Submitted by GISLENE APARECIDA DA SILVA BARBOSA null (barbosagislene@gmail.com) on 2017-06-06T01:44:34Z No. of bitstreams: 1 Tese_GisleneBarbosa_SD_EL_Aprend_Prod_Texto.pdf: 3491761 bytes, checksum: 8058c8bc93d64d2b1786d022efce2506 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-06-06T17:21:58Z (GMT) No. of bitstreams: 1 barbosa_gas_dr_prud.pdf: 3491761 bytes, checksum: 8058c8bc93d64d2b1786d022efce2506 (MD5) / Made available in DSpace on 2017-06-06T17:21:58Z (GMT). No. of bitstreams: 1 barbosa_gas_dr_prud.pdf: 3491761 bytes, checksum: 8058c8bc93d64d2b1786d022efce2506 (MD5) Previous issue date: 2017-04-28 / Outra / Esta pesquisa, vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia de Presidente Prudente, na linha “Processos formativos, ensino e aprendizagem”, e fomentada pela Secretaria Estadual de Educação de São Paulo, tem por objetivo geral investigar a contribuição dos procedimentos pedagógicos Sequência Didática (do grupo genebrino) e Estratégias de Leitura (de influência norte-americana) para a aprendizagem da produção de texto. O problema da pesquisa consiste em avaliar como a junção de ambos os procedimentos favorece a aprendizagem de produção textual do gênero conto por alunos de educação básica, cuja dificuldade com a língua escrita evidencia-se em avaliações externas e em atividades escolares. Os objetivos específicos da pesquisa são: investigar se o domínio do aluno acerca do contexto de produção do gênero textual conto se amplia após o trabalho com os procedimentos pedagógicos Sequência Didática e Estratégias de Leitura; demonstrar como o desenvolvimento de uma Sequência Didática articulado a Estratégias de Leitura colabora para que os alunos desenvolvam conteúdos para o conto; evidenciar de que maneira Estratégias de Leitura ajudam os alunos na ampliação de saberes sobre o planejamento da estrutura do conto e analisar como uma Sequência Didática proporciona aos alunos domínio sobre a linguagem do conto. O procedimento metodológico é a pesquisa-ação, que visa transformar a realidade e produzir conhecimentos relativos a essas transformações. Nesse sentido, a investigação ocorreu na prática docente da pesquisadora, em 66 aulas de Língua Portuguesa (33 encontros), com uma turma composta por 26 alunos de 6º ano do ensino fundamental, em uma escola pública estadual da cidade de Presidente Prudente. A partir das etapas da Sequência Didática – apresentação da situação; produção inicial; módulos; produção final – foram realizadas aulas de produção de texto, a partir de um projeto de escrita de contos para publicação em uma coletânea. Partindo da produção inicial, foi constatada a dificuldade dos alunos com os quatro níveis principais de ação do sujeito na produção textual: ter clareza do destinatário do texto, da finalidade do texto e da própria posição como autor em relação ao gênero textual em foco; elaborar conteúdos que atendam à especificidade do gênero; planejar o texto para atender à estrutura convencional do gênero; escolher a linguagem adequada para realizar o texto. A partir disso, foram construídas e desenvolvidas atividades modulares de intervenção em cada uma das dificuldades encontradas. Considerando que a leitura é um processo de produção de sentidos e que não pode haver produção textual sem a compreensão de textos, as atividades modulares contaram com as Estratégias de Leitura, para que fosse ampliada a interação dos estudantes com o gênero textual conto, favorecendo a alimentação de conteúdos dos textos a serem escritos, bem como o alargamento dos saberes acerca do contexto de produção, da forma e da linguagem no texto. Por último, os alunos revisaram e reescreveram o conto, capitalizando as aquisições construídas durante as atividades aplicadas. Os resultados mostram que na produção final houve avanço dos conhecimentos da turma em todos os níveis de ação do sujeito na produção textual, pois os procedimentos pedagógicos articulados favoreceram as intervenções docentes a fim de que os alunos-autores elaborassem o conto. / This research, related to the Graduate Program in Education of the Presidente Prudente College of Science and Technology, in the line of research “Formative Processes, Teaching and Learning”, and fostered by the São Paulo State Educational System, has as its general aim to investigate the contributions from both pedagogical procedures, Didactic Sequence (from the Genevan group) and Reading Strategies (from a North American trend), in essay writing learning. The research problem lies in the evaluation of how, when put together, the aforementioned procedures further the learning of writing skills towards the short story genre by students in Basic Education, whose struggles with the writing language are made evident through external evaluations and in school activities. The specific objectives of the research are the following: to assess if the students´ skills in writing short stories are enhanced after the work with the pedagogical procedures Didactic Sequence and Reading Strategies; to show how the application of a Didactic Sequence along with Reading Strategies concur in order to make the students develop subjects to the short story; to make noticeable how Reading Strategies help students in widening their knowledges on planning a short story structure; to analyze how a Didactic Sequence provides the students mastery of the short story language. The methodological procedure is the Action Research, which aims to change reality and create knowledges about these changes. Thus, the survey took place during the researcher´s teaching practice, in 66 Portuguese Language lessons (33 meetings), in a class made of 26 students in the Sixth Grade of the Elementary Education, in a public state school in Presidente Prudente town. Based on the Didactic Sequence stages, presentation of circumstances; initial production; workshops; and final production, writing lessons were carried out: a project of short stories writing to be published in a collection. In the initial production, it was found students´ difficulties concerning the four main levels of the subject´s action in writing: awareness about the text´s recipient, about the text´s function, and about the author´s position itself in relation to the text genre in question; the creation of subjects that comply with the specificities of the genre; the planning of the text in order to comply with the genre´s standard structure; the choicer of the proper language when writing the text. From that, modular interventional activities were developed dealing with each one of the difficulties found. Since reading is a process of production of meanings, and since there cannot be writing without the understanding of texts, the modular activities were furthered by Reading Strategies in order to amplify the students´ interaction with the short story genre, favoring the feeding of subjects of the texts to be written, as much as the widening of knowledges related to the writing context, the short story form and the language of the text. At last, the students reviewed and rewrote the short story, profiting from the gains obtained during the applied activities. Results showed that in the final production, when compared to the initial production, there were improvement of the knowledges of the class in all levels of the subject´s action in writing, because the pedagogical procedures when integrated provide the detailed study of each characteristic of a text genre, help in the teacher´s intervention, widen the students´ stock of knowledge, and support the learner´s brainwork, in order to make possible the students-authors to write the short story.

According to standardized tests, Swedish students’ reading comprehension skills are getting worse. The Swedish National Agency for Education has also stated that the lack of sufficient reading comprehension skills is particularly noticeable in regards to reading fiction. This study aims to examine theories and methods for using fiction with the purpose of increasing reading comprehension in upper secondary school. The study of previous research is coupled with interviews where four teachers share their experiences on working with fiction and reading comprehension. The results show that researchers and teachers are largely agreed upon one thing: the reading experience should come first. The teachers also claim that the students’ interest in what they are reading has a considerable impact on the development of their reading skills. However, students’ interests and experiences while reading are not explicitly part of the regulatory documents teachers are required to relate their teaching to. Furthermore, the regulatory documents are conflicted on the purpose of reading literature. While the aim of the subject Swedish focuses in part on the merits of fiction as a source for self-awareness and understanding of other people’s experiences, this is not reflected in the knowledge requirements needed to pass in the subject. If interest and reading experience were deemed as important aspects in the regulatory documents it might become easier to increase students’ reading comprehension skills. / <p>VT 2018</p>

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-05-22T12:39:48Z No. of bitstreams: 1 PDF - Jasilene Lucena Cavalcanti.pdf: 17773283 bytes, checksum: 4d7dc622dd6f3d92e129578200b3475b (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-05T18:00:02Z (GMT) No. of bitstreams: 1 PDF - Jasilene Lucena Cavalcanti.pdf: 17773283 bytes, checksum: 4d7dc622dd6f3d92e129578200b3475b (MD5) / Made available in DSpace on 2018-06-05T18:00:02Z (GMT). No. of bitstreams: 1 PDF - Jasilene Lucena Cavalcanti.pdf: 17773283 bytes, checksum: 4d7dc622dd6f3d92e129578200b3475b (MD5) Previous issue date: 2016-11-29 / CAPES / This work aims to apply reading and comprehension strategies from the perspective of Solé (1998) in the genre fable in a class of 6º. Year of Primary Education formed by twenty-eight students of a public school in the city of Alagoa Nova, Paraíba. Based on a diagnosis made with the group mentioned above, we verified the difficulties in reading the genre fable, which justified the execution of a proposal of pedagogical intervention in order to overcome these deficiencies. The theoretical assumptions of Bakhtin (1997) and Marcuschi (2010) about genres, the approaches of Solé (1998) and Kleiman (2007) regarding the study of reading strategies, reading studies from Koch and Elias (2013), among others, and the guidelines of the PCN (2001) support this research. In relation to the methodological devices used in the analysis of the research data, we performed a comparative analysis between the activities of the initial reading and the final reading. Confirming our hypothesis, the results show that working with reading strategies to understand texts from the fable genre is an excellent opportunity that contributes to the formation of autonomous readers. / Este trabalho tem como objetivo aplicar as estratégias de leitura e compreensão na perspectiva de Solé (1998) no gênero fábula em uma turma de 6º. Ano do Ensino Fundamental formada por vinte e oito alunos de uma escola pública na cidade de Alagoa Nova, na Paraíba. Com base em um diagnóstico realizado com a turma acima citada, verificamos as dificuldades na leitura do gênero fábula, o que justificou a execução de uma proposta de intervenção pedagógica a fim de superar essas deficiências. Os pressupostos teóricos de Bakhtin (1997) e Marcuschi (2010) acerca dos gêneros, as abordagens de Solé (1998) e Kleiman (2007) no tocante ao estudo de estratégias de leitura, os estudos de leitura a partir de gêneros de Koch e Elias (2013), entre outros, e as orientações dos PCN (2001) dão suporte a esta pesquisa. Em relação aos dispositivos metodológicos utilizados na análise dos dados da pesquisa, fizemos uma análise comparativa entre as atividades da leitura inicial e a leitura final. Confirmando a nossa hipótese, os resultados mostram que o trabalho com estratégias de leitura para compreensão de textos, a partir do gênero fábula, é uma excelente oportunidade que contribui na formação de leitores autônomos.

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-13T14:43:33Z No. of bitstreams: 1 PDF - José Maria de Aguiar Sarinho Júnior.pdf: 36345156 bytes, checksum: 60b9ecda7b8ea2383ec458759edf05c7 (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-13T18:27:52Z (GMT) No. of bitstreams: 1 PDF - José Maria de Aguiar Sarinho Júnior.pdf: 36345156 bytes, checksum: 60b9ecda7b8ea2383ec458759edf05c7 (MD5) / Made available in DSpace on 2018-06-13T18:27:52Z (GMT). No. of bitstreams: 1 PDF - José Maria de Aguiar Sarinho Júnior.pdf: 36345156 bytes, checksum: 60b9ecda7b8ea2383ec458759edf05c7 (MD5) Previous issue date: 2015-08-20 / CAPES / This research aims to analyze, in classes of 9th year of Elementary School from two public schools of the city Orobó/PE, how and how often the strategies are enabled during the reading practices by the student. Based on these considerations, working with reading in the classroom has been a topic thoroughly discussed by researchers in recent decades. These studies emphasize that the teaching of reading, particularly, must adopt a prominent position in native language classes, making the student/reader subject of the process. According to Freire (2011), it is essential to deal with the issue of reading because it must involve a critical concept that goes beyond word decoding or language. Thus, the reading process should be conceived as a social and metacognitive activity in essence, an integral part of a practice of language use in socio-historical and cultural events. In this sense, the teaching of reading needs to make the student capable of appropriating the deep significance of the texts which they are encountered, in order to rebuild them or reinvent them. Therefore, this research is based according to scholars as Antunes (2003, 2005, 2009, 2010), Colomer and Camps (2002), Dell’Isola (2001), Foucambert (2008), Freire (2011), Kleiman (2013a, 2013b), Koch (2009, 2013), Koch and Elias (2013), Leffa (1996), Liberato and Fulgencio (2012), Marcuschi (2002, 2008), Rojo (2009, 2012), Soares (2012, 2014) and Solé (1998), among others, whose conception of reading is related to the teaching of language in a linguistic-communicative perspective. This research is related to both the positivist paradigm and the interpretativist one, methodology proposed by Bortoni-Ricardo (2008), comprising the following stages: firstly, it was applied a questionnaire about reading strategies used by students as reading habits and practices; next, the results were compared to percentages of settlings from Test 1, whose questions were elaborated based on Prova Brasil descriptors. After this analysis, an observation about the reading classes of the collaborator teachers happened. Beyond those observations, it was suggested a Didactic Sequence by the researcher teacher in order to involve textual genres which were selected previously. Finally, it was established an analysis about the percentages of settlings from Test 2. It must be observed that the intention of comparing the practice of the classroom and the Prova Brasil descriptors is due to the fact that the reading concept proposed by that test can give a new meaning to students’ learning in several educational institutions. We achieved a significant result from students who participated in the intervention, proving that it is possible to promote the reading teaching from the strategies in order to become the apprentices into proficient users of the idiom in its social context. / Esta pesquisa visa analisar, em turmas de 9º ano do Ensino Fundamental de duas escolas públicas do município de Orobó/PE, como e com que frequência são ativadas, pelo aluno, as estratégias durante as práticas de leitura. Nesta perspectiva, o trabalho com leitura em sala de aula tem sido um tema bastante discutido por pesquisadores nas últimas décadas. Estes estudos vêm enfatizar que o ensino da leitura, particularmente, deve assumir uma postura de destaque nas aulas de língua materna, tornando o aluno/leitor sujeito do processo. Segundo Freire (2011), tornase indispensável tratar da questão da leitura porque a mesma deve envolver uma concepção crítica que vai além da decodificação da palavra ou da linguagem. Dessa forma, a leitura deve ser concebida como uma atividade sócio e metacognitiva por essência, inserida em uma prática de uso da linguagem em eventos sociohistóricos e culturais. Nesse sentido, o ensino de leitura precisa tornar o aluno capaz de apropriar-se da profunda significação dos textos com os quais se depara, com vistas a reconstruí-los ou reinventá-los. Para tanto, a pesquisa fundamenta-se à luz das considerações de Antunes (2003, 2005, 2009, 2010), Colomer e Camps (2002), Dell’Isola (2001), Foucambert (2008), Freire (2011), Kleiman (2013a, 2013b), Koch (2009, 2013), Koch e Elias (2013), Leffa (1996), Liberato e Fulgêncio (2012), Marcuschi (2002, 2008), Rojo (2009, 2012), Soares (2012, 2014) e Solé (1998), dentre outros, cuja concepção de leitura vincula-se ao ensino de língua numa perspectiva linguístico-comunicativa. Esta pesquisa está relacionada tanto ao paradigma positivista quanto ao interpretativista, metodologia proposta por Bortoni- Ricardo (2008), compreendendo os seguintes momentos: primeiramente, foi aplicado um questionário sobre as estratégias de leitura utilizadas pelos alunos como hábito e práticas de leitura; em seguida, foram comparados os resultados com os percentuais de acertos da Avaliação 1, cujas questões foram elaboradas com base nos Descritores da Prova Brasil. Após essa análise, procedeu-se à observação das aulas de leitura dos professores colaboradores da pesquisa. Além das observações, foi proposta uma Sequência Didática pelo professor pesquisador de modo que pudesse contemplar gêneros textuais previamente selecionados. Por último, foi estabelecida uma análise dos percentuais de acerto a partir da Avaliação 2. Ressalta-se que a intenção em comparar a prática em sala de aula e os descritores da Prova Brasil deve-se ao fato de que a concepção de leitura proposta por esse teste pode ressignificar a aprendizagem dos alunos nas diversas instituições escolares. Obtivemos um resultado expressivo por parte dos alunos que participaram da intervenção, comprovando que é possível promover o ensino da leitura a partir das estratégias com o propósito de tornar os aprendizes usuários proficientes da língua em seu contexto social.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-05-04T19:20:19Z No. of bitstreams: 2 Dissertação - Fernanda Franco Tiraboschi - 2015.pdf: 3832356 bytes, checksum: 35dceae16e2befc54a6130edf0cac8c7 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-05T13:07:26Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Franco Tiraboschi - 2015.pdf: 3832356 bytes, checksum: 35dceae16e2befc54a6130edf0cac8c7 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Made available in DSpace on 2016-05-05T13:07:26Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Franco Tiraboschi - 2015.pdf: 3832356 bytes, checksum: 35dceae16e2befc54a6130edf0cac8c7 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2015-05-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study examines the effects of cognitive and metacognitive reading strategies on the reading skills of English language learners. We focused on strategies that enable learners to develop self-monitoring activities for comprehending hypertext in English. We were motivated to conduct this research because cognitive and metacognitive strategies can significantly help readers become autonomous and able to engage actively in the various events surrounding the act of reading. We chose hypertext due to the fact that this text format allows readers to choose their own reading paths. However, it requires strategic knowledge so that readers do not sink in the sea of information. For our theoretical framework, we used reading approaches to foreign language teaching (CARREL, 1995; HUDSON, 2007; LEFFA, 1999; MOITA LOPES, 1996), studies on online reading and the autonomous reader of hypertext (CHARTIER, 2002; COSCARELLI, 2010; LÉVY, 2004; MARCUSCHI, 2005; SNYDER, 1998; XAVIER, 2002) and works based on the teaching of cognitive and metacognitive strategies for hypertext reading (KONISHI, 2003; O'MALLEY; CHAMOT, 1993; SOLÉ, 1998). This research consists of a case study with participant observation. Thus, the researcher intervenes through instruction of hypertext reading strategies and, at the same time, investigates the process in which 8 learners use those strategies. The participants of this study were attending, at that time, technical high school classes in a federal institute located in the southeast of Goiás, Brazil. We conducted our research from September to December 2014. In general, the results of our research indicate that the teaching of cognitive and metacognitive strategies contributed to engage participants in self-monitoring activities of reading, providing them with possibilities to get an effective understanding of hypertexts in English. Our findings also revealed evidence that the participants showed an autonomous attitude toward reading hypertext in English. / Este estudo teve como objetivo avaliar a efetividade da instrução de estratégias cognitivas e metacognitivas de leitura direcionadas às atividades automonitoradas de compreensão hiperleitora em língua inglesa. Nossa motivação para realizar esta pesquisa se deve ao fato de que as estratégias cognitivas e metacognitivas contribuem de maneira significativa para a formação de leitores autônomos aptos a se engajarem de forma ativa nos diversos eventos que envolvem o ato de ler. A opção pelo hipertexto advém do fato de que este formato textual oferece ao leitor escolhas de sua própria rota de leitura, por outro lado, exige um conhecimento estratégico para que o leitor não se afunde no mar de informações. Como referencial teórico, utilizamos as abordagens de leitura para o ensino de língua estrangeira (CARREL, 1995; HUDSON, 2007; LEFFA, 1999; MOITA LOPES, 1996), estudos relacionados à leitura no suporte virtual e o leitor autônomo de hipertexto (CHARTIER, 2002; COSCARELLI, 2010; LÉVY, 2004; MARCUSCHI, 2005; SNYDER, 1998; XAVIER, 2002) e os trabalhos sobre a instrução de estratégias cognitivas e metacognitivas voltadas para a leitura hipertextual (KONISHI, 2003; O’MALLEY; CHAMOT, 1993; SOLÉ, 1998). Esta pesquisa se configura como um estudo de caso com observação participante, pois a pesquisadora intervém através da instrução de estratégias de leitura hipertextual e, ao mesmo tempo, investiga o processo de aplicação de tais estratégias durante a realização de atividades automonitoradas por 8 aprendizes do 3º ano do ensino médio integrado ao técnico de um instituto federal do interior de Goiás. Realizamos nossa pesquisa em um período de setembro a dezembro de 2014. De modo geral, os resultados obtidos, em nossa pesquisa, indicaram que a instrução de estratégias cognitivas e metacognitivas contribuíram para engajar os participantes nas atividades automonitoradas de leitura, proporcionando a eles maiores possibilidades de efetivar a compreensão hiperleitora em LI. As análises revelaram, também, indícios de que os participantes apresentaram uma postura mais autônoma mediante a leitura de hipertextos em LI.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-02-01T10:21:36Z No. of bitstreams: 2 Dissertação - Fernanda Siqueira Silva - 2016.pdf: 13867673 bytes, checksum: 5ea18a857dd0867b482a2c05b740ca74 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-02-01T10:22:38Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Siqueira Silva - 2016.pdf: 13867673 bytes, checksum: 5ea18a857dd0867b482a2c05b740ca74 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-01T10:22:39Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Siqueira Silva - 2016.pdf: 13867673 bytes, checksum: 5ea18a857dd0867b482a2c05b740ca74 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-10 / The study in question came out of questions related to the role of the teacher as a mediator and the use of strategies in the teaching of reading, which have been highlighted by a number of authors, such as Masetto (2000), Solé (1998), Girotto and Souza (2010); Koch and Elias (2012); PCN-LP (1997); Rossi (2005); Bortoni – Ricardo (2010); Moura and Martins (2012); Kleiman (2013); Marcuschi (2005); Antunes (2003); Bortone (2008), among others, as fundamental for the formation of students who can understand what they read in an autonomous way. It was conducted a study about the strategies used by teachers of the 3rd year and the 5th year of the elementary school of the Corumbaíba municipal system education, that aimed observe and reflect about the reading strategies that the teachers used to develop the teaching of reading, on 3 rd and 5 th year of the early years of the elementary school. The study was anchored in a qualitative research which made use of an ethnographic approach. We used, as data collection procedure, the semi-structured interview, the participant observation and the collection of the materials used by the teachers in the observed classes. The study results point that the teacher exercise a hybrid practice when, at the same time that they try to take text of different genres to the classroom and adopt strategies to motivate the students and activate their prior knowledge, before the text reading, they rely on questions of interpretation focused only in the text surface or to inculcate moral values to the students, in a perspective clearly traditional of the teaching of reading. About the strategies used in the two classes it was observed that two strategies are used in both classrooms, being them: the activation of previous knowledge and the use of inferences. Besides that, it was perceived differences related to the reading strategies developed in the 3rd and 5th year, since that the strategies used on the 3rd year are geared to the recapitulation of content that have been already worked, for students motivation related to the proposed activities and to the rereading of the statements. Regarding the reading strategies observed on the 5th year, that differ from the 3rd year strategies, it has, mainly, the activity relating to the text summary. It has also, in the speech of the teachers during the classes, a concern with the student performance in the Prova Brasil evaluation. In conclusion the teacher’s practice is affected by countless factors that go since from the educational background, passing by the educational system, that is managed by a regulatory and controlling community that, while demands higher results from teachers, don’t commit to offer them essential work conditions, until the school routine, that a lot of times makes the teacher’s work harder, making them reconcile extracurricular activities with activities focused on teaching. / O estudo em questão surgiu dos nossos questionamentos em relação ao papel do professor enquanto mediador e o uso de estratégias, no ensino de leitura, os quais têm sido destacados por vários autores, como Solé (1998), Girotto e Souza (2010); Koch e Elias (2012); PCN-LP (1997); Rossi (2005); Bortoni–Ricardo (2010); Moura e Martins (2012); Kleiman (2013); Marcuschi (2005); Antunes (2003); Bortone (2008), entre outros, como fundamentais para formação de alunos que compreendem o que leem de forma autônoma. Realizamos um estudo sobre as estratégias utilizadas por professoras do 3o ano e do 5o ano do Ensino Fundamental I da Rede Municipal de Educação de Corumbaíba – GO, que visou observar e refletir sobre as estratégias de leitura que as professoras utilizavam para desenvolver o ensino de leitura, no 3o ano e no 5o ano dos Anos Iniciais do Ensino Fundamental I. A investigação foi ancorada em uma pesquisa de natureza qualitativa que se valeu de uma abordagem etnográfica. Utilizamos, como procedimentos de coleta de dados, a entrevista semiestruturada, a observação participante e o recolhimento do material utilizado pelas professoras nas aulas observadas. Os resultados do estudo apontam que o professor exerce uma prática híbrida quando, ao mesmo tempo que procura levar para a sala de aula textos de gêneros variados, e adota estratégias para motivar os alunos e ativar seus conhecimentos prévios, antes da leitura dos textos, se vale de questões de interpretação voltadas apenas para a superfície do texto ou para inculcar valores morais nos alunos, numa perspectiva claramente tradicional de ensino da leitura. No que se refere às estratégias utilizadas nas duas séries observamos que duas estratégias são utilizadas em ambas as turmas, que são: a ativação do conhecimento prévio e o uso de inferências. Além disso, percebemos diferenças em relação às estratégias de leitura que são desenvolvidas no 3o e no 5o ano, vez que as estratégias utilizadas no 3o ano estão voltadas para recapitulação de conteúdos que já foram trabalhados, para a motivação dos alunos em relação às atividades que são propostas e à releitura de enunciados. Em relação às estratégias de leitura observadas no 5o ano, que se diferenciam das estratégias do 3o ano, temos, principalmente, a atividade voltada para o resumo do texto. Há também, na fala das professoras durante as aulas, uma preocupação com o desempenho dos alunos na avaliação da Prova Brasil. Concluímos que a prática das professoras é influenciada por inúmeros fatores que vão desde a formação que receberam, passando pelo sistema educacional, que é gerenciado por uma comunidade reguladora e controladora que, ao passo que exige resultados mais elevados das professoras, não se compromete a oferecer as condições de trabalho necessárias, chegando até à rotina escolar, que muitas vezes dificulta o trabalho das professoras, que tem que conciliar atividades extracurriculares com atividades voltadas para o ensino.

Reading is a vital skill both in and outside of school. We are constantly in a world of letters through different types of media, newspapers, smartphones, work etc. You can’t escape it, because we see it everyday in our lives. Many studies point out that Swedish pupils’ reading ability has dropped severely and that the number of people with poor reading skills has increased. The studies show that the most common curriculum for reading classes is for the students to answer questions or write about what they have read in their books. The teacher’s reading skill is instrumental for developing the students’ reading ability. The purpose of this study is to investigate what learning strategies teachers use to develop students’ reading ability in their second-grade pupils of primary school. Three teachers will be interviewed and given the chance to describe their teaching style and approach to improving their ability to teach. Moreover, Langers (2005) three envisionment-worldswill be utilised: To be outside and step into a envisionment-world, to be in and move through a envisionment-world, To step out and think about what you know. So will Shulmans (1986) theory which is important for the teachers’ class structure. He divides the theory into three categories: subject matter knowledge, pedagogical content knowledge, and curricular knowledge. These are central competencies for teachers to adapt class structures based on the students’ different needs.To answer the questions asked in the research, I have used both observations and interviews to get a deeper understanding for the teachers’ different approaches. The observations have made it clear that the teachers mostly use to be outside and step into a envisionment-world in their classes. What is also clear is that the teachers did not work based on one reading strategy, instead they had combined the best of each reading strategy, creating their own strategy. The teachers were well-aware of their own competency and how they work to improve students’ reading ability. Lastly, both the observations and interviews also showed a lot of similarities in their class structures.

Abstract This study is based on empirical studies and the approach to this has been interviews with a group of pupils. The study investigates the use of reading strategies among pupils. The aim is to investigate how the pupils use different reading strategies in order to overcome problems that occur when reading fictional texts. In addition, the pupils were also asked some questions about their reading habits and attitudes towards reading. Research has shown that pupils who are introduced to different reading strategies are better readers than those who are not. Reading strategies help the readers make literary texts more comprehensible. As a result of this study, it is shown that there are reading strategies that the pupils are familiar with. These strategies are of importance, since they are part of the pupils’ learning process and help them increase their reading comprehension. They also lead to the fact that the pupils gain and widen their knowledge. However, this investigation has also shown that there are important reading strategies that the pupils did not use in this study. There can be different factors that have affected the outcome of this. Therefore, it is difficult to determine whether the pupils are familiar with these strategies or not. Moreover, the pupils argued that they seldom read fiction in school and those times they read, it was literature that they did not like.

Inledning: Svenska elevers läsförståelse är ständigt ett aktuellt ämne och i studien undersökslärares syn på sin egen samt elevers högläsning. Läsförståelsens innebörd har ökat i takt medsamhällets krav på att människor ska kunna läsa olika slags texter för olika tillfällen. En avskolans uppgifter är att läsundervisningen ska göra eleverna till strategiska läsare och därför har läraren ett viktigt ansvar för elevers fortsatta läsutveckling, efter att de har knäcktläskoden. Elevers läsförståelse kan utvecklas om de får ta del av högläsning och textsamtal där de kan koppla texten till sina egna erfarenheter. Studien kommer att belysa lärarnas syn på högläsning och hur de undervisar lässtrategier genom högläsning. Även lärarnas tankar omelevers högläsning lyfts. Syfte: Studiens syfte är att undersöka lärare syn på sin egen samt elevers högläsning och dessbetydelse för elevernas språkutveckling. Det är således lärarnas syn så som den kommer tilluttryck i deras tal om högläsning och dess betydelse för elevernas språkutveckling somstuderas. Metod: I studien användes en kvalitativ metod med semistrukturerade intervjuer. Sexverksamma lärare i årskurserna F-3 deltog. Resultat: Resultatet visar att lärarna dagligen läser högt för eleverna och de beskrev att högläsningen bör ha ett syfte. Högläsning där lärarna beskrivit att de involverar textsamtal och lässtrategier beskrivs utifrån den skönlitterära texttypen. Flertalet lärare angav att de även läser faktatexter och matematiska problem högt för eleverna på grund av att flera elever ännu inte knäckt läskoden. Lärarna beskrev högläsning som språkutvecklande eftersom eleverna då utvecklar sitt ordförråd. Några lärare angav tidsbrist för planering och att elever uppskattarolika typer av böcker som svårigheter för att kunna bedriva högläsning. Resultatet visar också att lärarna säger sig använda lässtrategier och textsamtal medan de samtidigt anger att högläsningen ofta sker i anslutning till rast eller lunch utifrån syftet att få eleverna att ”komma ner i varv”. Lärarna angav att eleverna veckovis läser högt sin läsläxa i svenskämnet för enklasskamrat eller i en liten läsgrupp.

Betydelsen av att läsa med god läsförståelse ökar på grund av informationssamhällets framväxt. I PIRLS-undersökningen som genomfördes 2016 visades en förbättring på elevers läsförståelse gentemot den undersökning som gjordes 2011. Att elever undervisas betydligt mindre i lässtrategier i Sverige än i andra länder var också något som uppmärksammades. Syftet med denna litteraturstudie är att bidra med kunskap om hur undervisning i lässtrategier kan bidra till utveckling av elevers läsförståelse. Utifrån syftet har dessa frågeställningar utformats: Hur kan lässtrategier utveckla elevers läsförståelse? Hur kan lärares kunskap om lässtrategier bidra till utveckling av elevers läsförståelse? Detta är en litteraturstudie där olika publikationstyper har analyserats utifrån studiens syfte. Studien innefattar både nationella och internationella publikationer så som två doktorsavhandlingar, nio vetenskapliga artiklar och en licentiatavhandling. Resultaten visar att användandet av lässtrategier har en positiv effekt på elevers läsförståelseutveckling. Flera studier belyser samspelet, både mellan elever och mellan lärare och elever, som en betydelsefull faktor. Slutsatsen av resultatet är att lässtrategier är ett viktigt stöd för att utveckla läsförståelsen hos elever. / The importance of reading with good reading comprehension is increasing due to the emergence of the information society. The PIRLS survey, conducted in 2016, showed an improvement in the reading comprehension of students compared with the survey made in 2011. That pupils are taught significantly less in reading strategies in Sweden than in other countries was also something that was noted. The purpose of this literature study is to provide knowledge about how teaching in reading strategies contribute to the development of students' reading comprehension. Based on the purpose, these issues have been formulated:  How can reading strategies develop students' reading comprehension? How can teachers' knowledge of reading strategies contribute to the development of students' reading comprehension?  This is a literature study where different types of publication have been analyzed based on the purpose of the study. The study includes both national and international publications such as two doctoral dissertations, nine scientific articles and a licentiate dissertation. The results show that the use of reading strategies has a positive impact on students' reading comprehension development. Several studies illustrate interaction, between students and between teachers and students, as an important factor. The conclusion of the result is that reading strategies are an important support for developing reading comprehension among students.