<p>Abstract</p><p>I have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research.</p><p>My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan. As teachers, we have to give each pupil the time he or she needs, to ensure that they understand what is being taught. The achievement of this, will be a fun and pleasurable learning experience.</p> / <p>Sammandrag</p><p>I denna undersökning har jag granskat läs- och skrivinlärning, samt svårigheter som kan uppstå kring detta.</p><p>Bakgrunden till mitt ämnesval ligger i att jag under min tid som lärarstuderande fått insikt i att varje pedagog har sitt eget tillvägagångssätt när det gäller läs- och skrivinlärning, vilket väckte mitt intresse. Ibland uppstår dock svårigheter kring detta, vilket gjorde att jag började fundera kring varför detta sker samt hur vi som pedagoger kan uppmärksamma dessa svårigheter. Med dessa funderingar i bakgrunden har jag gjort intervjuer och observationer, samt tagit del av litteratur för att finna svar på mina frågor. De resultat jag kommit fram till betonar pedagogens agerande och vikten av en varierad undervisning, samt att vi som pedagoger måste se varje elev liksom ge dem tid. Strävar vi efter detta, kan vi uppnå ett lärande som upplevs som något lustfyllt och roligt.</p>

Abstract I have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research. My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan. As teachers, we have to give each pupil the time he or she needs, to ensure that they understand what is being taught. The achievement of this, will be a fun and pleasurable learning experience. / Sammandrag I denna undersökning har jag granskat läs- och skrivinlärning, samt svårigheter som kan uppstå kring detta. Bakgrunden till mitt ämnesval ligger i att jag under min tid som lärarstuderande fått insikt i att varje pedagog har sitt eget tillvägagångssätt när det gäller läs- och skrivinlärning, vilket väckte mitt intresse. Ibland uppstår dock svårigheter kring detta, vilket gjorde att jag började fundera kring varför detta sker samt hur vi som pedagoger kan uppmärksamma dessa svårigheter. Med dessa funderingar i bakgrunden har jag gjort intervjuer och observationer, samt tagit del av litteratur för att finna svar på mina frågor. De resultat jag kommit fram till betonar pedagogens agerande och vikten av en varierad undervisning, samt att vi som pedagoger måste se varje elev liksom ge dem tid. Strävar vi efter detta, kan vi uppnå ett lärande som upplevs som något lustfyllt och roligt.

The critical introduction to this collection of short fiction argues that writing is reading and that reading is writing. The argument draws descriptions of writing as reading from such diverse sources as Sherwood Anderson, Roland Barthes, Neil Simon, J. Hillis Miller and Aleksandr Solzhenitsyn, as well as from the author's own experience. Descriptions of reading from phenomenological and subjective criticism, including the theories of Georges Poulet, Wolfgang Iser, Stanley Fish and David Bleich, affirm the creative role of the reader, show that the reader, in fact, writes the text in the process of reading. The introduction concludes that reader, writer and text are all constructs of language, that both reading and writing are, ultimately and primarily, thought.

Objetivo: Identificar as pré-competências para a aprendizagem da leitura e da escrita de crianças com fissura labiopalatina, caracterizando as funções perceptivas, do esquema corporal, da orientação espaço temporal, do desenvolvimento motor, da linguagem compreensiva e expressiva, e da consciência fonológica e comparar os desempenhos quanto aos tipos de fissura. Método: Participaram 120 crianças, ambos os sexos, de 05 e 06 anos, cursando o Jardim II e o 1º anos do ensino fundamental, compondo dois grupos: G1, como grupo alvo, formado por 60 crianças com fissura labiopalatina; e G2, como grupo controle, formado por 60 crianças. coleta de dados foram utilizados os instrumentos: Matrizes Progressivas Coloridas de Raven, Bateria de Avaliação de Competências Iniciais para a Leitura e Escrita, Perfil de Habilidades Fonológicas, Boston Naming Test e as Figuras Complexas de Rey. Resultados: Quando comparados os desempenhos dos participantes do G1 segundo os tipos de fissura, não houve diferença estatística nas modalidades avaliadas. Porém, quando comparados os desempenhos do G1 e G2, verificou-se diferença estatística nas funções intelectuais (p=0,019), do esquema corporal (p=0,036) e dos domínios lexicais (p=0,036), indicando prejuízos nas habilidades cognitivas do grupo alvo. A análise do aproveitamento das atividades quanto às funções avaliadas, houve associação da BACLE com relação à pré-competência do esquema corporal e as Figuras Complexas de Rey, tanto na cópia (p=0,008) quanto na memória (p=0,036). Outra associação estatística constatada foi relacionada às Matrizes Progressivas Coloridas e Figuras Complexas de Rey, com relação à cópia (p=0,019). Discussão: A incidência dos déficits no G1 corroboraram dados da literatura. Participantes com fissura pré-forame tiveram desempenhos mais rebaixos, indicando diferencial fenotípico dessa população. A ausência de desempenhos por excelência no G2 foi sugestivo de interferências ambientais cujos alunos eram de região de baixo poder aquisitivo e cultural. Conclusão: O estudo concluiu que a amostra estratificada de participantes com fissura labiopalatina, comparada ao grupo sem a mesma condição, evidenciou déficits nas habilidades cognitivas e principalmente no domínio de competências necessárias à aquisição da leitura e escrita, indicativo de maior vulnerabilidade para as dificuldades na aprendizagem. / Objective: To identify the pre-skills for learning reading and writing of children with cleft lip and palate, featuring the perceptual functions of body schema, guidance between time and space, motor development, receptive and expressive language, phonological awareness and compare the performances with the kinds of fissure. Method:In the research, 120 children participated, from both genders, with 5 and 6 years, frequenting Garden II and the 1st year of primary school, composing two groups: G1, as a target group, consisting of 60 children with cleft lip and palate; and G2, as a control group, consisting of 60 children. In the data collection several instruments were used: Colored Progressive Matrices of Raven, Initial Skills Assessment Battery for Reading and Writing, Phonological Abilities Profile, Boston Naming Test and the ComplexRey Figures. Results: When comparing the performances of G1 participants according to kinds of fissure, there was no statistical difference in the assessed modalities. However, when compared the performances of G1 and G2, was founda significantstatistically difference in intellectual function (p = 0.019), body regimen (p = 0.036) and lexical areas (p = 0.036), indicating loss in cognitive abilities from the target group. The analysis of the use of activities as the assessed functions, there was an association of BACLE in relation with the pre-competence of the body schema and the Complex Rey Figures, both in copy (p = 0.008) and in memory (p = 0.036). Another significant statistical association was related to the Colored Progressive Matrices and Complex Rey Figures, encompassing the copy (p = 0.019). Discussion: The incidence of deficits in G1 corroborated literature data. Participants with pre-foramen fissure had more recesses of performance, indicatinga phenotypic populational difference. The absence of performance for excellence in G2 was suggestive of an environmental interference whose students were from regions of short acquisitive power and low cultural level. Conclusion: The study concluded that the stratified sample of participants with cleft lip and palate, compared to those without the same condition, showed deficits in cognitive abilities, mainly in the area of required skills for the acquisition of reading and writing, indicating greater vulnerability to difficulties in learning.

Orientador: Raquel Lazzari Leite Barbosa / Banca: Dagoberto Buim Arena / Banca: Cecília Hanna Mate / Banca: Paula P. Vicentini / Banca: Norma Sandra de A. Ferreira / Resumo: Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores - Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo - SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação. / Abstract: While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers' practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers - Letra e Vida - in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher's educational procedures; and which were the significant results noticed in the student's learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo's results - SARESP - has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing's assignments as well as in the implementation of the Teachers' Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process. / Doutor

Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernés. / This doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing.

Denna studie handlar om några gymnasielärares uppfattningar om integrerade elever som har en dokumenterad autismspektrumtillstånd samt läs-och skrivproblematik. Studien har en kvalitativ utgångspunkt och undersökningen är baserad på halvstrukturerade intervjuer med fyra pedagoger som arbetar på olika gymnasier i södra Sverige. Resultatet visar att många av dessa elever klarar sig relativt bra när de får hjälp genom olika anpassningar som görs i klassrummet. De anpassningar som hjälper mest är klara och tydliga instruktioner för dessa elever, samt när pedagogen ger mycket stöd i form av exempelvis genrepedagogik. Däremot så upplever pedagogerna ibland att eleverna utnyttjar sin diagnos för att undvika skolarbete, vilket kan vara ett missförstånd då denna elevgrupp ofta tar till undvikande strategier som är en del av sitt funktionshinder. Exempelvis så störs vissa elever med autismspektrumtillstånd enormt mycket av olika ljud, så kallad sensorisk överkänslighet, och som ett resultat så vill de sitta avskilt när det gäller att läsa. Likaså så upplever pedagogerna att dessa elever återgår till sin tidigare lägre nivå efter det att anpassningen eller hjälpen upphört. / This study deals with a number of upper secondary school teachers' perceptions of integrated students who have a proven autism spectrum disorder, as well as reading and writing difficul- ties. The research has a qualitative perspective and the study is based on semi-structured in- terviews with four teachers working in different upper secondary schools in the southern part of Sweden. The result shows that many of these students manage relatively well when they get help through various adjustments made in the classroom. The adaptations that help the most are clear instructions for these students, and when the teacher provides support in the form of, for example genre pedagogy. However, the teachers sometimes feel that students utilize their diagnosis to avoid schoolwork, which may be a misunderstanding when this group of students often resort to avoidance strategies that are part of their disability. For ex- ample, some of these students with autism spectrum disorder are made unsettled by different sounds, so-called sensory hypersensitivity, and as a result they want to sit separately when it comes to reading. Another experience the teachers have is that these students often return to their previous lower level after the adjustment, or aid, cease to be provided.

This study was aimed to examine what happened when a municipality in Sweden invested in ICT. The purpose of this study was also to find out how the change of process with ICT investment was expressed the need for more knowledge. This was called “one-to-one” with the goal that all students would have their own computer during their years in school.Teachers have been interviewed and observed about how they work with ipads during reading and writing lessons. The teachers in this study said that they need more knowledge to improve their everyday work with ipads. They see many positive developments in students’ acquisition of knowledge. The intention was also to study how the teachers work with writing and reading for students at risk of future disabilities. Research that was presented in this study said that efforts and work to help students with reading and writing difficulties should start early and be done in a structured way to help students connect phoneme and grapheme to create alinguistic awareness.

The purpose of the study was to examine a selection of teachers’ experiences of working with adaptation and support for students with reading and writing difficulties. Adaptation and support should be immediately addressed to students with reading and writing difficulties according to the Swedish Agency for Education (2017). The Adaptations and support fields are lesser researched areas of reading and writing difficulties. This study is based on interviews with six teachers and the teachers were interviewed with semi-structured interviews. This study has a gender perspective and is based on gender as an active process that is constantly changing. Even hidden assumptions guiding gender is constantly affecting thoughts and reasons. Hardings (1986) gender model with three continuing processes in symbolic, structure and individual levels was used to analyse the study.   The results show that the most common ways of paying attention to students in need of adaptations and support for reading and writing difficulties are when the teacher listens when the student reads high through different screenings. The teachers say they notice boys and girls equally. Intensive training of the students reading ability and the usage of compensatory aids are the most common adaptations and support methods. Difficulties for boys tend to follow them through the school years despite adaptations and support. The results from the study show that boys more often than girls have problem with concentration, attention and motivation in combination with reading and writing difficulties. The teachers in the study describe girls as diligent and boys as immature and sloppy. According to the teachers the boys also experience poorer child support. The analysis shows that at the symbolic level there are differences in the characteristics of boys and girls attributed to the teachers and on individual level there are writing and motivational differences between boys and girls. Boys are described to have less motivation and writing skills compared to girls. Girls are described to be vivid book readers whilst boys are thought of as non-readers. Support from colleagues and special education teachers are emphasised by all of the teachers so they can provide the best possible read and writing development support.

ROCHA, Flávia Cavalcante. O texto autobiográfico na sala de aula: uma proposta de ensino da produção escrita para alunos do 9° ano. 2016. 219f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-02-14T11:32:04Z No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-03T13:24:53Z (GMT) No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) / Made available in DSpace on 2017-03-03T13:24:53Z (GMT). No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) Previous issue date: 2016 / Reading and writing are two essential learnings in a knowledge-based society, and a citizen who does not master these two competencies sees his academic success and his possibilities for social inclusion compromised. This work aims to contribute to the teaching and learning of written production by students of the 9th grade of Elementary School of a public school in Fortaleza-CE through the production of autobiographical texts. Based on the proposal of Dolz, Noverraz and Schneuwly (2004), a didactic sequence is conceived as a methodological resource to verify students' performance in written texts as well as to prove the efficiency of such a procedure as a proposal for teaching textual production. In order to develop students' competence in the texts’ production, especially the written ones, the guidelines of the National Curriculum Parameters of the Portuguese Language, which guide the work with textual genres in the classroom and certify that it is necessary to contemplate the diversity of texts and genres, not only because of their social relevance, but also because texts belonging to different genres are organized in different ways, are also followed. In this perspective, we work on writing in the procedural approach according to Vieira (2005), aiming to value the students' identity and to emphasize their importance as participatory and critical individuals in the society where they live. The analysis of the data makes it possible to verify significant progress in the texts produced after the application of the didactic sequence and proves the effectiveness of this procedure as a proposal for intervention for the teaching of text production in the 9th year of Elementary School. It also allows teachers great satisfaction in verifying students' development, as well as providing these students with a visible sense of well-being in the face of the progress achieved in their textual productions. In summary, this work proposes to invest in the improvement of the reading and writing practices of Elementary School students and can be constituted as an applying pedagogical initiative to the Ideological Model of Reading and writing skills advocated by Street (2014). / Ler e escrever são duas aprendizagens essenciais numa sociedade baseada no conhecimento, e um cidadão que não tenha o domínio dessas duas competências vê comprometido seu sucesso escolar e suas possibilidades de inclusão social. Este trabalho objetiva, então, contribuir com o ensino e a aprendizagem da produção escrita de alunos do 9º ano do Ensino Fundamental de uma escola pública municipal de Fortaleza-CE, por meio da produção de textos autobiográficos. É concebida uma sequência didática, baseada na proposta de Dolz, Noverraz e Schneuwly (2004), como recurso metodológico para verificar o desempenho dos alunos nos textos escritos assim como para comprovar a eficiência de tal procedimento como proposta de ensino da produção textual. Para desenvolver a competência dos alunos na produção de textos, sobretudo os escritos, seguem-se, ainda, as orientações dos Parâmetros Curriculares Nacionais de Língua Portuguesa, que norteiam o trabalho com gêneros textuais em sala de aula e certificam que é necessário contemplar a diversidade de textos e gêneros, não apenas por sua relevância social, mas também porque textos pertencentes a diferentes gêneros são organizados de diferentes formas. Nessa perspectiva, trabalhase a produção escrita na abordagem processual segundo Vieira (2005), intencionando valorizar a identidade dos alunos e ressaltar a sua importância como indivíduos participativos e críticos na sociedade em que vivem. A análise dos dados possibilita a constatação de progressos significativos nos textos produzidos após a aplicação da sequência didática e comprova a eficácia de tal procedimento como proposta de intervenção para o ensino da produção de textos no 9° ano do Ensino Fundamental. Permite, ainda, aos professores uma grande satisfação em constatar o desenvolvimento dos alunos, além de também proporcionar a esses estudantes uma visível sensação de bem-estar diante do progresso alcançado nas suas produções textuais. Em síntese, este trabalho se propõe a investir na melhoria das práticas de leitura e escrita dos alunos do Ensino Fundamental II e pode ser constituído como uma iniciativa pedagógica de aplicação do Modelo Ideológico de Letramento preconizado por Street (2014).