyses have been summarised as various profiles, such as reading profiles, writing profiles and oral discourse profiles. The results are discussed on both group and individual levels and show that language dominance ha a major impact on the manifestations of the reading and writing difficulties. The differences between the two orthographies are also of importance. Furthermore, advantageous results in both languages co-vary with extensive L1 education in the bilingual participants both with and without dyslexia.
4

Reading acquisition and self-concept

Taube, Karin January 1988 (has links)
The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus upon 80 pupils. The third step finally entailed intense case-oriented analyses of a few students. The second principle required both a description of the situation for pupils in general and a mapping of pupils with learning disabilities. A multiple-method strategy as a set of converging operations was used to capture the underlying structures in the large bulk of data from 9 years. The results indicated a weak but significant relationship between reading acquistion and self-concept with classroom achievement standard as a moderating factor. LISREL-analyses supported those hypotheses suggesting a reciprocal causality between self-concept and reading acquisition. The influence from performance to the self-concept of ability was shown to be much stronger than the influence from the self-concept of ability to performance. Furthermore, the best fitting models indicated that the influence from self-concept of ability is probably stronger on reading comprehension than on reading and spelling in general. The hypothesis of strategic behavior as a mediating factor between selt-concept and later reading and spelling performance was partially confirmed. Comparisons between two groups of pupils with approximately the same cognitive level, one with underachievement in reading and/or spelling and the other group without such problems, revealed that the former group had significant lower self-concept in grades 1-6. As a group these underachievers did not catch up in reading and spelling during the whole school-period. Attention and strategic behavior seemed to be critical factors distinguishing learning disabled pupils from normal achieving ones and unsuccessful underachievers from successfuI " underachievers ". In comparison with normal achieving pupils and with pupils who managed to overcome their early reading problems, pupils with persisting problems were shown to have a lower self-concept and more negative memories from school. At the end of the school-period, they had lower aspirations and expectations for the future and were less inclined to consider school subjects as important and also less inclined to use their reading ability to read books. Thus, self-concept, reading acquisition, aspiration and strategic behavior are connected, and this dissertation is an attempt to reveal the pattern of these relations. / digitalisering@umu
5

La lecture du CP au CM2 avec le test de l'alouette : que peut-on dire du niveau des élèves à quarante ans de distance ? : comment se déroule cet apprentissage (continu/discontinu) ? / Literacy in students fron 2nd year to 6th year with the Alouette test : how is the level for forty years? : how chidren learn to read (continuously/discontinuously)?

Izard, Amélie 02 October 2013 (has links)
Dans un contexte idéologique où la question de la baisse du niveau revient de façon récurrente dans l’espace public, nous nous sommes servie du test de L’alouette (Lefavrais, 1967) pour mener une étude comparative du niveau en lecture des élèves du CP au CM2. Les résultats indiquent qu’à quarante ans d’écart, le niveau en lecture a diminué de six mois. Au-delà de cette baisse relative, apparaît un fait tout aussi intéressant : celui d’un accroissement des écarts. On constate alors un décrochage des élèves les plus en difficulté et un décollage des élèves les plus performants. Le test de L’alouette étant basé sur une conception traditionnelle de la lecture, nous y avons vu là, l’occasion de mettre à l’épreuve les modèles dominants en lecture : les modèles développementaux. De cette façon, nous nous sommes demandée dans quelle mesure le test de L’alouette nous informe quant à l’apprentissage de la lecture et plus particulièrement en ce qui concerne le caractère discontinu ou continu de la lecture. Les résultats obtenus semblent aller dans le sens d’une discontinuité certes, mais qui ne serait pas absolue. Ainsi, dès le début de l’apprentissage les élèves utiliseraient une procédure lexicale en plus de la procédure par médiation phonologique. L’une ou l’autre étant dominante à certains moments de l’apprentissage. / The fall of the level of ability in literacy has often been brought to public attention, so we used the Alouette test (Lefavrais, 1967) to make a comparative study on the levels of literacy in students aged from 2nd year to 6th year. The study indicates that in forty years the level of literacy in students has reduced by six months. In addition to this decline, there also appeared to be widening gaps between the two extremes of ability. Those who experience the most difficulty become disengaged whereas those with the highest level of ability take off. As the Alouette test is based on the traditional concept of literacy, this allowed us to test the other dominant developmental theories. In this way we were able to question whether the Alouette test could tell us about the process in which children learn how to read whether continuously or discontinuously. The results seem to show that the tendency is for the discontinuity, but not entirely. Hence, as soon as children learn to read they would use a lexical process in addition to using phonological mediation, both being dominant at different times during their education.
6

Apprentissage de la lecture et phonologie : implication du code phonologique dans la reconnaissance de mots écrits chez l'enfant / Learning to read and phonology : phonological code involvement during visual word recognition in children

Sauval, Karinne 04 December 2014 (has links)
Nous avons examiné à travers cinq études le rôle de la phonologie dans la reconnaissance de mots écrits chez des enfants tout-venant plus ou moins avancés dans l’apprentissage de la lecture. Pour cela, nous avons utilisé le paradigme de l’amorçage dans des versions visuelles, auditives et intermodales. Ce paradigme, à ce jour peu utilisé dans les études chez l’enfant, permet d’étudier, en temps réel et de manière précise, les processus phonologique et orthographiques engagés dans la reconnaissance de mots. Les études 1 et 2 montrent que chez les jeunes lecteurs, les représentations phonologiques du langage oral sont impliquées dans la lecture silencieuse de pseudomots, dans un format trait phonétique et dans la reconnaissance de mots familiers écrits, dans un format phonémique. L’étude 3 indique que le code phonologique contribue à la reconnaissance des mots de manière stable entre le CE2 et le CM2. Néanmoins, lorsque les représentations orthographiques sont peu spécifiées, la contribution du code phonologique est plus importante. Les études 4 et 5, en amorçage masqué visuel phonologique (O-P+ vs O-P-) et ortho-phonologique (O+P+ vs O+P-), montrent qu’au cours de la reconnaissance de mots familiers, les représentations phonologiques sont activées de manière automatique et ce dès le CE2. En revanche, l’activation automatique des représentations orthographiques semble apparaître plus tardivement dans le développement (CM2). Nos résultats suggèrent que lorsque le processus orthographique est fonctionnel mais pas encore pleinement efficace (CE2), la reconnaissance des mots écrits bénéficie de l’activation phonologique alors que, lorsque le processus est pleinement efficace (CM2), la reconnaissance des mots bénéficie de l’activation orthographique. Il semble donc que le développement du processus d’activation automatique des représentations phonologiques et le développement du processus d’activation automatique du lexique orthographique soient indépendants, le premier se développerait pleinement avant le second. / We conducted five studies to examine the role of phonological code in visual word recognition in children more or less advanced in learning to read. For that, we used the priming paradigm (in visual, auditory and inter modalities). This paradigm allows to study on-line and in precise manner, phonological and orthographic processes engaged in visual word recognition. The studies 1 and 2 indicate that, in Grade 3 and Grade 5, speech representations are involved in silent reading of pseudowords, in phonetic feature format and in visual familiar word recognition, in phonemic format. The study 3 indicates that phonological code contributes to visual word recognition in stable manner through Grade 3 and Grade 5. Nevertheless, when lexical orthographic representations are not well specified, phonological contribution is greater. The studies 4 and 5, in phonological (O-P+ vs O-P-) and ortho-phonological (O+P+ vs O+P-) visual masked priming, show that familiar visual word recognition involves phonological representations in automatic manner from Grade 3 to Grade 5. In contrast, automatic activation of orthographic representations seems to develop later (Grade 5). These results suggest that when orthographic process is functional but not fully effective (Grade 3), visual word recognition benefits from phonological activation whereas when orthographic process is fully effective (Grade 5), visual word recognition benefits from orthographic activation. That suggests that development of phonological automatic activation and development of orthographic automatic activation are independent. The process of phonological automatic activation is entirely developed earlier than the process of orthographic automatic activation.
7

O que (não) está escrito? Oralidade poética e leitura nos processos de alfabetização e letramento / What is (not) written? Orality and reading in literacy and lettering.

Otero, Louise Arosa Prol 25 November 2011 (has links)
O presente trabalho tem o objetivo de discutir os processos de alfabetização e letramento, sustentando a hipótese de que as tradições populares da oralidade participam ativamente da aquisição da leitura e escrita alfabéticas. Investiga-se a oralidade, a história da escrita e da leitura, para discutir criticamente os modelos de letramento e propor que a oralidade poética seja considerada como um processo de escrita, que transcende a modalidade vocal, para incluir toda voz que não se designa sob o signo de uma economia escriturística, mas que partilha com ela a intenção de registro atemporal. Ao tomar a leitura e a escrita em sentido amplo, para além da materialidade do grafismo impresso sobre o papel, trazemos ao primeiro plano uma escrita que se assemelha às estruturas de memória e do psiquismo. Admitimos os processos de apropriação da linguagem sob uma perspectiva não desenvolvimentista, mas que considera tais processos desde sua inscrição primária na infância como fundadores de toda atividade linguageira da vida adulta, principalmente no campo da escrita. Trata-se de uma pesquisa teórica, que parte de observações de diagnósticos de memória oral e comentada em análises de cenas de leitura, manuscritos de alunos e da literatura literária. A partir de nossas reflexões e da discussão teórica, propomos uma concepção de oralidade e escrita que possa embasar os processos de alfabetização e letramento, principalmente de crianças que têm experimentado o fracasso nessas aprendizagens. / The present work aims at discussing the processes of literacy and lettering, sustaining the hypothesis that oral traditions perform an active role for the acquisition of alphabetic reading and writing. The investigation starts from studies of oral poetics, the history of reading and writing, to discuss some literacy myths. Also, it proposes that oral traditions should be considered a process of writing that transcends vocal modality to include all voice that does not designate itself under the sign of a scriptural economy, but which shares with it the intention of timeless register. Beyond the materiality of graphics printed on paper, this work is focused on a writing that resembles memory and psychic structures, which requires a subjective engagement of who reads and writes. The processes of language acquisition are admitted under a non-developmental perspective: it conceives that primary inscriptions in childhood as founders of all language related activity in adult life, mainly on the field of writing. It is a theoretical research that arouse from observations made in diagnosis of oral memory, and a thorough analysis of reading scenes, students manuscripts and literary literature. From these reflections and theoretical discussion, this research stresses a form of looking at orality and writing, aiming at promoting literacy and lettering process of children who have been experiencing failure to acquire alphabetic weading and writing.
8

Phonemic awareness and learning to read : a longitudinal and quasi-experimental study

Olofsson, Åke January 1985 (has links)
Phonemic awareness is the ability to attend to the formal, phonetic or phonemic, aspects of spoken language. Skill in analysis of speech sounds and synthesis of phonetic segments into real words has often been found to correlate with success in reading acquisition. The nature of this relationship was investigated by postulating a causal model for the effect of phonemic awareness in kindergarten on reading and spelling skill in the first school years. The quantitative implications of this model were estimated with path-analysis in a kindergarten - grade 3 passive observational study. In order to experimentally test the effect of phonemic awareness a 8 week training program in kindergarten was evaluated using a quasi- experimental design in field settings. The effects of this program were evaluated in kindergarten, in grade 1 and in grade 2. Methodological problems in evaluation research were discussed. The results from the quasi- experimental study was further elucidated applying structural equation modeling with latent variables (LISREL). Clear effects of the training program were found on phonemic awareness tasks in grade 1 and on spelling in grade 2. More subtle effects were found on reading and spelling of simple words in grade 1. No effect was found on rapid silent word decoding. The LISREL analysis was interpreted in favour of a model with phonemic awareness effecting phonological processing which in turn is essential for the early reading development. The results were interpreted as supporting an interactive-compensatory limited capacity model of reading. Phonemic awareness helps the child to understand the alphabetical principle and ensures the development of an effective system for representing written language. Trained children find it easier to learn spelling-sound relations. / <p>Diss. (sammanfattning) Umeå : Univ., härtill 5 uppsatser.</p> / digitalisering@umu
9

O estatuto da sílaba na aprendizagem da leitura: comparando o percurso de crianças e adultos

Moreira, Cláudia Martins January 2009 (has links)
Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-15T13:25:24Z No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-16T17:52:34Z (GMT) No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Made available in DSpace on 2013-05-16T17:52:34Z (GMT). No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) Previous issue date: 2009 / Este trabalho tem como objetivo central investigar a influência da estrutura silábica sobre a aquisição da leitura por crianças e adultos que se encontram em fase de alfabetização escolar. Quatro variáveis relacionadas ao processamento silábico foram consideradas: a) o padrão silábico; b) a acentuação; c) a posição da sílaba na palavra; d) as estratégias de leitura. Os dados foram obtidos através de pesquisa de campo e experimental, desenvolvida ao longo do ano letivo de 2006, em duas escolas públicas da cidade de Salvador. Participaram da pesquisa ao todo 29 informantes, 17 crianças (G1) e 12 adultos (G2). Realizaram-se quatro sessões de leitura de palavras e pseudopalavras com cada sujeito, em encontros periódicos ao longo do ano. Os testes de leitura foram aplicados através de um aplicativo denominado APPTL − Aplicativo para Teste de Leitura, elaborado especialmente para essa tarefa. As leituras foram gravadas em áudio e vídeo. Os resultados mostraram que a estrutura silábica da palavra exerce uma influência significativa sobre o nível de acertos na leitura de palavras e sobre o tipo de estratégia utilizada pelos sujeitos. As palavras formadas pela sílaba CV obtiveram o maior índice de acertos, e, conseqüentemente, a maior ocorrência de estratégia proficiente durante sua leitura; numa posição intermediária, ficaram as palavras constituídas de sílabas CVC; e por fim, as palavras formadas por sílabas CCVC foram as que obtiveram menos acertos, e, em conseqüência, demandaram o uso das estratégias menos proficientes. Quanto à acentuação, as palavras paroxítonas foram lidas com maior número de acertos, seguidas das proparoxítonas e oxítonas. No que diz respeito à posição da sílaba na palavra, as sílabas complexas foram processadas com mais acertos quando se encontravam na posição inicial, seguida da posição interna e final. Os resultados apresentados pelas crianças (G1) foram semelhantes aos ocorridos com os adultos (G2), o que permite concluir que crianças e adultos têm um comportamento similar no que tange ao processamento da sílaba na fase inicial de aquisição da leitura. Tais achados implicam que sejam revistos os métodos de alfabetização oferecidos a crianças e adultos, no sentido de promover um tratamento mais sistemático da sílaba na escola, o que implica uma abordagem que leve mais em consideração a relação entre leitura e oralidade. / Salvador
10

O que (não) está escrito? Oralidade poética e leitura nos processos de alfabetização e letramento / What is (not) written? Orality and reading in literacy and lettering.

Louise Arosa Prol Otero 25 November 2011 (has links)
O presente trabalho tem o objetivo de discutir os processos de alfabetização e letramento, sustentando a hipótese de que as tradições populares da oralidade participam ativamente da aquisição da leitura e escrita alfabéticas. Investiga-se a oralidade, a história da escrita e da leitura, para discutir criticamente os modelos de letramento e propor que a oralidade poética seja considerada como um processo de escrita, que transcende a modalidade vocal, para incluir toda voz que não se designa sob o signo de uma economia escriturística, mas que partilha com ela a intenção de registro atemporal. Ao tomar a leitura e a escrita em sentido amplo, para além da materialidade do grafismo impresso sobre o papel, trazemos ao primeiro plano uma escrita que se assemelha às estruturas de memória e do psiquismo. Admitimos os processos de apropriação da linguagem sob uma perspectiva não desenvolvimentista, mas que considera tais processos desde sua inscrição primária na infância como fundadores de toda atividade linguageira da vida adulta, principalmente no campo da escrita. Trata-se de uma pesquisa teórica, que parte de observações de diagnósticos de memória oral e comentada em análises de cenas de leitura, manuscritos de alunos e da literatura literária. A partir de nossas reflexões e da discussão teórica, propomos uma concepção de oralidade e escrita que possa embasar os processos de alfabetização e letramento, principalmente de crianças que têm experimentado o fracasso nessas aprendizagens. / The present work aims at discussing the processes of literacy and lettering, sustaining the hypothesis that oral traditions perform an active role for the acquisition of alphabetic reading and writing. The investigation starts from studies of oral poetics, the history of reading and writing, to discuss some literacy myths. Also, it proposes that oral traditions should be considered a process of writing that transcends vocal modality to include all voice that does not designate itself under the sign of a scriptural economy, but which shares with it the intention of timeless register. Beyond the materiality of graphics printed on paper, this work is focused on a writing that resembles memory and psychic structures, which requires a subjective engagement of who reads and writes. The processes of language acquisition are admitted under a non-developmental perspective: it conceives that primary inscriptions in childhood as founders of all language related activity in adult life, mainly on the field of writing. It is a theoretical research that arouse from observations made in diagnosis of oral memory, and a thorough analysis of reading scenes, students manuscripts and literary literature. From these reflections and theoretical discussion, this research stresses a form of looking at orality and writing, aiming at promoting literacy and lettering process of children who have been experiencing failure to acquire alphabetic weading and writing.

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