nÃo hà / Neste trabalho objetivamos investigar se o uso de jogos pedagÃgicos em uma de Sala de Recursos Multifuncional contribui para a aprendizagem da linguagem escrita de alunos que apresentam deficiÃncia intelectual. Fundamentamos a pesquisa em autores que pesquisam sobre jogos, como KISHIMOTO (2011a; 2011b; 2008), MOYLES (2006) e BROUGÃRE (1998; 2008). Tomamos tambÃm como base, as pesquisas realizadas por Vigotski (1983; 2004; 2007; 2008) e Piaget (1978) acerca do desenvolvimento e aprendizagem humana, alÃm de estudos sobre a aquisiÃÃo da linguagem escrita (FERREIRO e TEBEROSKY, 1999; VIGOTSKI, 2007; MORAIS, 2005; 2012). Adotamos nos procedimentos metodolÃgicos a pesquisa qualitativa do tipo intervenÃÃo. Os dados foram coletados por meio de sessÃes de intervenÃÃo realizadas e coordenadas pela pesquisadora em uma sala de recursos multifuncional de uma escola pÃblica da cidade de Fortaleza. Realizamos 36 sessÃes de intervenÃÃo com trÃs sujeitos - 12 com cada um deles -, que consistiam na proposiÃÃo de jogos de linguagem. Os resultados da investigaÃÃo indicaram avanÃo conceitual de todos os sujeitos quanto à aquisiÃÃo da linguagem escrita. Os dados sugeriram ainda que a mediaÃÃo da pesquisadora na situaÃÃo de proposiÃÃo dos jogos desencadeou o processo de interaÃÃo social provocando a emergÃncia dos processos internos que permitiram os sujeitos evoluÃrem quanto à compreensÃo do sistema alfabÃtico da escrita. ConcluÃmos que o uso de jogos pedagÃgicos na SRM age como recurso facilitador da aprendizagem da linguagem escrita, promotor dos processos internos que permitem a evoluÃÃo conceitual da linguagem escrita de sujeitos que apresentam deficiÃncia intelectual. / This research study examined whether the use of educational games in one of Multifunctional Room collaborates to students with intellectual disabilities to learn the written language. Our theoretical foundation has authors like Kishimoto (2011a; 2011b; 2008), Moyle (2006) and BrougÃre (1998; 2008) and researches made by Vygotsky (1983; 2004; 2007; 2008) and Piaget (1978) on the development and human learning. For studies about the acquisition of written language researched studies of the authors and Teberosky Blacksmith (1999); Vygotsky (2007) and Mitchell (2005; 2012). The methodological procedures used was the qualitative research intervention. Data were collected through visits and coordinated by the researcher in a room multifunctional features in a public school in the city of Fortaleza. Were made 36 visits with three people and 12 moments of language games with each person. The survey results indicated a conceptual advancement of all people in the acquisition of written language. The presence of the researcher contributed to a social interaction, to the speed of internal processes and allowed the evolution of the people to understand the alphabetic writing system. We conclude that the use of educational games in SRM is a resource facilitator of learning written language, promotes internal processes and allows the conceptual evolution of writing from people who have intellectual disabilities language.

The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing.   I have read previous research on the subject and watched a movie from our AV-central on children’s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years.  The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read. The school of today is characterized by individualized learning. The need for levelled education is huge and the teachers often feel the time is insufficient.

The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.

The study examined the typical development of early literacy in a group of typically developing preschool Sepedi first language children residing in Atteridgeville, by determining their performance on a protocol of early literacy tasks. The following aspects were included: written language awareness, narrative abilities, phonological awareness, letter name knowledge, grapheme-phoneme correspondence and literacy motivation. The performance of the participants on the various tasks was used to describe the early literacy development of the target population and to identify relevant risk criteria that may indicate delayed early literacy development in the target population. The performance of participants on these tasks differed from those of other participants in local and international studies, which underscores the necessity of culturally sensitive procedures for identifying delays in the early literacy development of children. The influence of factors such as the mother’s level of education, gender, participants’ level of engagement in literacy activities and participants' current academic performance on the development of early literacy skills were also investigated. Based on the results as well as other indications from the literature, possible risk factors for delayed early literacy development for this group are listed. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Undersökningen syftar till att studera hur lärare arbetar med återkoppling för att utveckla elevens skriftliga språkkunskaper i förhållande till kunskapskrav. Ett delsyfte är att även undersöka vilka möjligheter och utmaningar lärarna ser med återkoppling på elevtexter som strategi för att utveckla elevens skriftliga språkkunskaper. Undersökningen utgår ifrån forskningsfrågorna om hur lärare tolkar Skolverkets kunskapskrav, hur lärare arbetar med återkoppling på elevtexter samt hur lärare uppfattar möjligheter och utmaningar med att ge återkoppling på elevtexter. Denna undersökning utgår ifrån en kvalitativ metod, baserat på kvalitativa semistrukturerade intervjuer. Materialet som analyserats består av sex intervjuer med yrkesverksamma utbildade lärare i ämnet svenska. Undersökningen visar att lärarna tolkar kunskapskraven likstämmigt, men upplever att de är komplexa. Vad gäller återkopplingen på elevtexter konstateras att lärarna anpassar arbetet med återkoppling efter tid, arbetsbelastning, men också utefter eleven och den aktuella skrivuppgiften. Gemensamt för lärarna i studien är att det uppfattas som viktigt att utveckla språket, samt att en sådan utveckling sker ligger hos både läraren och eleven. / This paper investigates how teachers work with feedback to improve the student’s written language, in relation to the syllabus. Moreover, this paper intends to distinguish what opportunitiesand challenges teachers face during their work with feedback regarding the student's writtenlanguage. The study emanates from the following research questions: How do teachers interpret the language criteria in the syllabus, how are the teachers working with feedback to improve students’ written language, and at last, what challenges and opportunities do the teachers experience during the work with feedback regarding the student's written language? The survey is based on a qualitative method, more specifically semi structed interviews with respondents teaching swedish in upper secondary school, in Sweden. The study shows that teachers tend to interpret the criteria in the syllabus uniformly, despite the complex formulations there are. It was also found that teachers’ feedback is adjusted to time, workload, but also the current writing assignment. The study also shows that the teachers interviewed, believes that the students’ development in written language is important and that both teachers and students are responsible for that such development is taking place

Данное диссертационное исследование посвящено изучению технологии развития критического мышления при обучении лексической стороне письменной речи студентов языковых направлений подготовки. Базой исследования стала кафедра лингвистики и профессиональной коммуникации на иностранных языках (ЛиПКИЯ). В период с ноября 2021 г. по декабрь 2021 г. был проведен эксперимент среди студентов 4 курса. В опытно-экспериментальном обучении приняли участие 15 студентов. В первой части освещается теория вопроса об аспектах формирования лексической компетенции на основе технологии развития критического мышления (ТРКМ). Обусловлена значимость коммуникативного подхода в обучении языку, при котором критическое мышление рассматривается как дидактический феномен, как средство повышения эффективности усвоения лексического материала, формирующее черты вторичной языковой личности. Особое внимание уделяется теоретическому обоснованию и описанию способов совершенствования лексической стороны речи на основе ТРКМ. Во второй части описаны результаты анкетирования, проведенного среди выпускников бакалавриата и магистратуры языковых направлений подготовки с целью самодиагностики уровня сформированности лексической компетентности. Определяются дефициты в компонентах лексической компетентности письменной речи на основе анализа деловых писем студентов, моделируются приемы ТРКМ при обучении деловому письму, а также приводятся результаты опытного обучения студентов-лингвистов. В работе предложены занятия с применением приемов ТРКМ для совершенствования лексической компетенции в рамках делового письма. Результаты работы могут быть использованы в разработке новых и совершенствования существующих подходов в обучении лексической стороне письменной речи с применением технологии развития критического мышления. В приложении приводятся вопросы анкеты для сбора информации, направленной на анализ дефицитов при формировании различных компонентов лексической компетенции, также примеры деловых писем в предэкспериментальный и постэкспериментальный срез. / This dissertation research is devoted to the critical thinking technology in teaching the lexical part of the written speech to students of language studies. The base of the research was the Department of Linguistics and Professional Communication in Foreign Languages. In the period from November 2021 to December 2021, an experiment was conducted among 4th year students. 15 students took part in experimental training. The first part highlights the aspects of the lexical competence formation based on the critical thinking technology. The significance of the communicative approach in teaching a language is determined. Critical thinking is considered as a didactic phenomenon and as a means of increasing the efficiency of learning vocabulary. Particular attention is paid to the theoretical description of improving the vocabulary due to critical thinking technology. The second part describes the results of a survey conducted among bachelor's and master's degree graduates in order to diagnose the lexical competence level. Deficiencies in the lexical competence components are determined due to the students' business letters analysis. Techniques of critical thinking technology are modeled when teaching business writing, and the results of experimental training are also presented. The study offers classes using critical thinking techniques to improve lexical competence in business writing. The results of the study can be used in the development and improvement of existing approaches in teaching the language when using the critical thinking technology. The appendix contains a questionnaire for collecting information and analyzing lexical competence formation, as well as examples of business letters in the pre-experimental and post-experimental section.

This work has taken the region of Qwaqwa as a case study. Through this study, the researcher attempted to join in the debate around language varieties that occur as a result of contact between different language groups. To achieve this objective, the factors that have an impact on Sesotho spoken in the Qwaqwa area and, in particular, in schools, have been assessed. The researcher provides a broad and general picture of the language situation and patterns of language use in the Qwaqwa area. A brief overview of the geographical description, historical background and economic development of Qwaqwa is given. Some of the linguistic phenomena that play a role in language variation in this area fall under the spotlight. Language contact, i.e. language and dialect, regional and social dialect, the use of language and the impact of language contact between languages is discussed. Patterns and the extent of language contact and the resultant effects of interference, codeswitching and borrowing as well as the processes and points at which these processes occur are identified. The major similarities and relationships between spoken and written Sesotho, as used by learners in Qwaqwa schools, is highlighted with the discussion focussing on the linguistic description of the similarities and relationships between the two forms. / African Languages / (M.A.(Afican Languages))

Progress in technology has resulted in new aids in the form of writing tools which make it easier for pupils to revise their texts. This interview study investigates how four teachers view paper-based and screen-based text processing in the younger years of school. It is still paper-based text revision that dominates in schools, and the teachers point out the shortage of digital tools and competence. The choice of processing method is affected by the aim, whether it concerns content or form. The result shows that digital tools can be of help for pupils with difficulties, but the interviewed teachers also emphasize the value of mastering handwriting, and they would like to see screen-based text processing as a complement to traditional paper-based text processing.

This study examines how four teachers of Swedish perceive the knowledge requirement that says that a student should mainly be able to follow the rules concerning standard written language, how often they teach standard language and to what extent students’ written language affect assessment. The results show that the teachers of Swedish agree that the most important aspect of a text is how it is perceived in its entirety, as well as its flow and how well a reader can understand the text. Some nonstandard expressions are allowed by the teachers, while others are not. The study also shows that the teaching of standard language depends on which school the teachers belong to. In a public school the standard language is taught in isolated situations, while the teachers in a private school do it continuously. However, all informants agree that they do it continuously to some extent when it comes to feedback on student essays. Student perception was also examined and the result shows that there is an inconsistency in how students perceive that standard language is taught. / Den här studien undersöker hur fyra svensklärare uppfattar kunskapskravet som säger att en elev i huvudsak ska kunna följa skriftspråkets normer för språkriktighet, hur ofta de arbetar med språkriktighet och i vilken mån elevers skriftspråk påverkar bedömning. Sammanfattningsvis är informanterna eniga om att det handlar om helhetsbilden, flytet och förståelsen. Vissa normbrott godkänns i elevtexter medan andra är oacceptabla. Resultatet visar att informanternas skoltillhörighet påverkar arbetet med språkriktighet. Medan de kommunalt anställda lärarna undervisar om språkriktighet vid isolerade tillfällen, sker det mer kontinuerligt av de privat anställda lärarna. Däremot finns det viss kontinuitet i språkriktighetsarbetet vad beträffar återkoppling på elevtexter. Även elevåsikter har undersökts och resultatet visar att informanterna är oeniga om hur ofta de undervisas om språkriktighet.

Esta dissertação tem dois objetivos básicos: primeiro, investigar se há marcas de oralidade na linguagem narrativa e das personagens do livro Quarto de despejo: diário de uma favelada, de Carolina Maria de Jesus (1914-1977); segundo, examinar como essas manifestações se processam linguisticamente no texto no plano lexical. Suscitam-se, portanto, duas perguntas: Primeira: Há em Quarto de despejo manifestações linguísticas da oralidade? Segunda: Em caso afirmativo, em que níveis essa oralidade se processa linguisticamente? Para responder a essas perguntas, temos a hipótese de que a língua falada foi aproveitada de maneira mais ou menos inconsciente pela autora de Quarto de despejo e que, entre vários níveis linguísticos, a oralidade se manifesta de maneira notável em nível lexical, por meio de um vocabulário de uso popular. Estudar-se-á como o léxico da linguagem narrativa e das personagens apresenta efeitos de língua falada, tornando o texto dinâmico e expressivo. Este trabalho está teoricamente fundamentado em pressupostos da Sociolinguística e da Estilística. A metodologia de trabalho envolveu várias leituras da obra, anotações de vocabulário e análises à luz da teoria proposta. Estabelecem-se relações entre fala e escrita, compreendidas não como uma dicotomia, mas como polos de um continuum tipológico. Nesse continuum, um gênero da escrita pode apresentar características da fala e vice-versa. Ressalte-se que, tendo em vista esse referencial teórico, a narrativa de Quarto de despejo não é considerada um texto oral, mas um texto escrito em cuja enunciação se evidencia a presença da oralidade graças a um leque de vocábulos expressivos. / This thesis has two basic goals: first, to investigate whether there are marks of orality in the narrative language and lines from the characters from the book \"Child of the dark: The diary of Carolina Maria de Jesus\", by Carolina Maria de Jesus (1914-1977); secondly, to examine how these manifestations are processed linguistically into the text on the lexical sphere. Two questions, therefore, are raised: First: are there linguistic manifestations of orality in Child of the dark? Second: if so, at what levels is this orality processed linguistically? To answer those questions, we hypothesized that the spoken language was used more or less unconsciously by the author of Child of the dark, and that between several linguistic levels, orality manifests itself in a remarkable manner in the lexical level, by use of a colloquial vocabulary. We shall study how the lexicon of the narrative language and of the characters has effects of the spoken language, making the text dynamic and expressive. This paper is theoretically grounded in assumptions of Sociolinguistic and Stylistic. The work methodology involved several readings of the book, vocabulary annotations and analysis in the light of the proposed theory. Relationships between speech and writing are set, understood not as a dichotomy but as poles of a typological continuum. In this continuum, a genre of writing can display characteristics of speech and vice versa. It is emphasized that, in view of that theoretical framework, the narrative of Child of the dark is not regarded as an oral text, but as a written text where enunciation highlights the presence of orality using a variety of expressive vocabularies.