Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

<p> The purpose of this study was to investigate the use of linguistic knowledge in spelling by analyzing spelling errors made by 220 students in the fourth, fifth, and seventh grades. A 25-word researcher-designed spelling test with considerations of word frequency, word familiarity, and word type (based on morphological complexity) was administered. An error coding system was established based on the Triple Word Form theory. Each misspelling was coded based on its linguistic features and scored cumulatively in 3 categories: Phonological Representation, Orthographic Legality, and Morphological Legality. The error coding system revealed the linguistic profiles of misspellings and allowed the comparisons among subgroups matched on grades, reading, and spelling ability levels. </p><p> The results of profile analyses supported the Overlapping Waves Model, which advocates that spellers use their phonological, orthographic, and morphological knowledge in spelling simultaneously regardless of age, reading, or spelling levels. On the other hand, the study did not find evidence supporting the stage-specific theory, which defines each stage by observations of the consistent use of one strategy in spelling. The linguistic profiles revealed the competition between Phonological Representation and Orthographic Legality, which provided little evidence supporting the specific phonological deficit hypothesis. On the contrary, the researcher found that the key to becoming an average speller is to be able to effectively apply sufficient phonological knowledge in spelling. For students with poor reading ability, they do not just suffer from limited phonological knowledge but also from the lack of other linguistic knowledge. For any two students with average reading ability, it is the one who can apply sufficient phonological knowledge that benefit in spelling and perform at the level that matches his or her reading ability. Educational implications are discussed.</p>

Though some scholars have maintained that Jane Austen closely adheres to the ideology of courtesy novels and conduct literature, I argue that Austen uses her knowledge of this ideology to reveal the flaws in reader assumptions about the presumed commonsensical nature of the courtesy novel and its feminine ideal. Austen is familiar with the conventions of eighteenth-century fiction, but, rather than adopting its tropes in her own work, she uses realism to parody its excesses and improbabilities; this realism then works against reader expectations and exposes paradoxes inherent in the courtesy novel and in conduct-book literature itself. In my thesis I observe how Austen uses courtesy novel tropes to expose or even mock the courtesy novel's inherently unrealistic qualities, and I do so by examining the act of "reading" in her novels: specifically, I argue that the literal reading that Austen's characters engage in does not produce the expected outcomes predicted by conduct books and courtesy novels; that the figurative reading of one character by another demonstrates the dangerousness and unsuitability of the heroine as "open book," as conduct books and courtesy novels urged her to be, as well as the irrationality and hypocrisy of acting the part of "closed book" to her intended lover; and, finally, that the act of reading an Austen novel is intended to prevent the absorption or interpretation of unrealistic ideals, through insistence on (more) realistic outcomes and through narrative intervention.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-10T17:37:34Z No. of bitstreams: 1 CIRLENE DA SILVA ANDRADE.pdf: 5123037 bytes, checksum: 20f72988cef29981703a74642a211e86 (MD5) / Made available in DSpace on 2017-10-10T17:37:34Z (GMT). No. of bitstreams: 1 CIRLENE DA SILVA ANDRADE.pdf: 5123037 bytes, checksum: 20f72988cef29981703a74642a211e86 (MD5) Previous issue date: 2011-03-29 / This research has the purpose of demonstrating that, starting from the modernity, the reading acquired new senses, and, in consequence, the reader started to carry out a new function: the one of co-producer of the artistic text. Hole this that is integral part of doing literary of the books corpus of this Dissertation and prominence of the chosen theoretical referential for the analysis of the studied literary works. The Aesthetics of the Reception, when bringing the reader for the scenery of the literary analysis, considers him subject in the process creation of the work of art. The range of senses of the literary text is, then, established starting from the dialogue among author/reader/ text, moment in that he or she understands each other the metaphorical language, the symbols, the intertextualizations, the implicit dialogues etc. As essential elements of the dialogic artistic creation. Being like this, it is considered the character speaker of the art and the importance of the respect to the apprenticeship of the child's psychological development in the choice of the text that will be destined to her, so that, in the action of the reading, get to establish with success the interrelation among the information contained in the textual structure with their life experiences. To work all those aspects, the literary books of Maria de Fátima Gonçalves Lima was used, for they be works of an expressive artistic value, that, for May of the interdiscursivities and of the intertext, it values the speech of the other, allowing to demonstrate, this way, that the language is par excellence dialogic. / Esta pesquisa tem o propósito de demonstrar que, a partir da modernidade, a leitura adquiriu novos sentidos, e, em decorrência, o leitor passou a desempenhar uma nova função: a de coprodutor do texto artístico. Papel este que é parte integrante do fazer literário dos livros corpus desta Dissertação e destaque do referencial teórico escolhido para a análise das obras literárias estudadas. A Estética da Recepção, ao trazer o leitor para o cenário da análise literária, considera-o sujeito no processo de criação da obra de arte. A gama de sentidos do texto literário é, então, estabelecida a partir do diálogo entre autor/leitor/texto, momento em que se entende a linguagem metafórica, os símbolos, as intertextualizações, os diálogos implícitos etc. como elementos essenciais da criação artística dialógica. Sendo assim, considera-se o caráter interlocutor da arte e a importância do respeito ao estágio de desenvolvimento psicológico da criança na escolha do texto que será destinado a ela, para que, no ato da leitura, consiga estabelecer com êxito a inter-relação entre as informações contidas na estrutura textual com suas experiências de vida. Para trabalhar todos esses aspectos, foram utilizados os livros literários de Maria de Fátima Gonçalves Lima, por serem obras de um expressivo valor artístico, que, por meio da interdiscursividade e do intertexto, valoriza o discurso do outro, permitindo demonstrar, desse modo, que a linguagem é por excelência dialógica.

As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-25T12:54:59Z No. of bitstreams: 1 HELLEN CRISTINA MACHADO.pdf: 2759283 bytes, checksum: 7d1d4cfacdb9375860b5e81d34dd63c2 (MD5) / Made available in DSpace on 2018-05-25T12:54:59Z (GMT). No. of bitstreams: 1 HELLEN CRISTINA MACHADO.pdf: 2759283 bytes, checksum: 7d1d4cfacdb9375860b5e81d34dd63c2 (MD5) Previous issue date: 2018-02-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This is an exploratory-type qualitative research carried out with the researcher?s own group of students, composed of children aged from 4 to 5, and with a group of younger children, aged from 2 to 3, at the same school, regarding the relationship of these children with the children's literature based on the concept of Fruition Reading. The general purpose of our research was to analyze the potential of creation and literature fruition in the practice of "reading" literary books performed by the voice and hands of children in preschool education. From there, the following specific objectives were outlined: (i) to analyze the potential of a peer reading proposal for the practice of Fruition Reading; (ii) to analyze the potential of a peer reading proposal for the improvement and development of higher psychological functions and their use in relation to literature. The empirical material was produced through videotaped and audio-recorded observations of 42 situations in which the children were invited to "read" to their peers (from their own class and a class of younger children) and qualitatively analyzed, based on the concept of Fruition Reading and on the historical-cultural theory, with regard to mediation and the development of higher psychological functions. The empirical material analysis was carried out on the following axes and sub-axes: importance of mediation, subdivided into mediation by teacher-researcher and among peers; then the importance of the recurrence of the experiences, subdivided into the appropriation of reading practice and, finally, the sub-axis of higher highlighted psychological functions: memory and imagination. Based on these analyzes we could identify the potential of child creation in storytelling from the children's literary book; the children were able to creatively imagine and invent stories, going beyond the simple description of the book's static illustration; they not only built sophisticated storytelling strategies, but also assumed a behavior as "readers"; they encouraged and displayed an interest in and appreciation of the "readings" made by peers; from the "readings", they brought debates on issues they considered important and also felt at ease to express their feelings. It is expected that this research results contribute to the formation of teachers when thinking about reading practice without aiming for strict control of results, which aims to explore the taste of reading for pleasure among preschool children. / Trata-se de uma pesquisa qualitativa do tipo explorat?ria realizada com a turma de alunos da pr?pria pesquisadora, composta por crian?as de 4 a 5 anos de idade e com a turma de crian?as menores, com 2 e 3 anos, da mesma escola, referente ? rela??o destas com a literatura infantil a partir do conceito de Leitura Frui??o. O objetivo geral de nossa pesquisa foi analisar a potencialidade de cria??o e frui??o liter?ria na pr?tica de ?leitura? de livros liter?rios realizados pela voz e m?os de crian?as da Educa??o Infantil. A partir disso, foram delineados os seguintes objetivos espec?ficos: (i) analisar a potencialidade de proposta de leitura entre pares para a pr?tica de Leitura Frui??o; (ii) analisar a potencialidade de proposta de leitura entre pares para o aprimoramento e desenvolvimento de fun??es ps?quicas superiores e de seu uso nas rela??es com a literatura. O material emp?rico foi produzido atrav?s de observa??es com v?deofilmagens e grava??o em ?udio de 42 situa??es em que as crian?as foram convidadas a ?lerem? para seus pares (de sua pr?pria turma e de uma turma de crian?as menores) e analisado qualitativamente, com embasamento no conceito de Leitura Frui??o e na teoria Hist?rico-Cultural, no que diz respeito ? media??o e ao desenvolvimento de fun??es ps?quicas superiores. A an?lise do material emp?rico foi realizada nos seguintes eixos e sub-eixos: import?ncia da media??o, subdividido em media??o da professora-pesquisadora e entre pares; em seguida, a import?ncia da recorr?ncia das experi?ncias, subdividido em a apropria??o da pr?tica de leitura e, por fim, o sub-eixo fun??es ps?quicas superiores em destaque: mem?ria e imagina??o. Com essas an?lises pudemos identificar a potencialidade da cria??o infantil na conta??o de hist?rias a partir do livro liter?rio infantil; as crian?as mostraram-se capazes de imaginar e inventar hist?rias criativamente, indo al?m da simples descri??o da ilustra??o est?tica do livro; constru?ram estrat?gias sofisticadas de conta??o de hist?rias, bem como assumiram postura como ?leitoras?; incentivaram e demonstraram interesse e gosto pelas ?leituras? feitas pelos colegas; a partir das ?leituras?, trouxeram debates de assuntos considerados importantes para elas e tamb?m sentiram-se ? vontade para expressarem seus sentimentos. Desta pesquisa, se espera que seus resultados contribuam para a forma??o de professores quando pensada a pr?tica de leitura sem almejar o controle estrito de resultados, que visa explorar os sabores da leitura por deleite com crian?as da Educa??o Infantil.

This diploma thesis is about the problematic of children's reading and analyses the way the French speaking part of Belgium supports it. The introduction part of the thesis presents the Belgian primary school's system and introduces us to the main political competencies in Belgium. After that, the next chapter is about children's literature. On one hand, it approaches this kind of literature from the historical point of view and, on the other hand it is focused on the content of this literature. Follow a subchapter about reading's habits and about the different factors that have an influence on children's reading literacy. It mentions the role that play the school and the family to support children's reading. The third chapter presents a certain number of Belgian projects that support children's reading. Most of them are applied on a state basis. The fourth and last chapter is about the situation in the Czech Republic. It also looks at the way Belgium and Czech Republic could inspire each other in this area. The conclusion of the diploma thesis summarizes the content of the work and proposes a direction of further reflection.

This thesis analyses reading lists composed by secondary schools in school year 2016/2017 for the purposes of common general part of maturity exam - oral exam from Czech language and literature. The thesis creates basic material for exploring the form and development of state maturity exam. Reading lists are put into context with literary theoretic conception of canon as the thesis touches upon literary science, pedagogy and didactics. The thesis proceeds from general analysis of literary canon to functions and forms of canon (school canon and maturity exam canon). Then it concentrates on documents, which were available to students taking the maturity exam. The thesis carries out research on collection of 461 secondary schools that offer studies completed by maturity exam. It is followed by presentation of obtained data, verification of its correspondence to binding criteria defined in Katalog požadavků zkoušek společné části maturitní zkoušky (document specifying requirements for common general part of maturity exam) and comparison of obtained data with available sources from school and literary background. The conclusions reveal the content of given part of maturity exam and are set into context of current knowledge of academic and professional society. Keywords Reading lists, maturity exam,...

This thesis raises the question of what represents a "reading experience" in the didactic context. It focuses on both the mapping of didactical literature that is available in the Czech environment, and on how to work with the "reading experience" during the Czech language and literature classes. It further presents specific suggestions and comments about how to work on reading of selected texts in the classroom. Primarily, the thesis focuses on education in the sixth grade of primary schools.

In this essay, I endeavour to broaden the concept of literature by introducing five children’s literary works. Primarily, literary scholars have concentrated their studies on literature written by adults, regarding children as readers rather than writers. I believe that such a concept fails to cover the diversity of the literary field and therefore needs to change. Approaching writing and reading from a sociocultural point of view, and reading children’s stories from a narratological perspective, I intend to show that a new concept of literature is not only possible but inevitable. Due to the dialectic relationship between sender and receiver, literary and linguistic conventions and deviations, the definition of literature is renegotiated continuously. The French sociologist Pierre Bourdieu emphasized the impact of the academy by illustrating that scholars are maintaining literary norms when putting titles on reading lists and acknowledging certain authorships. Writing this essay is thus a pledge of change. Adult research of children’s literary work encompasses a wide range of implicit age-related power issues (aetonormativity), according to the Swedish literary scholar, Maria Nikolajeva. In this essay, I show an insufficiency of some of these adult literary concepts when applied to children’s writing. I conclude that a partly new terminology, based on children’s writing, needs to co-exist with the older set of concepts. I also emphasize the need for further literary studies on children’s writing to question, criticize and complete mine, and to acknowledge the variety of literary aspects in children’s writing.