Vários estudos têm apontado que falhas nas habilidades do processamento fonológico (consciência fonológica, memória fonológica e acesso ao léxico) estão relacionadas com distúrbios de leitura e escrita. Programas terapêuticos baseados na estimulação da consciência fonológica têm sido propostos, porém poucos se propõem a estimular as três habilidades do processamento fonológico. A efetividade dos programas terapêuticos é evidenciada por testes comportamentais e, na busca por biomarcadores da evolução terapêutica, o potencial evocado auditivo de longa latência (P300) tem sido estudado. O P300 é um potencial endógeno que avalia a resposta do sujeito a estímulos acústicos, envolvidos nas regiões cerebrais corticais e subcorticais relacionados com atenção, discriminação auditiva e memória. O presente estudo teve por objetivo investigar a eficácia de um programa de estimulação do processamento fonológico em escolares com Distúrbios de Leitura e Escrita por meio da análise dos testes comportamentais e P300 pré e pós-estimulação. Participaram deste estudo 10 escolares, que frequentavam regularmente o 4º, 5º, 6º ou 7º ano do Ensino Fundamental, com Distúrbio de Leitura e Escrita. Os escolares foram submetidos às avaliações de aritmética, consciência fonológica, memória fonológica, nomeação automática rápida, leitura e escrita, e submetidos ao exame P300, em seguida iniciaram uma intervenção baseada na estimulação das habilidades do processamento fonológico. A intervenção foi realizada em 20 sessões (semanais de 45 minutos). A proposta de intervenção foi baseada em exercícios de estimulação dos três componentes do processamento fonológico. Após a intervenção, foram novamente submetidos às mesmas avaliações comportamentais e avaliação do P300. Os resultados pré e pós-estimulação foram comparados por meio do Wilcoxon-test para amostras pareadas com o nível de significância de 0,05. Observou-se melhora no desempenho em todas as tarefas do Processamento Fonológico (p<0,05). A melhora também foi observada na leitura de palavras e pseudopalavras e compreensão de texto (p<0,05), além de diminuição de erros ortográficos no ditado e escrita espontânea (p<0,05). O P300 não apresentou diferença no período pós-estimulação, mostrando que o programa foi efetivo e que o P300 não foi um biomarcador eficiente de evolução terapêutica. / Several studies have pointed out that failures in phonological processing skills (phonological awareness, phonological memory and lexical retrieval) are related to reading and writing disorders. Therapeutic programs based on phonological awareness have been proposed, but few are meant to stimulate the three phonological processing skills. The effectiveness of therapeutic programs is evidenced by behavioral tests, however, in the search for biomarkers of therapeutic evolution, the long-latency auditory evoked potential (P300) has been studied. The P300 is an endogenous potential that evaluates the response of the subject to acoustic stimuli involved in cortical and subcortical brain regions related to attention, auditory discrimination and memory. This study aimed to investigate the effectiveness of a stimulation program of phonological processing in children with reading and writing disorders by analyzing the behavioral tests and the P300 pre and post-stimulation. The participants of this study were 10 students who regularly attended the 4th, 5th, 6th or 7th year of elementary school and have reading and writing disorder. The students were submitted to arithmetic reviews, phonological awareness, phonological memory, rapid automatized naming, reading and writing, and submitted to the P300 examination, then began an intervention based on the stimulation of phonological processing skills. This intervention was performed in 20 sessions (45 minutes weekly). The proposed intervention was based on the stimulation exercises of the three components of phonological processing. After the intervention, they were again subjected to the same behavioral assessments and evaluation of P300. The pre and post-stimulation were compared using the Wilcoxon-test for paired samples with the 0.05 significance level. There was an improved performance in all tasks of Phonological Processing (p <0.05). The improvement was also observed in reading words and pseudo words and reading comprehension (p <0.05), and a reduction of spelling errors in dictation and spontaneous writing (p <0.05). The P300 showed no difference in post-stimulation period, showing that the program was effective and P300 cannot be considered a biomarker of therapeutic evolution.

Este trabalho traz o relato e a análise de uma experiência e uma reflexão sobre alfabetização de jovens e adultos. Buscamos, por meio da nossa vivência, discutir sobre estratégias didáticas e a contribuição do conhecimento geográfico e da literatura, visando evitar um ensino mecânico e sem sentido para o aluno no processo de alfabetização e que resulte numa aprendizagem significativa. Na nossa concepção sobre alfabetização, devemos promover o desenvolvimento de habilidades que garantam, não apenas, a aquisição do sistema de escrita e de leitura, mas também, ofereça novos conhecimentos aos alunos / The present work brings the report and analysis of an experience, and a reflection upon the instruction in reading and writing of young and adult students. By using our practical experience, we seek to discuss didactic strategies and the contribution of geographic and literary knowledge, aiming to avoid a mechanical and meaningless teaching for the student in the process of literacy acquirement, which will result in significant learning In our concept of literacy acquirement, we should promote the development of skills that not only guarantee the acquisition of the writing and reading systems, but that can also offer students new knowledge

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-26T14:21:59Z No. of bitstreams: 1 gilcimarcordeirodasilvanolasco.pdf: 5864892 bytes, checksum: 74e00a0ae0a40883f708a0a9c40f000e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-26T14:28:11Z (GMT) No. of bitstreams: 1 gilcimarcordeirodasilvanolasco.pdf: 5864892 bytes, checksum: 74e00a0ae0a40883f708a0a9c40f000e (MD5) / Made available in DSpace on 2018-06-26T14:28:11Z (GMT). No. of bitstreams: 1 gilcimarcordeirodasilvanolasco.pdf: 5864892 bytes, checksum: 74e00a0ae0a40883f708a0a9c40f000e (MD5) Previous issue date: 2017-12-20 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Tem como principal objetivo mapear as defasagens de leitura e escrita dos alunos oriundos do 5º ano do Ensino Fundamental que chegam ao 6º ano em uma escola estadual do Estado de Minas Gerais e propor ações que possam minimizar essas dificuldades, para que esses alunos possam prosseguir seus estudos com êxito. O referencial teórico trouxe autores que discutem sobre alfabetização e letramento e também sobre leitura e gêneros textuais tais como: Tfouni (2010), Soares (2003), Kleimam (1995), Leffa (1999), Marcuschi (2007), Lerner (2002), dentre outros. Apresentou também um breve relato das políticas públicas implementadas pelos governos federal e estadual visando à alfabetização no tempo certo. Foi realizada avaliação diagnóstica com os alunos do 6º ano e aplicado questionário aos professores do referido ano e à supervisora pedagógica, no intuito de identificar as principais dificuldades apresentadas pelos alunos e o que os professores têm feito para saná-las. A partir das análises dos dados obtidos, pôde-se perceber que muito pouco se tem feito para minimizar os problemas de defasagens em leitura e escrita, pois não foi constatado um trabalho eficaz de leitura e escrita com os diversos suportes de texto. Diante dessa constatação, propõe-se uma Plano de Ação Educacional, apresentando diversas ações buscando um trabalho diferenciado de leitura e escrita, supervisionado pela equipe pedagógica, que deve ser trabalhado por todos os professores do 6º ano. / This dissertation was developed under the Professional Masters Program in School Management and Evaluation of Public Education (PPGP) from the Center of Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd /UFJF). . Its main objective is to map these lags the reading and writing lags from the students of the 5th grade of elementary school who reach the 6th grade at a State School in the State of Minas Gerais and propose actions to reduce these difficulties in a way such as these students can successfully continue their studies. The theoretical reference has brought authors who discuss literacy skills as well as reading and text genres such as: Tfouni (2010), Soares (2003), Kleimam (1995), Leffa (1999), Marcuschi (2007), Lerner , among others. It also presented a brief report of the public policies implemented by the federal and state governments aiming at literacy in the right time. A diagnostic evaluation was carried out with the 6th grade students and a questionnaire was applied to the teachers of that year and to the Educational Supervisor in order to identify the main difficulties presented by the students and what teachers have done to solve them. Through data analysis we noticed that very little has been done to minimize the problems of lags in reading and writing as it was not verified an effective work of reading and writing with the various text genres. Faced with this observation an Educational Action Plan is proposed, presenting several actions seeking a differentiated work of reading and writing, supervised by the pedagogical team that must be worked by all the 6th grade teachers

Based on the previous review (Levin &amp; Sjöstedt.2016) we discovered that reading aloud was an advantage for children's future Reading and-writing comprehension. The purpose of this work is, therefore, to visualize the application of reading aloud in contemporary education. Application means, in this case, which methods are mostly used, for example: silent reading/reading aloud, and also how it is implemented and what effect, chosen method supposed to provide. The study is conducted at three different Swedish schools in the county of Skåne and they are limited to the grade five. The research methods we used were questionnaires and classroom studies. The questionnaires are based on the mindset of active and legitimate educators, regarding the main subject, reading aloud. The results of the classroom observations and the questionnaires are reported in the latter section and finally a conclusion and discussion of the report and its results are presented.

Som pedagog behöver man ha kunskap om olika läs- och skrivinlärningsmetoder för att kunna stötta eleverna så bra som möjligt i deras läs- och skrivutveckling. Alla elever är olika och har olika erfarenheter och behov när de börjar skolan. Syftet med studien är att undersöka hur Wittingmetoden fungerar vid nyinlärning samt varför den är bra för att förebygga läs- och skrivsvårigheter hos barn. Studien undersöker även hur samarbetet kan se ut mellan lärare utifrån Wittingmetoden och andra metoder, samt varför lärare tror att Wittingmetoden är relativt okänd. För att få en uppfattning om metodens funktion har det även gjorts en jämförelse med några andra väl beprövade metoder. Studien genomfördes genom kvalitativa intervjuer med fyra lärare från olika delar av Sverige. Gemensamt för lärarna var att de arbetar helt eller delvis utifrån Wittingmetoden. Resultaten av intervjuerna visar att metoden fungerar väl för nyinlärning, samt att den även var effektiv för att förebygga läs- och skrivsvårigheter. Detta på grund av att metoden uppfattas som effektiv, inget lämnas åt slumpen, allt är genomtänkt och kreativt, strukturen är tydlig och eleverna arbetar i sin egen takt. Två av lärarna tyckte att metoden var den enda att arbeta utifrån medan de två andra lärarna även använde sig av andra metoder. / The purpose of the study is to investigate how the Witting method works in new learning and whether it is good for preventing reading and writing difficulties. The survey also shows why the method is relatively unknown among teachers. In order to gain an idea of ​​the method's function, a comparison has also been made with some other well-proven methods used in Sweden. The survey was conducted through qualitative interviews with four teachers from different parts of Sweden. Common to all four teachers was that they work fully or partly from the Witting method. The results of the interviews show that all four teachers agreed that the method works well for new learning and that it was also effective in preventing reading and writing difficulties. This because the method is perceived to be effective, nothing is left by chance, everything is thoughtful and creative, the structure is clear and the students work at their own pace. Two of the teachers thought the method was the only one to work from the outside while the other two teachers also used other methods.

The main purpose of this study was to increase knowledge on the views of students with reading and writing difficulties when it comes to their perception of their difficulties, school experiences and future aspirations. The second aim was to increase knowledge about some differences and similarities between Malta and Sweden in the subject field. The research questions concerned students’ descriptions of their diagnostic processes, perception of their difficulties, strengths and coping strategies, school experience and future aspirations. A qualitative interview study was conducted with five Swedish and six Maltese upper secondary school students. The Ecological systems theory and Didactic theory together with previous research were used to analyse the results. To summarise the results, almost all of the students diagnosed with dyslexia showed a positive attitude towards having the report. The Maltese students described the absolute necessity of a diagnosis to receive support. No student in the study described having received support and structured phonological training as recommended by previous research. The students described a wide range of difficulties, strengths and coping strategies mainly in line with previous research. The importance of concentration when learning and taking tests was accentuated. Listening to a skilled teacher was emphasised as one of the best ways of learning, and the importance of willpower was highlighted. The students showed the importance of communicating with teachers, finding own methods, and make the most of one’s strengths to close the gaps in the areas in which one experiences difficulties. For all the Maltese students, private lessons have been a source of support, while none of the Swedish mentioned any private training. For the majority, both parents and a hobby played an important role when it comes to support and well-being. All students described school as difficult, but students’ experiences of school ranged from humiliating to somehow supportive. Some of the Maltese students described that they were afraid of being judged for using dyslexia as an excuse, while some of the Swedish students described they felt the right to support and adjustments. All students but one described that they had lowered their future aspirations due to their difficulties. All students seem to rely on their own strategies for school success. In the light of the theoretical framework – the Ecological systems theory, Didactic theory and previous research – the results could imply both a need for improving teachers’ literacy and didactic skills within the existing systems as well as a need for curriculum development and change of examinations systems.

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This dissertation (by publication) is concerned with the introduction of the haiku form of poetry to elementary schooling. Four publications examine a variety of phenomena regarding learning and becoming with haiku practice from multiple angles, drawing on various analytical methods from discourse analysis to conversational analysis, and beyond (towards transaction analysis). The first study examines the discourses of haiku and mindfulness through texts available online and articulates the potential integration of teaching these two practices in education. The second takes a more critical look at the teaching and learning haiku materials to understand the discursive resources of doing haiku. The third study moves to understanding the nature of learning to read haiku by looking at communication between teachers, students, and researchers in a haiku reading event. The fourth study examines emptiness embodied in the practice of writing haiku through examples of Basho’s life and poetry and articulates my personal experience as a teacher of reading and writing haiku. The research and understanding involved in these papers and this dissertation have been for me a journey, which I present here as a haibun. Haibun is a term first used by the Japanese haiku poet, Matsuo Basho, to refer to a poetic literary form combining prose and haiku and which recounts the various journeys of a haiku practitioner. As the title, A Haibun of Learning and Becoming with Haiku Practice, indicates, the following text describes a journey of learning and becoming with haiku practice, holding together and surrounding the four studies as a necklace holds precious stones. This dissertation links these four studies through a narrative of the flux of my research journey with haiku practice from text to life. Drawing on transactional perspectives underlining all four studies, I propose an alternative way of theorizing and understanding the experience of learning and becoming with the practice of haiku as event. The four studies function as four main events (steps) on my research trail and the dissertation presents itself as a lively story in a continuous conversation about researching, teaching, and learning with haiku practice. Finally, and as a last step recorded here, but far from a final step, I offer a haiga (haiku painting) and some haiku lyrics (songs I sing and poems I have written) as an invitation to look back along the path we have walked together to celebrate, and to continue our walk towards a spring of new beginnings in research and haiku reading and writing. / Graduate