Thesis (Ph. D.)--Ohio University, August, 2003. / Only copy of compact disc received located in Spec. Coll. Includes bibliographical references (leaves 405-420).

This diploma thesis deals with the topic of "Recommended reading in the Czech language at primary school", it tries to summarize the position of the recommended reading nowadays. The theoretical part of the thesis focuses on characteristics and definition of the essential notions of this problematic, such as the reader, children´s reading, reading literacy and extra reading-book and recommended reading. The research is focused on primary teachers and it is based on the survey. The survey aim is to find out the position of recommended reading at primary school, whether it is assigned and how do the teachers organize that.

This volume discusses the 'book crisis' in anglophone Africa, paying particular attention to Kenya, Nigeria and Zimbabwe. It reviews the history of publishing, economic and cultural aspects of the crisis, its impact on authors and the nature of the readership.. / Dieser Band behandelt die 'Buch-Krise' im englischsprachigen Afrika mit besonderem Bezug auf Kenia, Nigeria und Simbabwe. Er betrachtet die Geschichte der Verlagswesens, der Wirtschaft und der kulturellen Aspekte der Krise, ihre Auswirkung auf Autoren und die Besonderheiten der Leser.

Resumé This diploma thesis deals with the didactic potential of Roald Dahl's books and examines their possible use at primary schools. The purpose of this thesis is a deeper analysis of the two of Roald Dahl's works (Danny, the Champion of the World and Charlie and the Chocolate Factory). The thesis focuses on both-the didactical and the literary theory analysis. The teaching units, which are part of the thesis, are based on the parts from the two mentioned Dahl's books. The choice of the parts and methods is didactically commented. Based on the practical credentials, the results are reflected throughout the teaching units. The work also gives information about Roald Dahl's life and contextualizes his works into his life. Last but not least, the thesis focuses on a mini-research of the amount of Dahl's texts in reading-books for the pupils of the fourth grade at primary schools.

The theoretical part of the diploma thesis lists the functions of reading books and textbooks generally, formulates the criteria of their assessment, which serves as a basis for identification of the essential dilemmas in the creation of new reading books. The practical part of the thesis develops two chapters of a secondary school reading book. These chapters are compiled thematically according to the principle of so-called "grand ideas". Two approaches to text selection were employed - a literary-historical and a literary-theoretical approach. Both approaches aim at improvement of students' reading literacy: on one hand they deliver to students the necessary field background, on the other hand they open a space for comparison of reading texts across historical periods or literary forms. These advances rely on the interlinkages between texts emergent from the present underlying "grand idea". The reading texts are supplemented by sections of questions and tasks, which ought to assist in interpretation of the reading texts. The methodical comments describe which abilities and skills of students are to be developed in the respective exercise.

Ordet läsning har och har haft olika betydelser. Studien undersöker hur ordet läsning varierats i svensk dagspress mellan år 1900–2016. Sammantaget identifieras 60–70 variationer av ordet. I studien undersöks även om det finns förändringar när dessa ordvariationer används. I studien kombineras två ämnesfält. Det är ämnesfältet läsning och dess historia och ämnesfältet språk och dess utveckling. Detta område undersöks ur ett biblioteks- och informationsvetenskapligt perspektiv, utifrån en teoribildning som beskriver en intensiv läsning, en extensiv läsning, en funktionell läsning, en informativ läsning och en digital läsning. Materialet till studien består av söksträngar insamlade från Kungliga bibliotekets dagspressarkiv. Dessa korta texter granskas med en metodkombination av verktyg från Informationsvetenskap och Systemisk funktionell textanalys. Resultatet visar att ord som relaterar till en intensiv läsning minskar i användning mellan år 1900–1930. Under samma tid ökar användningen av ord som beskriver ett tyst extensiv läsande. Analys av ord och ordstruktur lyfter betydelsen av det kollektiva läsandet. I början av seklet används ord som högläsning, uppläsning och föreläsning relaterade till folkrörelserna. År 1925, då radion får sitt genombrott, ökar användningen av ordet uppläsning. Under samma tid används ett ord som beskriver ett tydligt tal. Det är ordet välläsning. I söksträngarna återfinns en koppling mellan ordet välläsning och frasen dialekt borttagning. Ett tydligt läsuttal diskuteras under en tid då ett kollektivt läsande omskrivs, men en analys av hur ordet används pekar även på att det finns underliggande spänningar mellan dialekter och riksspråk. Under 1960-tal identifieras ett skifte där ord som beskriver en teoretiskt informativ läsning tar över efter ord som beskrivit en praktisk instruktiv läsning.

The thesis involves the usage and definition of folktale in theory and practice. The thesis consists of theoretic and practical parts. The theoretic part briefly deals with comparative law that used the folktale as one of the suitable material to study. It also compares different attitudes of defining and classifying folktales. Afterwards in the theoretic part there is introduced the influence of folktales on the pre-school and middle-school children. One part is devoted to narratology as a theory of narration and to particular kinds of folktales. The practical part introduces the preparation of worldwide folktale reading-book. It contains the way of selection of the literature, the structure of particular chapters of reading-book and creation of CD. Further there is the chapter Methods of active teaching, where the methods, responding to the trends of nowadays education, are introduced. The practical part ends with two chapters from the prepared reading-book, devoted to Italian and Greece folktales. The chapters fully correspond to the structure of the prepared reading-book. They also contain worksheets using some methods of active teaching.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-06-29T17:57:10Z No. of bitstreams: 2 Dissertação - Ana Raquel Costa Dias - 2018.pdf: 5351746 bytes, checksum: 9eff71b21badd84030d0217a51d0287b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-03T14:55:38Z (GMT) No. of bitstreams: 2 Dissertação - Ana Raquel Costa Dias - 2018.pdf: 5351746 bytes, checksum: 9eff71b21badd84030d0217a51d0287b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-03T14:55:38Z (GMT). No. of bitstreams: 2 Dissertação - Ana Raquel Costa Dias - 2018.pdf: 5351746 bytes, checksum: 9eff71b21badd84030d0217a51d0287b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-05 / This research is part of the History of Education and is linked to the Research Line: State, Policies and History of Education of the Post-Graduation Program in Education of the Federal University of Goiás. It is a bibliographical and documentary research of a historical character that, through the theoretical and methodological presuppositions of Cultural History, analyzed the reading book Goiaz heart of Brazil, published in two editions, 1934 and 1983, and written by Ofélia Socrates do Nascimento Monteiro. The first source, the first textbook of regional history, was adopted by the Government of the State of Goiás in 1934 to attend the third and fourth year classes of the school groups in the region of Goiás. In the diversity of possible research questions presented in the book, our clipping was based especially on the analysis of the type of teaching and school that is presented in the object of study investigated, contextualized in the legislation of the current period of writing and the adoption of this object school material. In this exercise, we compare passages of the work with the theoretical foundation listed. The methodological course was to meet the studies of History of Education in Brazil and in Goiás in the first half of the 20th century, especially in the 1930 s. We also carried out a bibliographical review around the themes: New School, Reading Book, History Teaching for children and Primary education in the 20th century, present in theses and dissertations raised in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the Catalog of Thesis and Dissertations of CAPES. The problematic is supported, particularly, in the evidences of use of the Intuitive Method in a work used during the New School movement, and in the identification of an education that surpasses the walls of the school, also occurring in the domestic environment. Studies and conceptions about the constitution of school groups in the State of Goiás, Intuitive Method, New School movement, History teaching, school material culture also supported the research. / Esta pesquisa se inscreve no campo da História da Educação e está vinculada à Linha de Pesquisa: Estado, Políticas e História da Educação do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás. Trata-se de uma pesquisa bibliográfica e documental, de caráter histórico que, por meio dos pressupostos teórico-metodológicos da História Cultural, analisou o livro de leitura Goiaz coração do Brasil, publicado em duas edições, 1934 e 1983, e escrito por Ofélia Sócrates do Nascimento Monteiro. A respectiva fonte, primeiro livro didático de História regional, foi adotada pelo governo do Estado de Goiás em 1934, para atender às classes dos terceiros e quartos anos dos grupos escolares da região goiana. Na diversidade de questões possíveis de investigação, presentes no livro, nosso recorte se alicerçou, especialmente, na análise do tipo de ensino e de escola que é apresentado no objeto de estudo investigado, contextualizados na legislação da época vigente da escrita e da adoção deste objeto escolar material. Nesse exercício, confrontamos passagens da obra com o embasamento teórico elencado. O percurso metodológico foi ao encontro aos estudos de História da Educação brasileira e de Goiás na primeira metade do século XX, sobretudo na década de 1930. Fizemos, ainda, uma revisão bibliográfica em torno das temáticas: Escola Nova, Livro de Leitura, Ensino de História para crianças e Ensino primário no século XX, presentes em teses e dissertações levantadas na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da CAPES. A problemática se ampara, particularmente, nas evidências de uso do Método Intuitivo em uma obra utilizada durante o movimento escolanovista, e na identificação de um ensino que ultrapassa os muros da escola, ocorrendo também no ambiente doméstico. Estudos e concepções acerca da constituição dos grupos escolares no Estado de Goiás, Método Intuitivo, movimento da Escola Nova, ensino de História, cultura material escolar também fundamentaram a pesquisa.

The main aim of this thesis is to show the didactic potential of the Apocryphal Tales by Karel Capek as well as to suggest the possible ways to include it in the high school literature education. The theoretical part of this thesis mainly deals with the author - Karel Capek and the concept of the Apocryph. These theoretical chapters study the Apocryphal Tales in detail, especially, focusing on the origin of the book and the existing editions, content and formal analysis, author's work with the intertexture and artistic progress used by Karel Capek. The special part is dedicated to the possible reasons of underestimation of the Apocyrph within author's other works. The practical part targets the didactical potential of the Apocryph. There are described the possibilities of the work with all the texts and possible ways how to work with the idea of Apocryph. The crucial part shows the detailed analysis of the didactical potential of seven selected texts integrated with extended commentary to the structure of this chapter. Another very important part pursues the verification of didactical potential of one of the Apocryph in the framework of secondary school education. This part contains the commented version of the preparation for the high school lecture and its concluding reflection that comments on the...

RESUMÉ The essence of this thesis is to compare selected reading books or workbooks in terms of the accompanying questions and issues. The work is theoretically based on the characteristics of the pubescent reader and also Bloom's taxonomy, classification and results in international tests like PISA etc. The thesis is also examining the readers' literacy. Its definition is changing in time. Literacy is not only focusing on the knowledge, but also plays an important role in integrating into society. It is a complex of several dimensions (relationship to reading, literal understanding, deduction, metacognition, sharing and application). Each of the components is indispensable. Five reading books of the 9th year of elementary school from different publishers (SPN, New School, Fraus, Alter) were analyzed. Two reading books are published by SPN, but each represents a different approach (the older one is based on the school curriculum, newer relates to teaching according to the RVP ZV). It was not a representative analysis of the whole supply of current reading books, but only a selected sample. Analysis of particular reading books is devoted to the general characteristics and context (author, declared associations with RVP ZV, illustrations, general structure of reading book, etc). In addition the reading books...