Thesis (Ed.D.)--Boston University. / The problem of this study was to provide from objective pitch measurements an answer to the question: What does a child do with his vocal pitch in certain speaking and oral reading activities? The purposes of the study were: 1, To locate in terms of fundamental frequencies the average pitch levels used by children in speaking, in easy and difficult reading, and in unaided recall of easy and difficult reading. 2. To compare the mean vocal pitches of the five oral activities noted above. 3. To report average pitch levels significantly related to differences in sex, intelligence, grade placement, and educational achievement for the groups studied.

This study was prompted by the reading crisis prevailing in South African schools. The aim of the study is to investigate how primary schools promote and manage a reading culture in selected primary schools in the Limpopo Province. A purposive, qualitative research approach was used with the aim of understanding and developing a holistic picture of how School Management Teams (SMTs) support, promote, develop and manage a reading culture. A multiple case study design was used in three primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in semi-structured interviews. Documents were analysed. Artefacts in the classroom were viewed with the intention of establishing how a reading culture can be propagated. The findings indicate that SMTs monitor reading progress by using class visits and by motivating team language teachers. Learners are encouraged to participate in reading competitions. It has also been highlighted that a lack of parental support in the promotion of a reading culture is an impediment to development. Challenges such as overcrowded classes, and shortage of reading material in the classrooms and libraries are experienced; some of these are beyond the control of the school as an organisation. It is important to determine the role played by teachers in planning, organising, leading and controlling matters related to a reading culture at their schools. Heads of Department have to take leadership in this matter by preparing, together with their teaching and library staff, policies and guidelines related to reading activities in the school. In this manner an appropriate environment will promote a reading culture in schools. A reading culture can be described as the creation of conditions that are favourable for ongoing reading. Such conditions require sufficient reading material, space and time for the support, development and nurturing of reading practices. How best can the school manage the situation without compromising a reading culture and the quality of reading and writing? A reading culture has to be sustainable. One of the primary aims is to promote enthusiasm for reading in the school and in the community. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The interaction between parent, child and book during story-book reading is considered as one of the fundamental instruments required for children to acquire the important elements needed to learn how to read. Parents of grade one children are unsure of their new role in the reading development of their children because their children enter a new phase in their literacy development and reading becomes the centre of their learning activities. The main aim of this research is to compare and describe how parents of grade one children without learning disabilities and parents of children with learning disabilities, perceive their children’s participation in home reading activities. Thirty biological parents or legal guardians of grade one children without learning disabilities and ten of grade one children with learning disabilities were used to complete a questionnaire. The results indicated that although children without learning disabilities and children with learning disabilities have similar exposure to home literacy activities, children without learning disabilities become more fluent and efficient readers than their peers with learning disabilities. Children without learning disabilities prefer to be actively involved in the story-book reading act with their parents, whereas children with learning disabilities tend to be more passive and they prefer to engage less in reading activities due to their reading difficulties. The study highlights the importance of story-book reading for grade one children in both groups, as well as independent reading of story-books by these children. Suggestions for further research are provided. / Dissertation (MA (Augmentative and Alternative Communication))--University of Pretoria, 2008. / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

abstract: Electronic books or eBooks have the potential to revolutionize the way humans read and learn. eBooks offer many advantages such as simplicity, ease of use, eco-friendliness, and portability. The advancement of technology has introduced many forms of multimedia objects into eBooks, which may help people learn from them. To help the readers understand and comprehend a concept that is put forward by the author of an eBook, there is ongoing research involving the use of augmented reality (AR) in education. This study explores how AR and three-dimensional interactive models are integrated into eBooks to help the readers comprehend the content quickly and swiftly. It compares the reading activities of people when they experience these two visual representations within an eBook. This study required participants to interact with some instructional material presented on an eBook and complete a learning measure. While interacting with the eBook, participants were equipped with a set of physiological devices, namely an ABM EEG headset and eye tracker during the experiment to collect biometric data that could be used to objectively measure their user experience. Fifty college students participated in this study. The data collected from each of the participants was used to analyze the reading activities of people by performing an Independent Samples t-test. / Dissertation/Thesis / Masters Thesis Computer Science 2017

Orientador: Roxane Helena Rodrigues Rojo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T10:27:51Z (GMT). No. of bitstreams: 1 Fernandes_MarlyAparecida_M.pdf: 6123004 bytes, checksum: 7620e5cdb899b78ba84761f609860fa1 (MD5) Previous issue date: 2010 / Resumo: Este trabalho tem como objetivo discutir os modos/formas de se apresentar a leitura como objeto de ensino e aprendizagem em determinados livros didáticos de Língua Portuguesa de Ensino Médio presentes nas escolas públicas brasileiras. Esses livros didáticos foram analisados e aprovados pelo programa Nacional do Livro Didático para o Ensino Médio (PNLEM/2006). Fundamentamos nossas análises nos pressupostos da teoria dos gêneros do discurso e de compreensão ativa responsiva postulados por Bakhtin e seu Círculo para compreender a natureza dos textos selecionados para compor os livros didáticos de nosso corpus, atentando para o favorecimento de formação de um leitor crítico e responsivo. Nossas análises centraram-se nos textos em seus respectivos gêneros discursivos e nas propostas de atividades de leitura elaboradas pelos autores desses livros didáticos a partir desses textos. Nosso olhar, dessa forma, procurou orientar-se pela configuração dos respectivos projetos didático-autorais para leitura dos livros didáticos que circulam no Ensino Médio público brasileiro. / Abstract: The present work aims at discussing how reading is taken as a learning and teaching object by some Portuguese Language school textbooks, used in Brazilian Public High School Portuguese classes. These selected school textbooks have been analyzed and approved by the National Program of Textbooks for High Schools (PNLEM/2006). The analysis, which reveals a qualitative and quantitative nature, was carried out with three Portuguese Language school textbooks for the first to third grades of middle school. We adopted, in our analysis, some theoretical conceptions related to the bakhtinian theory of speech genres and the idea of active responsive understanding postulated by Bakhtin and his Circle. Our analysis focused on the reading activities and corresponding speech genres presented by the named school books. The main concern was to figure out the didactic and authorial reading projects, centering on the possibilities of constructing a reflexive and critical reader by the mediation role of these texts as well as of the reading skills proposed by the analyzed schools textbooks. / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

In traditional EFL classrooms, teachers often tend to relay on textbooks where the reading material is a text usually followed by reading activities. Consequently, this material does not really provide students with the reading strategies necessary to become succesful readers. Successful readers should posess the ability to apply appropriate kinds of reading and reading strategies and to do that the teacher needs to provide the students with the right teaching material. Therefore, this degree project analyses three EFL textbooks for upper secondary school in the Swedish context, namely Context 2, Pick & Mix 2 and Viewponts 2. The present study explores if the reading activities in the textbooks provide learners with the opportunity to develop their reading skills by including different kinds of reading and reading strategies. Moreover, the researchers use a qualitative content analysis and criteria to conduct their study. The results reveal that the textbooks do consist of reading activities which allow for different kinds of reading. Two of the textbooks analysed, Pick & Mix 2 and Context 2, entail activities which require the readers to be able to use the majority of different kinds of reading. One textbook, however, shows lack of activities that allow learners to train their skimming ability. Finally, the textbooks do not provide learners with sufficient reading activities that include the three processes: before-, during- and after- reading.

Made available in DSpace on 2016-03-22T17:26:49Z (GMT). No. of bitstreams: 1 restr.pdf: 8178 bytes, checksum: ef98c28e57b111d1180aca2871da13a9 (MD5) Previous issue date: 2012-03-27 / In view of the great diversity of languages and, yet, predicting that literacy is a phase in which, it is believed, is of great value in relation to the establishment of the child in terms of literacy, the present study has as main objective to identify how images are covered in proposed readings present in textbook (LD = abbreviation of livro didático ): Português: Linguagens Letramento e Alfabetização 1º ano, of Cereja e Magalhães (2010), approved by the Programa Nacional do Livro Didático (PNLD/2010), through the Guia Nacional do Livro Didático of the same year. Specific objectives for this research include: 1) examine, in the light of the Visual Language Syntax (DONDIS, 2007), which approaches characterise the images present in the textbook; 2) verify to what extent the reading activities related to present images in a comprehensive textbook stimulate reading and criticism of imagetic texts. To do so, a qualitative research is performed (BAUER and GASKELL, 2002) in which the LD is examined by means of an interpretative epistemology (SOARES, 2006). The method of this research is the literature search (SOUSA, 2009), through documentary research (SOUSA, 2009). Among the main theoretical contributions used there are the literacies under a theory of sociocultural perspective (GEE, 2001; STREET, 2003, FISCHER, 2007) and the theory of Visual Language Syntax (DONDIS, 2007). To proceed with the analyses, it was selected the first chapter of each of the four units that make up the textbook in question. Were also established six categories of analysis: three for the imagetic texts imagetic-compositional texts, imagetic-illustrative texts and imagetic-decorative texts and three for reading activities activities of reading the imagetic text, activities of decoding the imagetic text and activities of no-reading the imagetic text. The analyses indicate, in general, that the images are offered to students from sociocultural perspectives involving the visual literacy in the examined LD. On the basis of this proposal, therefore, it is expected to be able to contribute to the process of teaching and learning, as well as provide data that may be relevant to the discussion of how to approach and promote the reading of images from the original series / Tendo em vista a grande multiplicidade de linguagens e, ainda, prevendo que a alfabetização é de grande valia no que concerne à constituição da criança em termos de letramentos, o presente estudo tem como objetivo principal identificar como as imagens são abordadas em propostas de leituras de textos presentes no livro didático (LD) Português: Linguagens Letramento e Alfabetização 1º ano, de Cereja e Magalhães (2010), aprovado pelo Programa Nacional do Livro Didático (PNLD/ 2010), por meio do Guia Nacional do Livro Didático do mesmo ano. Os objetivos específicos traçados para esta pesquisa são: 1) analisar, à luz da Sintaxe da Linguagem Visual (DONDIS, 2007), quais abordagens caracterizam as imagens presentes no livro didático; 2) verificar em que medida as atividades de leitura relacionadas às imagens presentes no livro didático favorecem a uma leitura compreensiva e crítica dos textos imagéticos. Para tanto, é realizada uma pesquisa qualitativa (BAUER e GASKELL, 2002) em que o LD é analisado por meio de uma epistemologia interpretativa (SOARES, 2006). O método desta pesquisa é a investigação bibliográfica (SOUSA, 2009), por meio de investigação documental (SOUSA, 2009). Dentre os principais aportes teóricos utilizados estão a teoria dos letramentos sob uma perspectiva sociocultural (GEE, 2001; STREET, 2003, FISCHER, 2007) e a teoria da Sintaxe da Linguagem Visual (DONDIS, 2007). Para proceder com as análises selecionou-se o primeiro capítulo de cada uma das quatro unidades que compõem o livro didático em questão. Também foram estabelecidas seis categorias de análise: três para os textos imagéticos textos imagético-compositivos, textos imagético-ilustrativos e textos imagético-decorativos , e três para as atividades de leitura atividades de leitura do texto imagético, atividades de decodificação do texto imagético e atividades de não leitura do texto imagético. As análises indicam, de um modo geral, que as imagens são propostas aos alunos a partir de perspectivas socioculturais envolvendo o letramento visual no LD analisado. Com base nessa proposta, portanto, espera-se poder contribuir com o processo de ensino-aprendizagem, bem como fornecer dados que possam ser relevantes à reflexão de como abordar e promover a leitura de imagens desde as séries iniciais

本研究旨在探討同一文本不同形式讀物對國小高年級學生閱讀理解與創作之影響。學生閱讀純文字形式或圖文形式文本後，以閱讀理解測驗來檢測不同形式文本對學生閱讀理解之影響。在創作部份，透過續寫創作來了解不同形式文本對學生創作力表現之影響。最後，從課程問卷了解學生在閱讀圖文形式文本時對文字與圖畫關係的看法以及閱讀活動之喜好。 本研究以臺北市某國小之高年級學生為研究樣本，實驗組與對照組皆為28人，採準實驗設計和問卷調查法。依據學生之閱讀理解和創作前後測成績，用T檢定和單因子共變數分析來分析比較兩組學生之閱讀理解表現和創作力表現。從學生問卷填答狀況來統計分析學生對圖文關係之看法和閱讀活動的喜好順序。根據研究結果，可獲得以下結論： 一、 國小高年級學生閱讀圖文版文本在閱讀理解表現明顯優於閱讀文字版文本且不受性別因素影響。 二、 國小高年級學生閱讀圖文版文本時認為圖像與文字具有輔助、對稱與增強之關係。 三、 國小高年級學生閱讀圖文版在創作表現明顯優於閱讀文字版。 四、 國小高年級學生最喜歡的閱讀活動為影片欣賞，其次是續寫創作，而喜歡程度最低為閱讀理解測驗挑戰活動。 最後，根據本研究結果提出建議，以作為國小閱讀課教材選擇、課程設計與未來研究之參考。