Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-08T22:48:44Z No. of bitstreams: 1 DISSERTACAO_Texto-FINAL 3 _sem marcação (1).pdf: 2739694 bytes, checksum: 15490429b9eb70e944c4d5461d6a0d83 (MD5) / Made available in DSpace on 2016-09-08T22:48:44Z (GMT). No. of bitstreams: 1 DISSERTACAO_Texto-FINAL 3 _sem marcação (1).pdf: 2739694 bytes, checksum: 15490429b9eb70e944c4d5461d6a0d83 (MD5) Previous issue date: 2016-03-24 / This study had as general objective to contribute in the critical-reflective discussions on the Program São Faz Escola, identifying and analyzing the high school teacher´s mediating function, that is implicit in methodological proposals for education or learning activities of reading, suggested in teacher´s and also the student´s guide (2014-2017). The selection of the study object started with the problem (that was born in the past and remains in the present) that some of the students leave school without developing the skills of interpreting texts. From this situation, it is asked: How to develop reading competence in the students? The material used by the teacher contributes (or not) to the mediation process in teaching and learning critical and reflective reading in high school? Thus, a qualitative research was carried out (Documental Analysis of the Program). It was revisited the concepts and practices of qualitative research, teacher training, teaching mediation, reading instruction. The selected documents for the analysis were: Curriculum of the State of São Paulo (2010a) and the books (teacher and student) of the 1st year of high school, connected with the program. The theoretical approach focused on studies of the language materialistic philosophy, particularly in Bakhtin (2000; 2006) and Vygotsky (1993; 1998). As a final result, it was found that the models of methodological proposals, suggested to the teaching and learning of reading, provided for the program, do not nurture the effective conditions, teaching mediating function, necessary for the construction of critical profile of the young reader. / O presente estudo teve como objetivo geral contribuir nas discussões crítico-reflexivas sobre o Programa São Paulo Faz Escola, identificando e analisando o papel mediador do professor de Ensino Médio, implícito nas propostas metodológicas de ensino e nas atividades de aprendizagem da leitura, sugeridas no Caderno do Professor e no do Aluno (2014-2017). A seleção do objeto de estudo partiu do problema (que nasce no passado e permanece no presente) de que parte dos alunos sai da escola sem desenvolver a competência de interpretação de textos. A partir dessa situação, questionamos: Como desenvolver a competência leitora nos alunos? O material utilizado pelo professor contribui (ou não) para o processo de mediação no ensino e na aprendizagem da leitura crítico-reflexiva, no Ensino Médio? Assim, foi desenvolvida uma pesquisa qualitativa (Análise Documental do referido Programa). Foram revisitados os conceitos e práticas de pesquisa qualitativa, formação docente, mediação docente, ensino de leitura. Os documentos selecionados para a análise foram: o Currículo do Estado de São Paulo (2010a) e os Cadernos (do professor e do aluno) da 1ª série do ensino médio, acoplados ao Programa Paulista. O aporte teórico utilizado centrou-se nos estudos da filosofia materialista da linguagem, sobretudo em Bakhtin (2000; 2006) e Vygotsky (1993; 1998). Como resultado final, ficou constatado que os modelos de propostas metodológicas, sugeridas para o ensino e aprendizagem de leitura, previstos no programa paulista, não oportunizam condições de efetivação, na prática, da função mediadora docente, necessária à construção do perfil crítico do jovem leitor.

Made available in DSpace on 2016-04-28T19:34:31Z (GMT). No. of bitstreams: 1 Elaine Cristina Baiarde.pdf: 17998746 bytes, checksum: 041dcaf46a4139ceb6e1f44cceb4cb0b (MD5) Previous issue date: 2008-10-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as subject the study of the reading and its education in the classroom. To argue this, it is presented conception of reading, the act to read and to understand. In the other hand, if describes the strategies of reading understanding that are used at the moment of the processing of the text. The theoretical referencial of the National Curricular Parameters if makes appear, with intention to explain the education of reading in classroom. Also if it presents the influence of the literal sorts in education and objective reading.The development of the activity of this work is: to present the theoretical beddings on the reading education and to describe as a group of professors and pupils understand reading and its education in the classroom. The research is organized in three chapters. The first one presents the conception of reading, the act to read and to understand. On the second has as referencial theoretician of teach and learn reading and the quarrels of PCN (Parâmetros Curriculares Nacionais). In this chapter also if it explains the influence of the literal sorts in the reading education. The third chapter presents the quarrels on reading and education of a group of professors and pupils of a school of the particular net. The data presented and argued in this chapter happen of questionnaire considered to the teachers of the inquired pertaining to school unit; of activity carried through in classroom with pupils of Basic and finally, of questionaire and activity considered to pupils of college. Explained, in this study, that the education of reading practised in the school selected for analysis contributes so that the pupil if becomes a critical and reflective reader in the society contemporary, therefore for what if it perceives in this school, education and, consequently the practical reader makes with that the pupils assume themselves of the characteristics of the diverse texts that is studied in the lessons it understands and them of coherent form, thus accomplishing the full participation of these pupils in the world scholar / Esta pesquisa tem como tema a leitura e seu ensino na sala de aula. Para se discutir isso, apresenta-se a concepção de leitura, do ato de ler e de compreender. Ademais, descrevem-se os modelos de leitura e as estratégias de compreensão leitora que são utilizadas no momento do processamento do texto. Uma discussão dos Parâmetros Curriculares Nacionais também se faz presente, além da apresentação da influência da abordagem dos gêneros textuais no ensino e desenvolvimento da atividade leitora. Os objetivos deste trabalho são: apresentar e discutir alguns dos principais fundamentos teóricos sobre leitura; apresentar e discutir os estudos que tratam do ensino de leitura; descrever e discutir o modo como um grupo específico de professores e de alunos compreende leitura e seu ensino na sala de aula. Para a consecução de tais objetivos, a pesquisa organiza-se em três capítulos: No primeiro deles, discute-se a definição de leitura, do ato de ler e de compreender. No segundo capítulo, apresentam-se os fundamentos teóricos sobre o ensino de leitura na escola e as discussões dos Parâmetros Curriculares Nacionais. No terceiro e último capítulo, concentra-se a discussão sobre o ensino de leitura, segundo a visão de um grupo de professores e alunos de uma escola particular selecionada para a pesquisa. Os dados apresentados e discutidos nesse capítulo advêm de questionário proposto aos professores da unidade escolar averiguada; de atividade realizada em sala de aula com alunos do Ensino Fundamental e, por último, de questionário e atividade propostos aos alunos de Ensino Médio.Conclui-se, nesta dissertação, que o ensino de leitura praticado na escola selecionada para análise contribui para que o aluno se torne um leitor crítico e reflexivo na sociedade contemporânea, pois pelo que se percebe nessa escola, o ensino e, conseqüentemente a prática leitora faz com que os alunos apropriem-se das características dos diversos textos que são estudados nas aulas e os compreenda de forma coerente, efetivando assim a participação plena desses alunos no mundo letrado

This diploma thesis focuses on the reading literacy and its problematics in the textbooks and workbooks for highschool students. The aim of the thesis is to find out whether the textbooks and workbooks contain exercises concerning this area and also if they contain exercises similar to these at the Graduation Exam. At first, the concepts literacy, functional literacy and reading literacy are defined. The components of the reading literacy are characterized as well as the influencing factors, especially the school environment. The influence of the schoolbooks is defined as well. Secondarily, the thesis includes two analysis. The first relates to the representation of the reading literacy in the test at the Graduation Exam 2016. The second focuses on the number of this type of exercises in the selected school books and workbooks for highschool students. Key words : reading literacy, graduation test, school books, high school

The thesis on the theme "Reading literacy of primary school children: educational programmes influence" is focused on reading literacy, its development and influence of the educational programmes. First chapter is devoted to theoretical analysis of reading literacy. Next chapter discusses about resources and options of reading literacy development and also about the role of parents, libraries and schools in this process. Third chapter deals with the topic of alternative education and methods of teaching reading. Fourth chapter describes the research of the educational programmes influence on reading literacy. Final chapter is focused on cooperation of library and schools in the town of Kladno, analyzes the shortcomings and brings in the possibilities of development.

The submitted diploma degree thesis deals with the development of pre-reading literacy in family environment. The aim of this thesis is to find out which ideas about developing early reading skills parents have and how they build pre-reading skills in their children. The thesis is also focused on parent-child communication and child's vocabulary. The theoretical part defines basic terms relevant to the topic of reading and literacy. It offers characteristics of a pre-school child and his development in areas which are related to pre-reading literacy. The particularization of the term of pre-reading literacy and activities supporting literacy skills are presented as well.It defines the concept of family communication and child-directed speech. The final chapter of the theoretical part describes previous research that has been conducted in this field in the past. The theoretical part of the thesis is based on the study of research literature and crucial research. The practical part is devoted to an empirical study. It consists of five case studies which are focused on the analysis of video recordings connected to the development of pre-reading literacy in family environment. The video recordings were anonymized and, with slight deviations, transcribed according to the CHAT system, which is a part of...

xii, 157 p. ; ill. (some col.) A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The study examined the use of story mapping and teacher rejoinder questions to improve the reading comprehension of 11 seventh- and eighth-grade middle school students with specific learning disabilities in reading and writing. A three-group (Story-Mapping Group, Story-Mapping/Rejoinder Group, and Comparison Group) time series design examined the effects of story mapping and teacher rejoinder questions on reading comprehension performance. Because of low participant numbers, non-parametric analysis was used to evaluate student scores on curriculum-based measurements of literal, inferential, and evaluative comprehension questions. While no significant differences were found, student reports indicated that when using story maps with rejoinder questioning, they remembered more of the narrative story information, which demonstrated a possible educational benefit from the study. Additionally, implications for future research are presented. / Adviser: Gerald Tindal

The present thesis deals with a possible approach to the literary text in the teaching of literature in secondary school. It discusses the choice of the literary text, its reading, interpretation and meaning. The whole approach is demonstrated on Cormac McCarthy's novel The Road; the theoretical framework of the thesis is provided by Přemysl Blažíček's texts. The thesis aims to figure out whether Blažíček's literary thought is as viable and useful in the pedagogical process as it is in literary criticism and theory.

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The goal of this Master's thesis was to support the development of the practice of reading and literacy especially of students of the lower primary school by my own and verified methods. I have observed the development of the children's relationship to reading and their reading skill as long as there was focus on reading and further activity with poems in class in lower primary school. I have also observed the extent, to which is reading of poems and activities related to it supported by reading books, how students work with the text and what they learn by this work. My thesis has among other activities focused on the necessity and contribution of children's recital a dramatization of poetry. I have worked with children from 1st, 2nd, 3rd, and 5thgrades of elementary school and also from the 1st grade of 8-year high school, within the scope of literature class, a so-called reading class, within the scope of literary - dramatical branch of art elementary school and drama in education. On the basis of this thesis I can state that working with poetry has significance for a discovery or an establishment of a relationship to reading and understanding of a text for students of the afore mentioned classes. The children have gained an experience with methods, leading to the mentioned objectives; they have...