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Högläsning är en vanligt förekommande aktivitet i dagens klassrum. Forskning visar dock på att lärarens högläsning i många fall behöver effektiviseras. Syftet med arbetet är att undersöka vilka effekter lärarens högläsning av berättande texter har på elevers läsförståelse och läsupplevelse i årskurs 4-6. Vidare är syftet att belysa hur lärarens högläsning kan användas som ett didaktiskt redskap för att utveckla elevers läsförståelse och öka deras läsupplevelse. Fokus i arbetet ligger på berättande texter då forskningen visar på att de är de mest förekommande texttyperna i årskurs 4-6. De frågeställningar arbetet besvarar är följande: Vilka effekter har lärarens högläsning av berättande texter på elevers läsförståelse och läsupplevelse? Hur kan lärarens högläsning av berättande texter didaktiskt utformas? Undersökningsmaterialet består till största del av internationella studier, artiklar och nationella forskningsrapporter, vilka har analyserats och jämförts. Att materialet ska vara riktat mot lärarens högläsning och hur högläsningen kan effektiviseras utgör ett obligatoriskt kriterium. Lärarens högläsning av berättande texter visar sig ha en positiv inverkan på elevers läsförståelse och läsupplevelse. Men avgörande för att högläsningen ska kunna bli effektiv, lärorik och meningsfull är att det finns tid och ett syfte med högläsningen. Om läraren inte uppfyller dessa krav kan högläsningen istället få negativa effekter.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-04Bitstream added on 2014-06-13T19:37:42Z : No. of bitstreams: 1 almeida_cgm_me_bauru.pdf: 1156833 bytes, checksum: 79b5efbc83058ce2c50560e71c91427f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O presente estudo objetivou verificar os efeitos de leitura de contingências descritas em uma história sobre o desempenho verbal e não-verbal das crianças. Foram realizados três estudos com objetivos semelhantes e algumas diferenças procedimentais. Participaram onze crianças entre oito e dez anos, quatro crianças no primeiro estudo, três no segundo e quatro crianças no terceiro. O procedimento foi dividido em três etapas: (i) aplicação do WISC; (ii) etapa de ambientação; (iii) etapa experimental. Na última etapa, as crianças foram divididas em três condições. Na Condição 1, a criança foi exposta à História A, que descrevia o comportamento alvo de um garoto de pegar os doces antes da festa de aniversário. Esse comportamento supostamente não era seguido por consequência aversiva. Para avaliar a compreensão da história, o participante foi exposto a três testes de emparelhamento cujas perguntas se referiam à história. Em seguida, a criança era deixada sozinha sob filmagem. Decorridos cinco minutos, a experimentadora voltava para a sala e fazia uma sequência de perguntas que avaliavam quais eram as relações entre a história contada e o desempenho emitido e relatado pelos participantes. Após um período de atividades lúdicas, cada participante era exposto à História B, que descrevia o mesmo comportamento alvo. Dessa vez, o comportamento era seguido por consequência aversiva. Após essa leitura, as crianças eram expostas aos mesmos procedimentos subsequentes à leitura da primeira história. A Condição 2 teve a mesma sequência de passos, contudo, primeiramente foi lida a História B e depois a História A. Na Condição 3 também foi adotada a mesma sequência, porém os participantes foram expostos a outras duas histórias com temáticas semelhantes, mas sem menção aos comportamentos de pegar os doces antes da festa. Alguns resultados foram... / The purpose of the present study was to verify the effects of reading contingencies, described in a story, on verbal and nonverbal performance of children. Three studies with similar objectives and a few procedural differences were carried out. Eleven children between the ages of eight and ten participated in the studies: four children in the first study, three stages: (i) stage in which the children were submitted to WISC-tests; (ii) stage in which the children were adapting themselves to the new environment; and (iii) the experimental stage. During the last stage the children were divided into three conditions. In Condition 1, the children were exposed to Story A, which referred to the story. Then, the children were left alone and filmed. After five minutes, the person conducting the experiment went back into the room and asked a sequence of questions that assessed which were the relationships between the story told and the performance executed and reported by the subjects. After a period of ludic activities, each subject was exposed to Story B, which described the same target behavior. Only this time, the behavior was followed by an aversive consequence. After Story B was read to the first story. Condition 2 had the same sequence of steps; however, Story B was read first, followed by StoryA. The same sequence was also adopted for Condition 3; yet, the subjects were exposed to two other stories with themes that were similar to those of Story A and Story B but without mentioning the behavior of grabbing the sweets before the party. Some of the results were common to all three experiments. None of the children ate the sweets after the stories were read under all three conditions. Nevertheless, the frequency of behavior towards the sweets was higher after Story. A was read, as compared to when Story B was read, both under Condition 1 and Condition 2. Such results suggest that stories... (Complete abstract click electronic access below)

For years, storytellers have been going to schools to share stories with children. However, to date only limited research has been done on the effects of storytelling on children’s learning. This project was part of an ongoing study involving several researchers. In this portion of the project, the effects of storytelling and story reading were compared. The population studied consisted of kindergarten, first, and second grade students. Half the students were read stories aloud, the other half were told the same stories by a storyteller. Data were collected regarding students ability to recall facts they had heard, as well as students skill in using formal story elements. The students’ interpretations of story meaning were also examined. Students in both the reading and storytelling groups improved on most measures. However, on some measures, notably those regarding recall ability, students in the storytelling group improved more than students in the reading group.

Made available in DSpace on 2016-04-27T19:31:11Z (GMT). No. of bitstreams: 1 Paulo Henrique de Oliveira.pdf: 7189722 bytes, checksum: 7bae9139d66201f8fd184d2d0f95ea59 (MD5) Previous issue date: 2015-09-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research aims to understand the process of emergence of Jundiaí Reading Room. Founded in 1908, in Jundiaí, located in the western region of São Paulo. The institution was created by a group of workers of Railroads of Companhia Paulista. It was intended to be a space for education, fostering a bookish sociability, through literary conferences and ceremonies and a school of first letters to members and patrons. It was configured as a space dedicated to books, readers and practice of reading, the first public library in the city of Jundiaí. From Meeting Minutes, produced between 1908-1924, analyzes the social practices of officials, who gathered in General Meetings or Board meetings. Investigates the representation of the institution as a space for the practice of literacy. Therefore, we used the ideas formulated by Roger Chartier, practices and representations in an attempt to understand how a social reality was being built, and thought given to read, by the founders and members of the Reading Room, understanding that practices build representations the social world. The survey also looks at the Library of Jundiaí Reading Room. In 1957, the librarian of the institution produced a catalog of works containing 9.027 books described (between domestic and foreign works), listing them only by title and author. The catalog covers all the works that made up the collection of the institution since its foundation. Thus, there were the classification and sorting of the articles from the Dewey Decimal Classification, in order to identify to the literary preferences, once the books were purchased according to the choices of the readers being able to so get an overview of the major literary genres. Finally, it appears that the time and the space, marking the emergence of Jundiaí Reading Room are revealing a period of transformation, in which new social arrangements were experienced in the First Republic order / A pesquisa tem por objetivo compreender o processo de surgimento do Gabinete de Leitura de Jundiaí. Fundado no ano de 1908, no município de Jundiaí, localizado na região oeste do Estado de São Paulo. A Instituição foi criada por um grupo de trabalhadores da Companhia Paulista de Estradas de Ferro. Tinha por finalidade ser um espaço para a instrução, promovendo uma sociabilidade livresca, através de conferências e cerimoniais literários e uma escola de primeiras letras aos associados e frequentadores. Configurou-se como um espaço destinado aos livros, aos leitores e à prática da leitura, sendo a primeira biblioteca pública da cidade de Jundiaí. A partir das Atas de Reuniões, produzidas entre 1908-1924, analisam-se as práticas sociais dos membros da instituição, que se reuniam em Assembleias Gerais ou em reuniões de Diretoria. Investiga-se a representação da Instituição como um espaço para a prática da cultura letrada. Para tanto, utilizaram-se as noções formuladas por Roger Chartier, práticas e representações, na tentativa de compreender como uma realidade social estava sendo construída, pensada e dada a ler, pelos fundadores e sócios do Gabinete de Leitura, entendendo que as práticas constroem representações no mundo social. A pesquisa também analisa a biblioteca do Gabinete de Leitura de Jundiaí. Em 1957, o bibliotecário da instituição produziu um catálogo de obras contendo 9.027 livros descritos (entre obras nacionais e estrangeiras), listando-os apenas por título e autor. O catálogo abarca todas as obras que compunham o acervo da instituição desde a sua fundação. Desse modo, realizaram-se a classificação e a ordenação das obras, a partir da Classificação Decimal Dewey, com o objetivo de identificarem-se as preferências literárias, uma vez que os livros eram comprados de acordo com as escolhas dos leitores, podendo-se assim obter um panorama dos principais gêneros literários. Por fim, constata-se que o tempo e o espaço, que marcam o surgimento do Gabinete de Leitura de Jundiaí são reveladores de um período de transformação, em que novos arranjos sociais eram experenciados, na ordem da Primeira República

The aim of the thesis was to clarify how nursery teachers develop children's comprehension of the text read aloud and how they evaluate the possibility of using reading strategies to support children's comprehension during reading. In the theoretical part, I focused on defining the concept of reading literacy and pre-literacy, approaching the concept of the development of reading pre-literacy in the Czech Republic and clarifying the concept of comprehension of the text. Subsequently, I dealt with the issue of reading strategies and introduced those that are suitable for use in preschool age. In the empirical part, I used the qualitative approach of a multi-case study, which involved eight kindergarten teachers. Through in-depth interviews, repeated observation of the teachers' work with the text and subsequent analysis of video recordings of this work, answers to research questions were sought. It has been shown that teachers intend to develop children's comprehension, but only on a literal level, their work with texts is intuitive, without setting specific goals and monitoring the degree of their achievement. It turned out that reading strategies require a willingness of the teacher to work with them regularly and purposefully and to prepare for reading, which does not correspond to the prevailing...

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本研究以台灣中部地區一所高級職業學校的27名三年級學生為對象，旨在探討利用課外時間應用短篇故事引導學生英語句型寫作的效果。藉由學習日記、教學觀察日記、以及訪談等質化研究方法收集資料，資料分析則以深入了解研究對象對於短篇故事教學的感受為目的，並於研究期間經由不斷反思與調整，以尋求更為實用可行的教學方法。本研究結果發現：一、短篇故事教學能更強化研究對象的句型寫作能力與學習動機；二、短篇故事教學的經驗對於研究者的課程設計能力以及教學技巧具有相當大的助益；三、經由不斷地反思與調整，研究者逐步發現了更為實用可行的教學方法；四、對於研究對象的句型寫作能力發展具有真正影響力的是他們自身的學習態度，而不是程度高低。根據上述幾點發現，研究者於文末總結出幾項研究重點與局限性，並對未來相關研究提出建議。 / Targeting 27 senior three students at a vocational high school in central Taiwan, this action research project used extracurricular activities to explore the effects of applying short stories on the development of learners’ sentence writing competence. By means of qualitative techniques, including learning logs, teaching logs and interviews, results were analyzed and interpreted with an attempt to have a profound understanding of the participants’ responses to short story teaching and to derive a more feasible approach through continuous reflections as well as adjustments. The findings concluded from the results included: 1) short story teaching could better enhance both the development of the participants’ sentence writing and their motivation; 2) the experience of short story teaching was beneficial for the teacher researcher’s curriculum design and teaching techniques; 3) a more feasible approach had been built through continuous reflections and adjustments; 4) it was not a learner’s proficiency level but his learning attitude that affected the development of his sentence writing during the teaching stages. Based on these findings, pedagogical implications and limitations of this project are proposed; in addition, recommendations for future studies are provided at the end of this thesis.