Makala haya yamekusudia kujadili hali ya vitabu vya watoto katika Tanzania. Lengo letu ni kutathmini, kwa namna fulani, hali ya ujenzi wa elimu ya msingi katika nchi yetu, matatizo yanayokwamisha kustawi kwa elimu ya msingi na namna ya kuyapatia suluhu. Katika juhudi za kutafuta suluhu, tutaeleza namna Mradi wa Vitabu vya watoto unavyotoa mchango wake mkubwa. Hata hivyo, itafaa tuanze kwa kupitia historia fupi ya vitabu vya watoto katika Tanzania.

The focus of this study is on the development of an original script designed to introduce concepts of structural and transactional analysis to elementary school children. Included in Chapter One are reviews of Transactional Analysis and the PAC communication model. Classroom application of Transactional Analysis principles is examined in Chapter Two. Chapter Three examines needs and characteristics of young children. Qualities of good children's literature are discussed in relationship to the selection and explication of script material. The manuscript appears in Appendix B. This report accepts evidence that Transactional Analysis training can be an additive part of the elementary school curriculum. It further proposes that story material conscientiously designed for young children could prove effective and entertaining training vehicles for Transactional Analysis concepts.

This study described (a) the factors and activities in the home environment which appear to affect children's reading competence and affective dimensions of reading, (b) the parents' language style when interacting with their children, (c) the rate of reading acquisition for children from differing home environments, and (d) observable behaviors as children learn to read.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context. / AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.

The purpose of this study was to determine whether or not the introduction of a regular librarian-centered reading guidance program as an integral part of the entire school program would improve the reading attitudes and habits of elementary school students and increase the reading achievement scores on a standardized test of elementary school students. In addition, the reading attitudes of students were compared with reading achievement scores to assess any relationship between the two.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-21T11:25:29Z No. of bitstreams: 1 Ana Paula Silva Tozzo.pdf: 914325 bytes, checksum: 6322dec5813ae4b71552831ed9d7aec6 (MD5) / Made available in DSpace on 2017-12-21T11:25:29Z (GMT). No. of bitstreams: 1 Ana Paula Silva Tozzo.pdf: 914325 bytes, checksum: 6322dec5813ae4b71552831ed9d7aec6 (MD5) Previous issue date: 2017-12-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: reading aloud by the teacher of early childhood education in the process of formation of the reading child is important and this is emphasized in the oral expressiveness. Objective: to investigate the judgment of children regarding the use of oral expressiveness parameters in reading aloud, at the moments before and after speech-language intervention. Method: this research was carried out in two stages. In the first one, two teachers participated in a workshop that worked with the resources of expressivity oral, in situation of reading aloud. Before and after this intervention, audiograved material was collected in which the teachers read a story. Oral expression parameters were studied in loud reading, such as pause, articulation, resonance, pitch and intensity, as well as questions related to breathing, with a focus on pneumono - articular coordination. In the second stage, this material was presented individually and randomly to 54 children between 5 and 6 years of age regularly enrolled in Pre-II in Early Childhood Education to verify if they perceived a difference in pre- and post-intervention recordings and by which they chose. Those who chose post-intervention were grouped into small groups to justify their choices. The data collected in the first stage were analyzed by the children in the light of a perceptive auditory evaluation. Result: the teachers reported improvement after the intervention with special attention in increasing the time and in the use of the expressive elements. There was a statistically significant association between the hearing condition. In the justifications of the children there was an association of sense and sometimes of sound from their listening. When the occurrences were quantified, it was verified that the expressive effects adopted by the teachers were associated more with the sense of voice (39) than with sound (27). Conclusion: the children, when judging the excerpts from reading aloud, before and after the speech therapy intervention with two teachers, were able to perceive differences in oral expressiveness emphasized more by expressions related to sense / Introdução: a leitura em voz alta realizada pelo professor de educação infantil no processo de formação da criança leitora é importante e essa se dá com ênfase na expressividade oral. Objetivo: investigar o julgamento de crianças quanto ao uso de parâmetros de expressividade oral em leitura em voz alta, nos momentos pré e pós-intervenção fonoaudiológica. Método: esta pesquisa foi realizada em duas etapas. Na primeira, dois professores participaram de uma oficina que trabalhou com os recursos de expressividade oral, em situação de leitura em voz alta. Antes e após essa intervenção, foi coletado material audiogravado em que as professoras leram uma história. Foram trabalhados parâmetros de expressividade oral na leitura em voz alta, tais como, pausa, articulação, ressonância, pitch e intensidade, além de questões referentes à respiração, com enfoque na coordenação pneumofonoarticulatória. Na segunda etapa, esse material foi apresentado individualmente e de forma aleatória para 54 crianças entre 5 e 6 anos de idade regularmente matriculada no Pré II na Educação Infantil para verificar se perceberam diferença nas gravações pré e pós-intervenção e por qual optaram. As que escolheram a pós-intervenção, foram reunidas em pequenos grupos para justificar suas escolhas. Os dados coletados na primeira etapa foram analisados pelas crianças à luz de uma avaliação perceptivo auditiva. Resultado: as professoras referiram melhora após a intervenção com especial atenção no aumento do tempo e no aproveitamento dos elementos expressivos. Houve associação estatisticamente significativa entre a condição ouvida. Nas justificativas das crianças houve uma associação ora do sentido, ora do som a partir de suas escutas. Quantificadas as ocorrências, verificou-se que os efeitos expressivos adotados pelas professoras associaram-se mais ao sentido da voz (39) do que ao som (27). Conclusão: as crianças, ao julgarem os trechos da leitura em voz alta, realizadas antes e após a intervenção fonoaudiológica com dois professores, foram capazes de perceber diferenças na expressividade oral salientadas mais por expressões relacionadas ao sentido

Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

Typescript. Bibliography: in v. 3.

<p>The aim of this two years master’s thesis in library and information science is to study how children and librarians recommend books through the website Barnens bibliotek. In the scope of this aim it also tries to answer the following questions: What qualities in books do children and librarians respectively emphasize when they write book recommendations? How do they formulate the recommendations? And finally, how do their respective recommendations differ?</p><p>To examine these aspects a total of 50 book recommendations were chosen and analysed through an hermeneutic approach. Out of these 50, 30 were written by children and 20 were written by librarians. The recommendations were analysed through Louise Rosenblatt's theoretical framework concerning literary responses combined with Alan C. Purves' och Victoria Rippere's model of literary elements. The theoretical workings of Aidan Chambers were also used for drawing conclusions about how to connect the results of literary responses to everyday library work whether it is in a library or on the Internet.</p><p>The main results were that children turn inwards referring to themselves and their personal feelings when communicating a literary experience, while librarians turn outward communicating a literary content. Both parts do seem clearly aware that they are mediating a literary experience to a third part, which of course is expected of the librarians but a bit unexpected in the case of the children. Both parts refer basically to the same qualities when recommending books, even though they do it in different ways. And finally regarding the formula of writing a book recommendation, librarians tend to keep to a set structure of literary responses while children are more likely to mix the set of literary responses. The results also point to how important it is for library workers to understand the readers to better develop collections and programs that adress and respond to reader’s interests.</p>

This two years master’s thesis in Library and Information Science examines book reviews and articles aboutbooks and authorship in media directed to children between the ages of 8 and 14. The aim is to increase knowledgeof children’s reading choices and view of reading. This is motivated by the decrease in literacy and sparetime reading among Swedish children and adolescents. The thesis’ methodology is based upon critical discourseanalysis developed by Norman Fairclough, and as complement to his theory John Tomlinsons sociologicaltheory of the condition of immediacy is used. Book reviews and articles from the Swedish magazine ”Kamratposten”were chosen to be the material for this study.The analyses revealed four different discourses about what constituted reading: a discourse of fiction, a discourseof speed, a discourse of excitement, and a discourse of originality. These were then discussed in the contextof social practice, drawing upon Tomlinsons theory of immediacy and several articles about children’s andadolescent’s relationships to new electronic medias. The major conclusion of the thesis’ study is that althoughthe reading habits among children and adolescents are changing, this do not need to be the cause of a nonreadingattitude but a result of a change in the way kids read and process information, caused by the emergenceof electronic media.