I den här kvalitativa studien undersöks lärares erfarenheter av att motivera lässvaga elever att läsa skönlitteratur i skolan, både på lågstadiet och på högstadiet. Bakgrund till studien är de senaste årens tapp i internationella kunskapsmätningar och efterföljande diskussioner om undervisning i läsförståelse i pedagogiska och specialpedagogiska sammanhang. Studien bygger på elva semistrukturerade intervjuer med lärare verksamma på båda stadier. De transkriberade intervjuerna har analyserats genom tematisk analys och ställts i relation till Rosenblatts och Bringéus läsartsbegrepp, förklarade med literacy som teoretiskt ramverk. Eftersom det är läsning i skolmiljö som är i fokus för undersökningen, ställs även resultatet i relation till Nilholms dilemmaperspektiv samt inkluderingsbegrepp. Delstudierna visar att det finns vissa skillnader i hur lärare på låg- respektive högstadiet beskriver sitt arbete att motivera lässvaga elever till skönlitteraturläsning. Lågstadielärarna har generellt en mer positiv inställning till skönlitteraturläsning med elever, medan högstadielärarna upplever att skönlitteraturläsningen kan vara givande, men att många elever är omotiverade och att den lustfyllda läsningen är svår att bedöma.

The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

Syftet med denna litteraturstudie har varit att ta reda på vad läsforskningen anser som viktiga faktorer för elevers läsförståelse samt vad läsforskningen anser om läsförståelsestrategier och dess positiva verkan på elevers läsförståelse. Det framkom i denna litteraturstudie att forskningen anser att en lärares kunskap, speciellt i elevers läsutveckling och hur man undervisar i läsförståelse är en viktig faktor för en framgångsrik läs-och skrivutveckling. Resultatet för denna studie visade bland annat att läsforskningen anser att läsförståelsestrategier främjar elevers läsförståelse samtidigt som det i svenska skolor och deras undervisning visade sig att det inte ges speciellt mycket tid för läsförståelse. Att den svenska skolan i sin undervisning inte ger mycket tid till läsförståelse anses bero på lärares okunskap. Detta kan således vara en anledning till svenska elevers allt sämre resultat i de tidigare undersökningarna som PIRLS och PISA genomförde 2000– 2012. / <p>Svenska</p>

本研究旨在探討融入知識翻新（knowledge building）教學能否提升國小學生的閱讀理解和閱讀動機。研究對象為新北市某國小兩班三年級學生：其中一班為實驗組（n=24人），另一班則為控制組(n=27)。前者採用知識翻新原則進行教學，並輔以知識論壇（Knowledge Forum）線上學習平台；後者則採傳統講述教學。實驗時間共計18週。 本研究的研究目的在瞭解經過二種不同教學方式後，兩組學生的閱讀動機和閱讀理解表現是否具有差異。資料來源包含：（1）PIRLS閱讀測驗前後測成績；（2）平台討論貼文內容；（3）平台參與活動量（包括貼文數、回文數等量化資料）；及（4）閱讀動機量表前後測分數。資料分析採質性內容分析、單因子共變數分析、相依樣本t檢定、卡方檢定等方式。除探討二種教學之不同外，本研究並進一步探討實驗組學生在平台上的活動情形。 研究結果顯示：（1）基於知識翻新教學的平台討論活動，有助於提升學生高層次閱讀理解想法的討論，但討論內容缺乏深度；（2）知識翻新教學有助於提升學生閱讀理解能力；（3）學生參與閱讀理解討論之程度和品質皆與閱讀理解進步程度有正相關；（4）知識翻新教學對於學生閱讀動機並無顯著提升，但其閱讀動機提升程度與平台活動的參與程度具有正相關。根據研究結果，本研究提出相關討論與建議，以供後續閱讀教學及研究之參考。 / The aim of the study was to investigate whether engaging students in a computer supported collaborative knowledge building environment can help them improve their reading comprehension and reading motivation. Participants in this study were 51 third-grade students from two classes in an elementary school in New Taipei City. Of the two classes, the experimental class has 24 students, and the control class has 27 students. The students taking part in the experimental course received knowledge building pedagogy with Knowledge Forum (an online multimedia platform) being used for students to collaboratively construct their reading comprehension of the textbook articles online. The duration of the study was 18 weeks. The main purpose of this study was to investigate the differences of the instructional effects between the two classes in terms of the reading comprehension and motivation. Data mainly came from: (1) pre-post PIRLS (Progress in International Reading Literacy Study) test that investigated students’ reading comprehension; (2) the idea and discussion content contributed to Knowledge Forum; (3) participants’ interaction records automatically documented in the Knowledge Forum data (e.g., number of students’ notes contributed or built on); and (4) the pre-post MRQ (i.e., the Motivation for Reading Questionnaire) scores that measured students’ reading motivation. Both quantitative and qualitative data analyses were conducted. For quantitative data, one-way ANCOVA, paired t-test and chi-square were used to examine students’ reading comprehension and reading motivation; for qualitative data, content analysis was used to evaluate the quality of students’ ideas and discussion. The main findings were as follows: (1) knowledge building pedagogy were conducive to promoting the kind of online discussion that supports higher-level reading comprehension, but were unable to deepen the depth of discussion; (2) knowledge building pedagogy was conducive to enhancing reading comprehension; (3) both the degree of participation and the quality of discussion were found correlated with the degree of students’ advancement in reading comprehension; and (4) knowledge building pedagogy did not enhance students’ reading motivation; however, there was a correlation between pre-post change scores in reading motivation and the degree of online participation. Based on the results, some suggestions and implications were discussed.

Disertacijoje nagrinėjama bendrojo lavinimo mokyklos šeštų klasių mokinių teksto supratimo kaip universalaus bazinio akademinio gebėjimo ir motyvacijos skaityti stiprinimo problema, atsižvelgiant į heterogeninės (ugdymosi poreikių požiūriu) klasės nulemtus iššūkius didaktiniam procesui. Tyrimo problemą konkretina šie klausimai: kokios mokymo strategijos dominuoja, kiek dėmesio pamokose skiriama racionalių mokymosi strategijų formavimui bendrojo lavinimo mokykloje? kokie bendrojo lavinimo mokyklose besimokančių vaikų skaitymo motyvacijos ir teksto supratimo ypatumai? kiek metakognityvinių skaitymo strategijų mokymas klasikinės ugdymo paradigmos kontekste yra efektyvus ugdant heterogeninės klasės mokinių teksto supratimo gebėjimus ir skaitymo motyvaciją? Tyrimo objektas – teksto supratimo gebėjimų ugdymas ir skaitymo motyvacijos stiprinimas. Tyrimo dalykas – metakognityvinės skaitymo strategijos. Disertacinio tyrimo tikslas – įvertinti metakognityvinių skaitymo strategijų mokymo(si) efektyvumą stiprinant skaitymo motyvaciją ir ugdant teksto supratimo gebėjimus. Tyrimo mokslinį naujumą ir reikšmingumą pagrindžia tai, kad struktūruoto stebėjimo metodu įvertinti didaktinio proceso bendrojo lavinimo mokykloje ypatumai; sukurta ir empiriškai patikrinta metakognityvinėmis skaitymo strategijomis grindžiama teksto supratimo gebėjimų ugdymo ir skaitymo motyvacijos stiprinimo metodika; parengti teksto supratimo gebėjimų ir skaitymo motyvacijos klausimynai, įvertintas jų patikimumas ir... [toliau žr. visą tekstą] / The thesis analyses the problem of text comprehension by comprehensive school sixth form pupils as a universal basic academic ability and of enhancement of reading motivation considering the challenges determined by heterogenic (from the standpoint of self-development needs) class to the didactic process. Research problem is specified by the following questions: What teaching strategies prevail in the comprehensive school? What are the peculiarities of comprehensive school pupils’ reading motivation and text comprehension? How much is teaching of metacognitive reading strategies in the context of classical education paradigm effective developing heterogenic class pupils’ text comprehension abilities and reading motivation? Research subject – development of text comprehension abilities and enhancement of reading motivation. Research object – metacognitive reading strategies. Research aim of the thesis – to evaluate the effectiveness of teaching and learning metacognitive reading strategies enhancing reading motivation and developing text comprehension abilities. Scientific novelty and significance of the research is substantiated by the creation and experiential testing of methods of developing text comprehension abilities and of enhancing reading motivation, grounded on metacognitive reading strategies; preparation of questionnaires for text comprehension abilities and reading motivation, evaluation of their reliability and suitability; preparation of the theoretical model of... [to full text]

Middle school French immersion teachers often report that they have a difficult time engaging their students in second language reading. This research used a constructivist, critical, and pragmatic approach to case study to explore middle school French immersion students’ perceptions of themselves as readers of French and of their experiences with reading in French. The research sought to understand, through thematic cross-case analysis, which themes appear most prominently in student accounts of their experiences with reading in French. Four major themes were identified: choice, assigned work, understanding, and interest. Additionally, the research sought to identify which instructional strategies might be most effective in promoting student engagement in reading in an additional language. The findings suggest a need for highly differentiated instructional models that emphasize teaching students how to assess a text for its appropriateness to their interests and reading level and providing students with ample time for free, independent reading. / Graduate / 0515 / 0282 / 0279 / 0535 / 0727 / 0525 / jwhittin@uvic.ca

Made available in DSpace on 2016-06-02T19:46:20Z (GMT). No. of bitstreams: 1 4720.pdf: 641585 bytes, checksum: cf4318b6a44a5f740f0ed147a7d80557 (MD5) Previous issue date: 2012-07-03 / Universidade Federal de Sao Carlos / In Brazil, many data indicate the school difficulties found by the students, mainly in the public teaching. The analysis of the motivational factors has shown a promising alternative to the understanding of the low academic achievement. Motivation can be understood as a variety of psychological processes that lead to a choice, stimulate and begin a behavior directed toward a goal, which guarantee the permanence on it. Researches have focused the effects of the students motivation for reading on the academic achievement. This study focused on the characterization of students eleven dimensions of the motivation for reading. Among the dimensions intrinsic and extrinsic motivation for reading, self-efficacy and social aspects were included. Important aspects related to the students to understand the low engagement in reading activities for a considerable amount of Brazilian students were examined. The proposal is based on the founds between the relation of the students reading motivation quality and their involvement with the reading. The descriptive study searched to: 1) characterize the dimensions of motivation for reading (self-efficacy, intrinsic and extrinsic motivation and social proposals) of a group of 6th grade students in function of their reading achievement, of the gender and the location of the school attended by the students; 2) identify if there s difference in the motivation for reading among the students with low media and high grades in reading, between boys and girls and between the students attending different schools located in the central area and in the suburbs of a medium city. 119 students participated of this study, 61 were from the central school which 25 were boys and 36 were girls and 58 from the suburb school which 33 were boys and 25 were girls, the average age of the participants was 10 years and 7 months old. Were used as instruments: one scale to evaluate the dimensions for reading composed by 54 items developed to measure each dimension for reading Motivation Reading Questionnaire - and the students grades in reading on the first school semester of 2011. To analyze the data, statistics tests were done. They detected that the motivation for reading is multidimensional. The results of this present study corroborate the discoveries of the literature of reading motivation that points out difference between boys and girls, among students with different academic achievement and also difference between the students from the different schools location. The girls, the students from the central school and the students with medium and high academic achievement showed motivation reading aspects more positive related to boys, than students with low academic achievement and the students attending the suburb school. / No Brasil, muitos dados indicam as dificuldades escolares encontradas pelos alunos, principalmente no ensino público. A análise dos fatores motivacionais mostra-se uma alternativa promissora para o entendimento do baixo aproveitamento acadêmico. A motivação pode ser entendida como uma variedade de processos psicológicos que levam a uma escolha, instigam, fazem iniciar um comportamento direcionado a um objetivo e garantem a permanência neste. Pesquisas têm focalizado os efeitos da motivação para ler dos alunos na realização acadêmica em leitura. O presente estudo enfocou a caracterização de 11 dimensões diferentes da motivação para ler dos alunos as quais foram incluídas a motivação intrínseca e extrínseca para leitura, as percepções de eficácia em leitura e os aspectos sociais para leitura. Foram examinados aspectos relevantes relativos aos estudantes para o entendimento do baixo engajamento em atividades de leitura por parte de uma parcela significativa de alunos brasileiros. A proposta apoia-se nas constatações entre a relação da qualidade da motivação para ler dos alunos e o envolvimento com a leitura. O estudo de natureza descritiva visou: 1) caracterizar as dimensões da motivação para a leitura (as crenças de autoeficácia e competência para ler, as metas para leitura e os propósitos sociais) de um grupo de estudantes do 6º ano em função do rendimento dos alunos em leitura, do gênero e da localização da escola frequentada por eles; 2) identificar se há diferença quanto a como as dimensões da motivação para a leitura se apresentam entre alunos com notas baixas, médias e altas em leitura, entre meninos e meninas e entre alunos que frequentam escolas localizadas na região central e na periferia de uma cidade de porte médio. Foram participantes da pesquisa 119 alunos dos quais 61 eram pertencentes à escola do centro, e 25 eram meninos e 36 eram meninas, e 58 alunos pertencentes à escola da periferia dos quais 33 eram meninos e 25 eram meninas, as idades dos participantes ficou em uma média de 10 anos e 7 meses de idade. Foram utilizados como instrumentos: um questionário de 54 itens desenvolvido para medir cada dimensão da motivação para leitura, sendo que cada dimensão está subdividida em itens, e as notas de aproveitamento em leitura dos alunos nos dois primeiros bimestres de 2011. Para a análise dos dados, foram realizados testes estatísticos que detectaram que a motivação para ler dos alunos é multidimensional. Também foram detectadas, corroborando os achados da literatura, diferenças motivacionais para leitura entre meninos e meninas, entre alunos com diferentes níveis de aproveitamento acadêmico e entre alunos de escolas diferentes. As meninas, os alunos da escola central e os alunos com aproveitamento acadêmico médio e alto apresentaram aspectos da motivação para ler mais positivos em relação aos meninos, aos alunos com baixo aproveitamento acadêmico aos alunos da escola da periferia.

Made available in DSpace on 2016-03-15T19:40:21Z (GMT). No. of bitstreams: 1 Djiane Strelciunas.pdf: 3545136 bytes, checksum: 1ff83d7045d189f2fe59b4008e044087 (MD5) Previous issue date: 2015-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Reading is an information acquisition process based on decoding written symbols and on the interpretation of a text linked to an academic, cultural context. It is a competence which becomes indispensable in the way the student will go through school. Good performance in reading is essential for the learning to take place, as well as for satisfactory academic performance. This study aims to evaluate the performance ratio in elementary school reading with the following variables: academic motivation, family environment and self-regulation. The participants chosen thereto were 45 elementary school students from a public school in São Paulo, aged 9 and 10 years. The evaluations were performed in the school and home visits, where the Raven colored progressive matrices tests were applied, as well as RCT, School Motivation Assessment Scale Children and Youth, HOME Inventory for Evaluation of Family Environment, Resource Inventory HOME Environment, Self-Regulation Scale adapted (Ryan and Connell). Pearson correlations were conducted, showing that the reading performance did not differ between genders in the total RCT; on the other hand, in words and items CI PH, girls had a significantly higher average. The CR items, PH and TV show significant moderate correlations with Portuguese language grades; TS item showed significant correlation of low magnitude with the Portuguese language grades. Positive correlations with moderate magnitude in the regulation indexes identified with RCT, and in the 2nd and 3rd terms grades and Portuguese language annual average scores. Concerning the RAI and the four items that encompass it, there was a positive correlation, significant low magnitude between external regulation and TF words, grades in 2nd and 3rd terms and words with TS. Positive and significant correlation of total HOME and physical environment item with CR and PH words. We conclude that reading performance of elementary school students correlates with the proposed variables, with some difference among them. / A leitura é um processo de aquisição de informação, baseado na decodificação de símbolos escritos e na interpretação de um texto atrelado a um contexto acadêmico, cultural; competência indispensável no caminho que o aluno percorre na escola. O bom desempenho em leitura é fundamental para que ocorra aprendizagem e um desenlace acadêmico satisfatório. O presente estudo tem por objetivo avaliar a relação do desempenho em leitura do aluno do Ensino Fundamental I com as variáveis: motivação acadêmica, ambiente familiar e autorregulação. Dele, participaram quarenta e cinco alunos do Ensino Fundamental I de uma escola pública de São Paulo, com idades entre nove e dez anos. As avaliações foram realizadas no ambiente escolar e em visitas domiciliares, onde foram aplicados os Testes: matrizes progressivas coloridas de Raven, TCLPP, escala de avaliação da motivação escolar infanto-juvenil, inventário HOME para avaliação do ambiente familiar, inventário de recursos do ambiente Ffmiliar, escala de autorregulação adaptada (Ryan e Connel). Também foram conduzidas correlações de Pearson e os resultados demonstraram que o desempenho em leitura não difere entre os gêneros no total do TCLPP; nos itens palavras CI e PH, meninas apresentaram média maior e significativa. Na correlação significativa entre motivação e notas de língua portuguesa; os itens CR, PH e TV apresentaram correlações significativas de magnitude moderada com as referidas notas, ao passo que o item TS apresentou correlação significativa de baixa magnitude com as notas de língua portuguesa. Houve correlações positivas com magnitude moderada nos índices da regulação identificada com TCLPP, em notas de 2º, 3 º bimestres e médias de língua portuguesa; no RAI e nos quatro itens que o compõem ocorreu correlação positiva, significativa de baixa magnitude entre regulação externa e palavras TF, em notas de 2º e 3º bimestres e palavras com TS. A correlação foi positiva e significativa do total do HOME e no item ambiente físico com palavras CR e PH. Conclui-se que o desempenho em leitura dos alunos do Ensino Fundamental I se correlaciona com as variáveis propostas, com diferença entre elas.

Studiens syfte är att undersöka hur lärare beskriver sitt arbete med elever i lässvårigheter i svenskämnet samt hur de ser på sambandet mellan lässvårigheter och bristande motivation. Syftet besvaras med hjälp av forskningsfrågorna: Vad anser lärare att begreppet lässvårigheter innebär? Vilka arbetssätt använder lärare för att stödja elever i lässvårigheter i undervisningen? Hur bedömer lärare att elevers motivation i skolan påverkas av elevens lässvårigheter? Studien har ett sociokulturellt perspektiv samt att det relationella perspektivet inom det specialpedagogiska perspektivet finns med då eleven inte ses som problembäraren i studien.  Undersökningen utgörs av kvalitativa intervjuer där fem lärares arbete med elever i lässvårigheter har undersökts. För att analysera intervjuerna har ett fenomenografiskt angreppssätt antagits för att analysera lärarnas olika uppfattningar i förhållande till forskningsfrågorna och därmed få ett resultat. Det framkom i resultatet att lässvårigheter enligt lärarna innefattar brister i avkodning, fonologisk medvetenhet, läsförståelse, läsflyt, läshastighet och läslust. Detta är ett resultat av vad alla lärare sagt. Ingen lärare har alltså nämnt alla dessa faktorer som bidragande faktorer till lässvårigheter. Lärarna använder både beprövade metoder som Bornholmsmodellen och mindre beprövade metoder som Att skriva sig till läsning (ASL) samt olika pedagogiska material för att stötta elever i lässvårigheter Enligt lärarna kan lässvårigheter leda till att eleverna får bristande motivation i skolan. Bristande motivation är något som även kan påverka elevens självkänsla och därmed påverka elevens prestationer i alla ämnen i skolan.

A basic premise of the investigation is that the acquisition and exercise of advanced reading skills are essential for effective adolescent learning. For the benefits of reading to accrue maximally, learners should continue to read avidly during leisure and long after basic reading instruction, traditionally the domain of the primary school, has ceased. The purpose of this study is to investigate factors that influence the voluntary reading of some South African adolescents, specifically at an age when they undergo emotional, intellectual, social and physical changes which influence their behaviour, habits and choices. The research problem focuses on the transition from primary to secondary school, since extant literature shows that numerous factors influence adolescents’ reading habits during this phase, sometimes resulting in declining voluntary reading. Parameters for the investigation are set by the theoretical framework, centring on four domains that highlight the research problem, namely adolescence, literature, literacy and voluntary reading. Facets of these domains are explored, specifically motivation, qualitative change and the influence of home, school and community. Vygotsky’s theories on adolescent development underscore the research, as well as research on intrinsic and extrinsic motivation since, axiomatically, reading strategies develop optimally with high motivation. Stage-environmental fit theories - applied to motivation, self-efficacy or reading development - assert that learners have different sets of psychological, cognitive and psychosocial needs at different developmental levels, and unless these needs are met, academic achievement, appreciation for learning and effective reading development can decline. The often critical transition from primary to secondary school can result in a variety of lifestyle changes, and periodicity theories support the pattern and scaffolding of these transformational factors. Merging the relevant domains with developmental theories creates a matrix of Piagetian cognitive stratification. Chall’s model of developmental reading stages crafts an epistemological foundation and further refines constructivist principles developed by Vygotsky. Together they form a network explaining factors of transitional change that influence adolescents’ voluntary reading activities. The study’s methodology is delineated and followed by a description of the qualitative research design, data collection, data analysis strategies and ethical considerations. The course of the inquiry is refined in a closer focus on three domains and an explanation of the research instruments. The strengths and limitations of the study are discussed, as well as issues of reliability, validity, authenticity and generalisability. The empirical results are extrapolated from face-to-face interviews with ten respondents and their views generate the findings after a four-tiered analysis of the interview transcripts. Themes and conclusions are couched in three domains of the theoretical framework in an endeavour to address the research problem. The final chapter offers a synthesis by interweaving the theoretical outline and empirical findings. A hypothesis opening future avenues for investigation is identified, namely the factor of the internalisation of speech on reading in general and voluntary reading in particular. Two significant findings indicate that developmental stage theories effectively describe the transitional nature of the reading experiences of Grade Eight learners, and that intrinsic motivation, mastery learning and self-efficacy views play central roles in the continuation of voluntary reading. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006. / Educational Psychology / unrestricted