Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-16T10:33:53Z No. of bitstreams: 1 TeseSMAC.pdf: 5914208 bytes, checksum: 5826e14f7cac74ec7164cb7f06dfaa6d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:53:30Z (GMT) No. of bitstreams: 1 TeseSMAC.pdf: 5914208 bytes, checksum: 5826e14f7cac74ec7164cb7f06dfaa6d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-17T12:53:38Z (GMT) No. of bitstreams: 1 TeseSMAC.pdf: 5914208 bytes, checksum: 5826e14f7cac74ec7164cb7f06dfaa6d (MD5) / Made available in DSpace on 2017-01-17T12:54:24Z (GMT). No. of bitstreams: 1 TeseSMAC.pdf: 5914208 bytes, checksum: 5826e14f7cac74ec7164cb7f06dfaa6d (MD5) Previous issue date: 2016-11-08 / Não recebi financiamento / Our objectives for this work are: 1) demonstrate, from Mikhail Bakhtin's theory, how an educational activity that promotes dialogic reading provides critical formation coordinated between orality and writing, the author authorship and the readers authorship in shared reading and 2) evidence how the reading of world and reading of word are given at the same time in an educational activity of success, such as Dialogic Literary Gatherings. It is a qualitative research and procedures are: a) participation in Dialogic Literary Gatherings; b) interviews about important moments in the life of the research subjects and with the teacher who performs the Dialogic Literary Gatherings in their classes; c) identification of meanings that emerge from the meeting between word and ideologies that are present during the reading. So as to do that, our references were the studies of Mikhail Bakhtin to compare and analyze the data, we discuss a new conception of reading, we reflect on the needs of the subjects of Youth and Adult Education (YAE) in school context and present the Dialogic Literary Gatherings as an educational activity of success that provides knowledge of quality to all participants involved through dialogic learning. As a result, we show the potential of the dialogic reading for the production of knowledge, for the constitution of innovative ways to mean text, more connected to the reality of the reader, we emphasize the need to discuss the educational practices of success that happen in YAE and reveal as the reader expands its own understanding of the world when it expands your reading comprehension. / Nossos objetivos para este trabalho são: 1) demonstrar, a partir da teoria de Mikhail Bakhtin, como uma atuação educativa que promova a leitura dialógica proporciona formação crítica coordenada entre oralidade e escrita, autoria do autor e autoria dos leitores em leitura compartilhada e 2) evidenciar como leitura de mundo e leitura da palavra se dão ao mesmo tempo em uma atuação educativa de êxito, como a Tertúlia Literária Dialógica. Trata-se de uma investigação de natureza qualitativa, cujos procedimentos envolvem: a) a participação em atividades de Tertúlia Literária Dialógica; b) entrevistas sobre momentos importantes na vida dos sujeitos da pesquisa e com o professor que realiza as Tertúlias em suas aulas; c) a identificação dos sentidos que emergem do encontro entre palavra e ideologias que circulam durante a leitura. Para isso, amparamo-nos nos estudos de Mikhail Bakhtin para entrecruzarmos e analisarmos os dados, discutimos uma nova concepção de leitura, refletimos sobre as necessidades dos sujeitos da EJA em âmbito escolar e apresentamos a Tertúlia Literária Dialógica como uma atividade educativa de êxito que proporciona conhecimento instrumental de qualidade a todos os participantes envolvidos via aprendizagem dialógica. Como resultados, mostramos o potencial da leitura dialógica para a produção de conhecimentos, para a constituição de formas inovadoras de significar o texto, mais conectadas com a realidade do leitor, salientamos a necessidade de discutir as práticas educativas de êxito que acontecem na EJA e revelamos como o leitor amplia a sua própria compreensão de mundo quando amplia a sua compreensão leitora.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-07T12:14:19Z No. of bitstreams: 1 arquivototal.pdf: 1995115 bytes, checksum: e79c9b6a5cc9bfce63360230ccfbd83b (MD5) / Made available in DSpace on 2016-01-07T12:14:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1995115 bytes, checksum: e79c9b6a5cc9bfce63360230ccfbd83b (MD5) Previous issue date: 2015-07-20 / This study is the result of an action research conducted during two years (2012-2013), in a Reading Workshop conducted by a professor player in the Technical Course of Electrotechnical Integrated to High School in the Federal Institute of Education, Science and Technology of Paraiba - Campus João Pessoa, with the purpose of involving 15 volunteers with students literature reading, in order to develop their knowledge of an integral manner (rational and emotionally) and make them permanent readers, since in general, due to the tendency institutional technicalities to training, most students at the end of the course, has no interest in literary reading. Based on the reports written by the participants of the reading practices carried out by the school and especially the Reading workshop, it was observed that the discursive analysis, within a verbal interaction space, constitutes an important tool to better understand the effects the act of reading in the construction of meanings and social representations in the process of identity formation of the subject reader and also contributes to the improvement and better planning of reading practices carried out within a highly positivist character of pedagogical environment. The reading mediation, developed by a reader teacher, would, according to Silva (1991, 2009), the contact of students with literature ceased to be a purely formal point of "reading comprehension" which usually culminates in a written evaluation, and turned into a moment of interaction between readers, through dialogic reading proposed by Whitehurst (1992), a practice of reading based on the poetic-literary dialogue in a verbal interactive environment governed by solidarity, respect and listening. The dialogic reading stimulate closer acquaintance with the poetic voice emanating from the literary works permeated with emotions, feelings, desires and dreams inherently characteristic of the human condition from the perspective of performance defined by Zumthor (1993, 2000, 2010). It was observed during the two years of activity, which only been three dropouts among 15 student volunteers. Thus, it was shown that a teacher reader is able to awaken and maintain the interest of their students in literary reading. This work suggests a voluntary reading mediation, more human, subjective and interdependent in an alternative space of dialogical practice of training competent and permanent readers. / Este estudo é fruto de uma pesquisa-ação realizada durante dois anos (2012-2013), em uma Oficina de Leitura regida por um professor leitor, no Curso Técnico Integrado ao Ensino Médio em Eletrotécnica do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba – Campus João Pessoa, com o intuito de envolver 15 alunos voluntários com a leitura literária, a fim de desenvolver seus conhecimentos de maneira integrante (racional e emocionalmente) e torná-los leitores permanentes, uma vez que, em geral, em função da tendência institucional à formação tecnicista, a maioria dos alunos, ao término do curso, não apresenta interesse pela leitura literária. Com base nos relatos escritos pelos participantes sobre as práticas de leitura realizadas pela escola e, principalmente, pela Oficina de Leitura, foi observado que a análise discursiva, dentro de um espaço de interação verbal, constitui-se um instrumento importante para melhor compreender os efeitos do ato de ler na construção de sentidos e de representações sociais durante o processo de formação da identidade do sujeito leitor e, também, contribui para o aprimoramento e o melhor planejamento das práticas de leitura realizadas dentro de um ambiente pedagógico de caráter eminentemente positivista. A mediação de leitura, desenvolvida pelo professor leitor, permitiria, segundo Silva (1991, 2009), que o contato dos alunos com a literatura deixasse de ser um momento meramente formal de “interpretação de texto”, que, em geral, culmina com uma avaliação escrita, e se transformasse em um momento de interação entre leitores, por meio da leitura dialógica proposta por Whitehurst (1992), uma prática de leitura baseada no diálogo poético-literário em um ambiente de interação verbal regido pela solidariedade, o respeito e a escuta. A leitura dialógica estimularia a convivência mais estreita com a voz poética que emana das obras literárias permeadas de emoções, sentimentos, anseios e sonhos inerentemente característicos da condição humana, segundo a perspectiva da performance definida por Zumthor (1993, 2000, 2010). Foi observado, durante os dois anos de atividades, que somente houve três desistências, entre os 15 alunos voluntários. Dessa forma, foi demonstrado que um professor leitor é capaz de despertar e manter o interesse de seus alunos na leitura literária. Assim, este trabalho sugere uma mediação de leitura voluntária, mais humana, subjetiva e interdependente, em um espaço alternativo de prática dialógica de formação de leitores permanentes e competentes.

No description available.

Syftet med studien är att synliggöra den roll som dialogisk högläsning har i klassrummet. Frågeställningarna som har besvarats är: Hur beskriver lärare i årskurs F-3 att de arbetar med dialogisk högläsning i sin undervisning för att utveckla elevernas läsförståelse? Hur uppfattar lärarna att elevers läsförståelse påverkas av undervisning genom dialogisk högläsning? Studien har genomförts med hjälp av en kvalitativ metod och sex semistrukturerade intervjuer med lärare som arbetar i F-3. Studien har sociokulturell teori som utgångspunkt. Resultatet visar att samtliga lärare använder sig av dialogisk högläsning i undervisningen men att arbetssätten kan variera. Det visar sig även att lärarna upplever att den dialogiska högläsningen har en positiv påverkan för att utveckla elevers läsförståelse. I resultatet framkommer det även att motivationen hos eleverna under den dialogiska högläsningen kan variera. För att den dialogiska högläsningen ska ha en positiv effekt behöver läraren ha ett tydligt syfte med sin undervisning för att eleverna ska få en utökad läsförståelse. / The purpose of this study is to highlight the role of dialogic reading aloud in the classroom. The research questions addressed are: How do primary school teachers describe their use of dialogic reading in their teaching to develop students' reading comprehension, and How do teachers perceive that students' reading comprehension is affected by dialogic reading instruction. The study was conducted using a qualitative method, including six semi-structured interviews with primary school teachers. The sociocultural theory was used as the basis for the study. The results show that all teachers use dialogic reading in their teaching, but that the methods can vary. The teachers also expressed that dialogic reading has a positive impact on the development of students’ reading comprehension. However, the motivation of students during dialogic reading can vary. For dialogic reading to have a positive effect, the teacher needs to have a clear purpose for their teaching for students to achieve an enhanced reading comprehension.

Reading aloud is something that is considered important for children's language development,I have noticed that this is quite common, especially in the younger ages. My experience ofreading aloud had me curious to study what the attitude towards reading aloud as a languagedevelopment activity looks like among selected teachers at primary school junior years 1-3.The purpose of my thesis is to investigate how teachers view reading aloud as a languagedevelopment activity. I also want to investigate how reading aloud is planned into theschedule in relation to the curriculum. My selection to gather information is based on selectedquestions through semi-structure interviews in which eight teachers from grades 1, 2 and 3participated. All educators use reading aloud, but the scope and purpose vary. All participantsshare the same view of reading aloud, they say it is important and meaningful. The result isclear; all educators who participated in the study use reading aloud as an activity in theirteaching for language learning, but in varying forms for their students. My personalexperience does not differ at all from the results of the study.

Syftet med denna studie är att ta reda på hur lärare beskriver högläsning och dialogisk högläsning i klassrummet och hur de anser att det kan påverka elevers språkutveckling. Syftet är även att ta reda på hur lärare arbetar med högläsning och dialogisk högläsning samt dess möjligheter och utmaningar. Studien är genomförd med en kvalitativ metod där semistrukturerande intervjuer genomförts. Respondenterna i studien utgörs av fem behöriga grundlärare som arbetar i årskurserna F-3. Studiens resultat visar att samtliga lärare uppfattar att högläsning och dialogisk högläsning har en positiv effekt på elevers språkutveckling, bland annat på ordförrådet och deras förmåga att uttrycka sig. Studien baseras teoretiskt på det sociokulturella perspektivet med ett särskilt fokus på den proximala utvecklingszonen. / The purpose of this study is to find out how teachers describe reading aloud and dialogic reading in the classroom and how they believe it can affect students' language development. The purpose is also to find out how teachers work with reading aloud and dialogic reading, as well as its opportunities and challenges. The study was carried out using a qualitative method where semi-structured interviews were made. The respondents in the study are five qualified primary teachers who work in grades F-3. The results show that all teachers perceive that reading aloud and dialogic reading have a positive effect on students' language development, including vocabulary and their ability to express themselves. The study is theoretically based on the sociocultural perspective with a particular focus on the proximal development zone.

This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing names from a hat. Student assignment to experimental versus comparison group was based on the teacher’s assignment to either the experimental or comparison group. Thirty-one were assigned to the control group and 32 to the experimental group. The teachers were instructed to read the story to a group of six students (maximum) at a time, utilizing the DR discourse strategies they had been trained to implement. Subjects were read a story each week during the 8-week duration of the study. Teachers in the experimental group collaboratively selected 10 words each week from the Read Together Talk Together (RTTT) instructional stories that were utilized for vocabulary instruction. A test of homogeneity was conducted to evaluate whether the variance among the dependent variables was the same across the groups. An Analyses of Covariance (ANCOVA) was applied to analyze students’ vocabulary and comprehension mean scores in the experimental group and the comparison group. The results of the study demonstrated a significant increase in the vocabulary and reading comprehension mean scores for the students whose teachers had been trained in DR discourse strategies. When comparing the two groups, the results revealed a statistically significant difference (p < 0.05). In conclusion, this study was conducted to explore how DR discourse may be an effective technique to teach literacy skills. The findings of this study showed that vocabulary knowledge and reading comprehension of Hispanic ELs were positively affected by the teachers’ inclusion of dialogue during storybook reading. Its outcomes accentuated the need for teachers to provide assistance to ELs as they develop vocabulary knowledge and reading comprehension skills.

Vid prematur födsel finns en ökad risk för kognitiva svårigheter och utmaningar i språkutvecklingen. Tidigare forskning har framhållit vikten av att erbjuda interventioner med fokus på språkutvecklingen redan i tidig ålder för att stödja barns utveckling. En intervention som syftar till att utveckla barns språkutveckling är interaktiv högläsning. Syftet med denna pilotstudie var att utvärdera om en 4-veckors intervention med interaktiv högläsning kunde förbättra kommunikationsfärdigheterna hos små barn födda prematurt. För att undersöka detta filmades och analyserades två föräldra-barn-par i en single-subject design med fyra baslinjetillfällen och nio interventionstillfällen. Resultaten från studien antyder att interventionen kan ha en positiv påverkan på kommunikationsfärdigheterna hos små barn födda prematurt. Ytterligare forskning för att fördjupa förståelsen för metoden och dess tillämpning erfordras. / At preterm birth, there is an increased risk of cognitive difficulties and challenges in language development. Previous research on preterm infants has emphasized the importance of providing interventions focusing on language development at an early age to support children's development. Interactive reading is a method aimed at fostering children's language skills. The aim of this pilot study was to evaluate whether a four-week intervention with interactive reading could improve the communication skills of preterm infants. To investigate this, two parent-child pairs were videotaped and analyzed using a single-subject design with four baseline sessions and nine intervention sessions. New instructions/techniques were provided to the parents during the intervention sessions. The results of this pilot study suggest that the intervention may have a positive impact on the communication skills of prematurely born children. Further research to deepen the understanding of the method and its application is warranted.