Syftet med undersökningen är att söka svar på hur yrkesverksamma lärare inom skolans tidi-gare åldrar åk.1–3 arbetar med läsinlärning. Jag vill även undersöka vilka läsinlärningsme-toder lärarna använder i undervisningen samt vilka faktorer som påverkat dessa lärares val av läsinlärningsmetoder.  Min undersökning består av sex semistrukturerade kvalitativa intervjuer med lärare, all verksamma inom samma mellansvenska kommun.  Flera intressanta aspekter har framkommit genom undersökningen. Bland annat att ingen av de intervjuade lärarna använder sig av en enda renodlad metod. Istället blandar de och tar ”det bästa” från olika metoder samt anpassar sitt arbetssätt delvis efter den barngrupp de arbe-tar med. Faktorer som påverkat lärarnas val av läsinlärningsmetoder är exempelvis trender, erfarna kollegor och kommunalt inflytande. / The aim of this study has been to find answers as to how primary teachers in the early ages (grades 1–3) help children in the process of learning to read. I also wanted to investigate wich methods teachers use in teaching their students in learning to read. My interest also lies in what has affected the teachers choice of reading methods.  My study is based on six semistructured qualitative interviews with teachers, who all work in the same town, but in different schools.  Several interesting aspects emerged from the interviews. For example, none of the teachers use only one reading method. The mix and match and adapt their teaching according to their class and preconditions. Factors that have influenced their choice of method is, among other things, trends older colleges and municipal influence.

<p>Det här arbetet syftar till att fördjupa min kunskap så att jag kan avgöra hur jag skall lägga upp min undervis-ning i svenska. Jag vill undervisa så att eleverna möts av respekt, känner trygghet och kan utvecklas till har-moniska människor, samt bevarar och utvecklar sin lust att lära. För att fördjupa min kunskap återvänder jag i denna litteraturstudie till källor som inspirerat mig under lärar-utbildningen. Jag arbetar utifrån teserna att dessa inspirationskällor har en gemensam teoretisk grund, och att denna grund måste få metodiska konsekvenser. </p><p>Jag presenterar under rubrikerna "Människosyn", "Kunskapssyn" och "Språksyn" de grundläggande synsätt som författarna till litteraturen uttrycker. Här framkommer att mina inspirationskällor bl a hämtar tankar från Piaget och Vygotskys teoreier om den aktiva individen som - i interaktion med sin omgivning och med hjälp av språket - själv skapar sin kunskap. </p><p>Jag finner i litteraturen stöd för tesen att inspirationskällorna präglas av en gemensam teoretisk grund. Jag finner också stöd för tesen att denna grundsyn måste få metodiska konsekvenser, och visar under rubriker-na "Autentiska inlärningssituationer", "Lärarrollen" och "Det sociala klimatet i klassen" vilka praktiska slut-satser författarna själva drar av sitt teoretiska resonemang. I den avslutande diskussionen ger jag min syn på det beslutsunderlag som arbetet har gett mig inför frågan om hur jag skall lägga upp min undervisning i svenska. Jag redovisar också mina personliga ställningstaganden utifrån detta underlag.</p>

No description available.

No description available.

This study examined reading programs in 68 Texas elementary schools that were identified as successful by their scores on TAAS assessment results in the 1999-2000 school year. These schools’ student populations had a high proportion of culturally diverse and low-SES students. The purposes of this study were: (1) to determine if and how teaching methods and collaboration (intervention/support teams) were used by effective schools to foster reading success in all students; (2) to identify cohesive patterns (clusters) or models in schools’ use of collaboration and teaching methods; (3) to examine these clusters of similar schools and see if the patterns differed based on the school/community demography (urban, suburban, or rural). The study was conducted in 68 schools in 33 school districts that represented various demographic settings from 12 different Education Service Centers across Texas. From these original 332 variables, 26 variables were selected that were of medium frequency and strongly correlated with high TAAS scores over a 4- year period. These 26 variables were used to examine the 68 high-performing Texas elementary schools for clusters. K-means analysis and HCA were both applied to the 26 response variables, using them as complementary techniques to arrive at a five cluster solution. Results from correlations of individual characteristics and from identifying school clusters suggested that school community type could possibly be moderately predictive of student performance on the TAAS/TAKS over time.

The topic of this study was to determine the factors affecting the reading readiness of Grade R learners in selected preschools in Gauteng Province. The purpose of this study was to explore factors that affect the reading readiness of Grade R learners as understood by teachers and mothers. The aim of the study was to establish what factors affect the reading readiness of Grade R learners. The primary research question asked what factors Grade R teachers and mothers find affect reading readiness. The secondary research questions asked how Grade R teachers address these factors in the classroom; who the people involved in the learners’ reading readiness are; and how they contribute to reading readiness. This study employed a multiple case study approach. Data was collected in six preschools in Johannesburg through semi-structured, face-to-face interviews with five Grade R teachers and five mothers of Grade R learners. A focus group discussion with four Grade R teachers was also conducted. The main findings of the study were eight factors affecting the reading readiness of Grade R learners: the learner’s individual developmental level; the learner’s maturity; the learner’s desire to learn to read; the learner’s phonological awareness; the learner’s need for play and kinaesthetics; the learner’s parents’ contributions; the learner’s socioeconomic living conditions; and reading stories to the learner. The implication is that these findings may improve teaching practice and Grade R curriculum development. / Psychology of Education / M. Ed. (Psychology of Education)

Det här arbetet syftar till att fördjupa min kunskap så att jag kan avgöra hur jag skall lägga upp min undervis-ning i svenska. Jag vill undervisa så att eleverna möts av respekt, känner trygghet och kan utvecklas till har-moniska människor, samt bevarar och utvecklar sin lust att lära. För att fördjupa min kunskap återvänder jag i denna litteraturstudie till källor som inspirerat mig under lärar-utbildningen. Jag arbetar utifrån teserna att dessa inspirationskällor har en gemensam teoretisk grund, och att denna grund måste få metodiska konsekvenser. Jag presenterar under rubrikerna "Människosyn", "Kunskapssyn" och "Språksyn" de grundläggande synsätt som författarna till litteraturen uttrycker. Här framkommer att mina inspirationskällor bl a hämtar tankar från Piaget och Vygotskys teoreier om den aktiva individen som - i interaktion med sin omgivning och med hjälp av språket - själv skapar sin kunskap. Jag finner i litteraturen stöd för tesen att inspirationskällorna präglas av en gemensam teoretisk grund. Jag finner också stöd för tesen att denna grundsyn måste få metodiska konsekvenser, och visar under rubriker-na "Autentiska inlärningssituationer", "Lärarrollen" och "Det sociala klimatet i klassen" vilka praktiska slut-satser författarna själva drar av sitt teoretiska resonemang. I den avslutande diskussionen ger jag min syn på det beslutsunderlag som arbetet har gett mig inför frågan om hur jag skall lägga upp min undervisning i svenska. Jag redovisar också mina personliga ställningstaganden utifrån detta underlag.

No description available.

The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.

Summaries in Afrikaans and English / Text in Afrikaans / Two opposing approaches to beginning reading are used, namely the phonological and global approach, under which the whole word, whole sentence and whole language methods are classed. The whole crux of the controversy is situated in beginning reading as an explicit, intensive and systematic method of teaching phonics, as opposed to implicit beginning reading through discrimination of global configurations, augmented by psycholinguistic guesses within reading context. Arguments about the advantages and disadvantages of the opposing methods have been hurdled to and fro for decades without any discernible gain. The question emerged whether research on brain physiology with respect to language and reading, a relatively new field of study, could shed light on the foundation of an accountable method for beginning reading. Renewed insights to the controversial differences were gained, and brain physiologically accountable parameters as a base for a beginning reading method were framed from these insights. / Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen die geheeltaalmetode ressorteer. Die kern van die verskil tussen die aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig. In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n aanvangsleesmetode is uit hierdie insigte opgestel. / Psychology of Education / M. Ed. (Psychology of Education)