Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Jan. 15, 2009). PDF text: ix, 257 p. ; 3 Mb. UMI publication number: AAT 3315319. Includes bibliographical references. Also available in microfilm and microfiche formats.

The idea that computers are important as an aid to learning has gathered momentum due to ecomomic and social conditions. Moreover, the number and flexibility of computer hardware and software has lead to them being used at all levels of education, from primary school to higher education. This is learning at a distance as it involves no direct contact with the teacher in the traditional sense. This study, which is in the form of a formative evaluation, involves computer-based aids used to deliver commercial packages and reading lists in information and library studies topics. The evaluations involved tutors, academic librarians and students at all levels; research and undergraduate. Staff and students from Loughborough University and the Department of History at Leicester University were participants, as well as tutors and academic librarians from various British universities. To complete the study, questionnaires and interview questions were designed to reflect the backgrounds of participants, their views on the success, or otherwise, of the aids and their views on computer-based learning in general. Quantitative and qualitative techniques were to determine outcomes. Commercial packages were highlighted and some comparison was made between staff and students with regard to outcomes. Features which were more successful were identified, and information was gathered on how students use automated reading lists. The value of this study is two-fold. First, it brings forward information which can be used to improve computert-based learning and, second, it pinpoints the situation as it was during the years of evolution, i.e. 1992-1996.

A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / There is universal concern with regard to learners’ low reading levels (Klapwijk & Pretorius, 2016). Reading is one of the fundamental skills that learners need to master in their early school years of formal schooling in South Africa. Educators are expected to lay a good foundation of reading skills for the learners at this phase so as to build a strong learning foundation (DoE, 2011). Poor or incorrect teaching methods during these years may have an adverse effect on a learners’ schooling career. Teaching reading is a complex process in the classroom as educators are faced with challenges, which may result negatively in the learner’s capacity to understand and comprehend. Literature indicates that a large number of learners who cannot read and understand the text are mostly in the foundation phase. Thus, it was vital for the researcher to embark on this study. The aim of the study was to explore the phenomenon of the challenges educators experience in teaching reading in the foundation phase in Clare Estate Durban. The objectives of the study were: to explore some of the challenges foundation phase educators experience in teaching reading skills to learners; to determine the approaches that are used by educators to teach reading and lastly to explore some of the strategies that can be used to improve learners’ reading skills. This study employed a qualitative research methodology; a case study research design was used to gain an in-depth understanding of educators’ experiences in the teaching of reading. Information was derived by the use of focus group interviews. The study sample comprised of thirteen foundation phase educators. The findings revealed that some of the challenges that educators faced in teaching reading skills to learners in the foundation phase were as follows: language barrier, large class size, lack of parental involvement and the use of phonic and look and say approaches, which do not necessarily benefit all learners in class. The study explores strategies that could be used to improve reading in the foundation phase as well as the findings and recommendations towards minimising the challenges faced by educators teaching reading in the foundation phase.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-61).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-61). Also available in print.

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The results from the international surveys PISA 2011 and PIRLS 2011 shows that Swedish students have been deteriorating in reading comprehension. The main purpose of this literature study was to do a research review over different methods that intend to increase students’ reading comprehension by including students’ background knowledge. The method that is applied is a systematic literature study. The result of the study shows two bigger specializations of teaching methodics within reading comprehension, strategy oriented, and contextual teaching methods. The difference between these methods is hardly worth mentioning, but the contextual method is proven to be more efficient. Despite this the strategy oriented teaching method is to a great extent more researched. The result also shows that a new orientation within the research of reading comprehension is growing, where the focus is on the teachers’ knowledge and competence, instead of on teaching methods. A conclusion of the study is that all teaching methods that have been presented in the study develop the students’ reading comprehension in an effective way. It is also shown that the teacher has a big responsibility for the development within students’ reading comprehension. / Resultaten av de internationella undersökningarna PISA 2011 och PIRLS 2011 visar att de svenska elevernas resultat inom läsförståelse försämrats. Syftet med denna litteraturstudie var att göra en forskningsöversikt för att kunna ge en fördjupad bild av olika metoder som inkluderar elevers tidigare kunskaper inom läsförståelse, och som anses öka elevernas läsförståelse. Metoden som används är en systematisk litteraturstudie. Resultatet av studien visar på två större inriktningar av undervisningsmetodik inom läsförståelse, strategiinriktad, och innehållsbaseras undervisningsmetodik. Skillnaderna mellan dessa är minimala, men den innehållsbaserade undervisningsmetodiken har visat sig vara lite effektivare. Trots detta är den strategiinriktade undervisningsmetodiken i stor utsträckning mer beforskad. Resultatet visar även att en ny inriktning inom forskningen av läsförståelse växer fram, där fokuset ligger på lärarens kunskaper och kompetens, istället för undervisningsmetoder. En slutsats av studien är att samtliga undervisningsmetoder som presenterats i studien utvecklar elevers läsförståelse på ett effektivt sätt, samt att läraren har ett stort ansvar för elevernas läsförståelseutveckling. / <p>svenska</p>

The purpose of this study is to compare methods and working materials that a number of Swedish and Turkish educators are using in order to teach reading skills in first grade. It also aims to examine how educators stimulate students’ interest in reading. The study is based on four interviews with teachers from both Sweden and Turkey, where they all teach in first grade. Differences and similarities in the answers from the interviews are compiled in a table. The results of the study shows that the educators uses several different methods in order to teach reading skills. We can also see in this study is that the methods that the educators choose to work with is not essential for the result. It is the competence of the educators that is the most important object to teach reading skills. The results also shows that the process of learning to read in Sweden and Turkey do not differ significantly from each other. It was found that almost all educators uses reading books, books letter, reading for home works and reading aloud in reading lesson. The study also shows that the biggest difference between Turkey and Sweden in way of teaching reading skills is the curricula for the reading skills.

The aim of this study is to identify and analyse how different communicative acts are used in the teaching of reading comprehension in grade 3. The study is based on five video recordings of the teaching of reading comprehension with a teacher using the common Swedish teaching model known as “läsfixare”. The empirical data have been analysed through systematic studies and interpreted on the basis of six different speech acts with the aid of a recording schema in the form of a checklist. The theory that is the premise for this study is chiefly based on Searle’s research (1979) on different communicative speech acts, but also on Vargas’s research (2013) on the use of speech acts in the classroom. The study shows that the teacher uses all six speech acts: instruct, request, confirm, exemplify, apply and explain. These are chiefly used in combination with each other and reinforced with the aid of body language. The study also shows the relationship between the function of the speech acts in teaching and the choice of “läsfixare” figures. Through increased awareness of the use of speech acts, teachers can be more effective in their teaching of reading comprehension and develop pupils’ reading comprehension.

Syftet med denna studie är att undersöka och beskriva de uppfattningar några lärare i grundsärskolan årskurs 4-9 har av läsförståelseundervisning för elever med utvecklingsstörning.   Studiens teoretiska utgångspunkt och metod är fenomenografi vilken vill beskriva människors olika sätt att förstå fenomen i sin omvärld. I denna studie har sju lärare vid olika grundsärskolor intervjuats. Material till undersökningen har samlats in med hjälp av halvstrukturerade intervjuer och har sedan analyserats. Analysen är inspirerad av en fenomenografisk analysmodell i sju steg.   I studiens resultat synliggörs tre kategorier av uppfattningar av undervisning i läsförståelse för elever med utvecklingsstörning. Det rör sig om uppfattningar av vilka utmaningar det innebär för läraren, av syftet med undervisningen och av lärarens uppgift och roll. I den övergripande bild som framträder uppfattas elevers egenskaper i hög grad som en utmaning och lärarens uppgift handlar om att lära och stödja elever. Då det gäller syftet med undervisningen så finns även här inslag av att undervisning i läsförståelse är ett verktyg för att elever ska förstå hur undervisning och lärande går till samtidigt som eleven ska utveckla färdigheter. Syftet med undervisningen i läsförståelse handlar även om individens delaktighet och möjlighet att vara aktiv i skola, undervisning och samhälle. / The purpose of this study is to investigate and describe the perceptions some teachers in compulsory school grades 4-9 have about reading comprehension instruction for students with intellectual disability.   The theoretical basis and method is phenomenography which describe the different ways of perceiving the phenomenon in the world. In this study seven teachers at different special schools were interviewed. Materials for the study were collected using semi-structured interviews. The interviews were analyzed inspired by a phenomenographical analysis model in seven steps.   The study's results made visible three categories of perceptions of the teaching of reading comprehension for students with intellectual disability. These perceptions are the challenges it brings to the teacher, the purpose of teaching and the teacher's task and role. In the overall picture that emerges is students' characteristics largely a challenge and task of the teacher is about to teach and support students. Regarding the purpose of education, there are also elements of that the teaching of reading comprehension is a tool for students to understand how teaching and learning works but also for the student to develop skills. The purpose of the teaching of reading comprehension is also about the individual's involvement and the opportunity to be active in school, education and society.