Made available in DSpace on 2014-12-17T15:04:59Z (GMT). No. of bitstreams: 1 PabloJSL_DISSERT.pdf: 2748711 bytes, checksum: 25bd52a895ba4efa08fa7fde9c4d4718 (MD5) Previous issue date: 2012-08-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice / Este trabalho discute aspectos relacionados ? linguagem matem?tica e ? sua compreens?o, em especial, por estudantes dos anos finais do Ensino Fundamental. Nesse sentido, objetivamos elaborar uma proposta de ensino consubstanciada por atividades de modelagem matem?tica e de leitura, que oportunize ao aluno do Ensino Fundamental uma melhor compreens?o da linguagem matem?tica inerente ao conte?do de propor??o. Visamos tamb?m construir/propor par?metros para a avalia??o da profici?ncia leitora desta linguagem por parte do estudante e analisar no processo de modelagem, a sua capacidade de desenvolver/aprimorar/potencializar esta profici?ncia. Para isso, desenvolvemos uma pesquisa de cunho qualitativo, com procedimentos de uma pesquisa-a??o, cuja an?lise dos dados se configura como An?lise de Conte?do. Referenciamo-nos epistemologicamente e didaticamente, nos estudos de: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo e Garnica (2006), Smole e Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin e Reyes (2010), dentre outros. Entendemos que para adquirir um novo conhecimento ? preciso aprender a l?-lo e ler para aprend?-lo, este processo ? indispens?vel para o desenvolvimento da profici?ncia leitora de um sujeito. A modelagem, por sua vez, ? um processo que possibilita o contato com distintas formas de leitura, oferecendo elementos favor?veis ao desenvolvimento ora mencionado. Os par?metros avaliativos que utilizamos para analisar o n?vel de profici?ncia leitora da linguagem matem?tica mostrou-se eficaz e, portanto, um valioso instrumento que permite ao professor uma avalia??o eficiente e cujos resultados podem orient?-lo melhor no planejamento e execu??o de sua pr?tica

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-05-22T14:48:10Z No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-05T17:56:44Z (GMT) No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) / Made available in DSpace on 2018-06-05T17:56:44Z (GMT). No. of bitstreams: 1 PDF - Valquíria da Silva Souza.pdf: 17182575 bytes, checksum: 25ad9bca532e47317da27ec174575efe (MD5) Previous issue date: 2016-11-30 / CAPES / The mastery of reading and writing is essential to fully live in the modern society, which is permeated by visual, oral and, mainly, written texts. Given this, it is known that the social individual will only have conditions to exercise his full citizenship from the moment he is capable of using reading and writing competently in their various practices in his social context. Therefore, this research analyzes the relevance of the reading metacognitive strategies, mediated by the teacher, in reading/text comprehension classes, in order to contribute to the formation of a proficient reader. It was chosen to develop this research a quantitative and qualitative method, as this study presents information of partial and absolute values, in a practice in which it is used metacognitive reading strategies, as well as the development processes and reading comprehension results of the subjects involved. This work was developed in a 6th grade class of elementary school II, of a State public school from Campina Grande – PB. As theoretical support to the development of this research, it was based, mainly, in Leffa (1996), Solé (1998), Soares (2002), Kleiman (2007), Koch and Elias (2013), PDE (2011) and Brasil (1997), because these authors contribute in a significant way with theories on reading, reading strategies, teacher’s mediation, literacy skills and reading competences. For this study, the following hypotheses were raised: the reading students do not reach 6th grade of Elementary School II with adequate reading competence for the grade in which they are located; and the use of reading metacognitive strategies can contribute to the formation of more competent readers. Based on the results obtained in this assignment, it can be said that the proposed goal was achieved, for the results point out that the students, in general, after the intervention activities, achieved significant advances in regards to textual comprehension. Therefore, it is verified that the teaching of reading metacognitive strategies in classroom is very important to the formation of the proficient reader. / O domínio da leitura e da escrita é essencial para se viver plenamente, na sociedade contemporânea, que está permeada por textos visuais, orais e, principalmente, escritos. Diante disso, sabe-se que o sujeito social só terá condições de exercer sua cidadania plena a partir do momento que estiver capacitado a utilizar com competência a leitura e a escrita em suas diversas realizações no seu contexto social. Assim, esta pesquisa analisa a relevância das estratégias metacognitivas de leitura, mediadas pelo professor, nas aulas de leitura/compreensão textual, a fim de contribuir para a formação de um leitor proficiente. Escolheu-se para desenvolver esta investigação um método quanti-qualitativo, já que este estudo mostra informações de valores absolutos e relativos, em uma prática, na qual se usa as estratégias metacognitivas de leitura, bem como os processos de desenvolvimento e os resultados da compreensão leitora dos sujeitos envolvidos. Este trabalho foi desenvolvido em uma turma do 6º. ano do ensino fundamental II, de uma Escola Pública Estadual de Campina Grande – PB. Como aporte teórico para o desenvolvimento da presente pesquisa, fundamentou-se, principalmente, em Leffa (1996), Solé (1998), Soares (2002), Kleiman (2007), Koch e Elias (2013), PDE (2011) e Brasil (1997), porque esses autores contribuem de forma significativa com teorias acerca da leitura, estratégias leitoras, mediação do professor, letramento, habilidades e competências leitoras. Para este estudo, levantaram-se as seguintes hipóteses: os alunos leitores não chegam ao 6º. ano do Ensino Fundamental II com competência leitora adequada para a série na qual estão inseridos; e o uso das estratégias metacognitivas de leitura pode contribuir para formação de leitores mais competentes. Com base nos resultados coletados neste trabalho, pode-se dizer que o objetivo proposto foi alcançado, pois os resultados apontam que os alunos, no geral, depois das atividades de intervenção, obtiveram avanços significativos no que diz respeito à compreensão textual. Diante disso, constata-se que o ensino das estratégias metacognitivas de leitura em sala de aula é de muita importância para a formação do leitor proficiente.

A lack of research in adult literacy for both native speakers and speakers of English as a second language led to the development of the Test of Affixes in Syntactic Structures (TASS) for use in a pilot study (Dogger, January 1978) in which knowledge of derivational morphology was tested to determine its possible relationship with reading for English as a second language students. Test construction was followed by a thorough verification procedure which is the purpose of this study. In September 1978 the following measures of test strength were established: construct validity, content validity, item difficulty, item discrimination, internal consistency, rational equivalence, and concurrent validity. The degree of relationship between reading proficiency, as demonstrated by subject performance on the Iowa Silent Reading Test, Level III (ISRT,III), and knowledge of derivational affixes, as demonstrated by subject performance on TASS, was also established. Results show that successful performance on the ISRT, III includes reading strategies beyond those required for successful performance on TASS. In other words, mastery of language structures as represented by English orthography is necessary but not sufficient for college-level reading proficiency.

No description available.

The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.

This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)

過去二十多年來，多元智能理論在教育界受到極大的重視與推崇，該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係，主要探討和英語閱讀能力相關的多元智能，並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異，以供英語閱讀課程設計及教學作參考。 本研究之對象為台北縣257名國小六年級學生，以「多元智能評量表」及「英語閱讀能力測驗」為研究工具，進行量化調查研究，以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。 本研究之主要結果如下： 一、以國小學生之多元智能分佈而言，其人際智能、空間智能、內省智能以及 肢體運動智能較強，然其自然智能、語言智能以及音樂智能較弱。 二、以國小學生之英語閱讀能力而言，其英語對話能力差異較大，然其單字部 分差異則較小。 三、國小學生的英語閱讀能力與多元智能有顯著相關，亦即英語閱讀能力與邏 輯數理智能、音樂智能達顯著正相關，與自然觀察智能達顯著負相關。 四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項 多元智能皆顯著高於低成就者，且以邏輯數理智能、音樂智能、及語文智 能差異最大。 五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英 語閱讀能力，在單字、句子、對話的等方面，皆顯著高於低成就者之英語 閱讀能力。 六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語 文、內省等智能皆顯著高於男生。 七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單 字、句子的表現方面，皆顯著高於男生。 八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異，亦即男女 生之邏輯數理智能皆與英語閱讀能力達顯著正相關，且女生的人際智能和 英語閱讀能力達顯著負相關。 最後，研究者根據上述之研究結果，對英語教師與教材編輯者提出建言，期能藉由瞭解國小生多元智能與英語閱讀能力之相關性，增進對於英語閱讀能力的理解，進而提升英語閱讀課程設計與教學之效能。 / The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender. The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test. The major findings of this study were as follows: 1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences. 2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability. 3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence. 4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences. 5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test. 6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’. 7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test. 8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency. Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.

This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling. / Teacher Education / M. Ed. (Didactics)

The following study was conducted at an upper secondary school in Sweden and attempts to explore the question of what influences male pupils’ reading habits. Many quantitative international studies, including PISA, PIRLS and IEA Reading Literacy, have sought to answer this question, but only partially succeeded due to the limitations of their methods. Therefore, this study seeks to explore this question in more depth using qualitative methods, including interviews and classroom observations, but also minor tests. Two facts which the previously mentioned international studies have found is that boys and particularly immigrant boys tend to have worse reading results than their counterparts. It is therefore the aim of this study to study four male students in upper secondary school; of which two are native Swedes and the other two are unaccompanied refugee children; one from Afghanistan and the other from Morocco. The findings of this study are as follows. Firstly, necessity was found to be the single most important factor for the reading habits of these four pupils; especially the two refugees. Both refugees learnt to read under harsh circumstances in madrassas in their respective home countries. Moreover, the Moroccan pupil learnt to speak and read Spanish fluently during his seven years as a homeless child. Furthermore, in the absence of necessity, interest was found to be decisive in determining the pupils’ reading habits. In addition to this, the study theorizes that an interest in reading generally arises before the ability to read and not vice versa. However, teachers can in fact affect their pupils’ reading habits even in upper secondary school.