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This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and openended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida’s value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes—importance of building positive relationships with students, student practice, and student self-reflection—and three resource needs— increased access to technology, print resources, and professional learning

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.