The aim of this diploma thesis is to present one of the aspekts of teaching of early reading and writing in primary schools in England. By this aspekt we mean methods that are used during teaching early reading and writing. The theoretical part of the diploma thesis familiarize the reader with the education system in England as whole, describes the National Curriculum and closely familiarize the reader with the pre-school curriculum and primary school curriculum. From both curriculums are pointed out especially those aspects which relate to teaching English language. In addition, there will be presented programs of teaching early reading and writing and closely described methods of teaching early reading and writing. The practical part of diploma thesis is based on research which was performed in community primary school "Dale Community Primary School". The research was conducted by several methods: questionnaire survey, observation and controlled observation. The questionnaires and observation aimed at finding methods of teaching early reading and writing which are used at the specific primary school. In addition, two modelled lessons were prepared and later reflected. During both modelled lessons were used methods of teaching early reading and writing. The knowledge and information gained from...

<p>Syftet med detta arbete är att ta reda på hur lärarna arbetar med försenad läs– och skrivutveckling. Jag har valt att undersöka vad en försenad läs- och skrivutveckling kan bero på, hur man som lärare kan arbeta med att förebygga svårigheterna och vad svårigheterna kan få för konsekvenser längre fram. Lärarna har en viktig roll i att lära eleverna läsa och skriva för att förbereda eleverna på det kommande vuxenlivet och ge dem möjlighet till vidareutbildning. Jag har valt att intervjua lärare i olika årskurser för att se hur man arbetar med svårigheterna på olika stadier. Jag har även valt att intervjua elever för att få en bild av hur de själva ser på sin läs- och skrivutveckling.</p><p>Min undersökning visar att det finns ett flertal orsaker till en försenad läs- och skrivutveckling som ofta samverkar med varandra. Elever har olika förutsättningar beroende på bland annat hemmiljö, emotionella problem och dålig fonologisk medvetenhet. Även lärarna har en stor och viktig roll, undervisningen måste individanpassas så att varje elev känner glädje och motivation för den utmaning de står inför. Lärarna måste också arbeta med att eleverna inte jämför sin egna utveckling med kamraternas och att eleverna lär för sin egen skull.</p> / <p>The purpose of this work is to find out how teachers work with delayed reading and writing development. I have chosen to investigate what a delay of reading and writing development depends on, how you, as a teacher, can prevent the difficulties and what consequences they can lead to in the future. The teachers have an important task in teaching the students to read and write, to prepare them for the future grown-up life and to give them possibilities for further development. I have chosen to interview teachers in different grades to see how they work with difficulties in different stages. I have also interviewed some students to get a picture of how they look upon their own reading and writing evolvement.</p><p>The result of my investigation is that there are a number of reasons for this problem that interact with each other. The students have different conditions regarding for example home environment, emotional problems and low phonologic awareness. The teachers play a big part in this question as well. The education has to be individually adjusted so that every student feels joy and motivation for the challenge they face. The teachers also need to have the students understand that they study for there own knowledge and that they should not compare themselves with other students.</p>

Syftet med detta arbete är att ta reda på hur lärarna arbetar med försenad läs– och skrivutveckling. Jag har valt att undersöka vad en försenad läs- och skrivutveckling kan bero på, hur man som lärare kan arbeta med att förebygga svårigheterna och vad svårigheterna kan få för konsekvenser längre fram. Lärarna har en viktig roll i att lära eleverna läsa och skriva för att förbereda eleverna på det kommande vuxenlivet och ge dem möjlighet till vidareutbildning. Jag har valt att intervjua lärare i olika årskurser för att se hur man arbetar med svårigheterna på olika stadier. Jag har även valt att intervjua elever för att få en bild av hur de själva ser på sin läs- och skrivutveckling. Min undersökning visar att det finns ett flertal orsaker till en försenad läs- och skrivutveckling som ofta samverkar med varandra. Elever har olika förutsättningar beroende på bland annat hemmiljö, emotionella problem och dålig fonologisk medvetenhet. Även lärarna har en stor och viktig roll, undervisningen måste individanpassas så att varje elev känner glädje och motivation för den utmaning de står inför. Lärarna måste också arbeta med att eleverna inte jämför sin egna utveckling med kamraternas och att eleverna lär för sin egen skull. / The purpose of this work is to find out how teachers work with delayed reading and writing development. I have chosen to investigate what a delay of reading and writing development depends on, how you, as a teacher, can prevent the difficulties and what consequences they can lead to in the future. The teachers have an important task in teaching the students to read and write, to prepare them for the future grown-up life and to give them possibilities for further development. I have chosen to interview teachers in different grades to see how they work with difficulties in different stages. I have also interviewed some students to get a picture of how they look upon their own reading and writing evolvement. The result of my investigation is that there are a number of reasons for this problem that interact with each other. The students have different conditions regarding for example home environment, emotional problems and low phonologic awareness. The teachers play a big part in this question as well. The education has to be individually adjusted so that every student feels joy and motivation for the challenge they face. The teachers also need to have the students understand that they study for there own knowledge and that they should not compare themselves with other students.

The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language proficiency due to limited exposure to the second language (L2). The teacher's explanations and modeling of strategies, the participants' opportunities to discuss strategy use with peers, and extensive practice positively enhanced their development. Additionally, the learners' schema and knowledge of text structures played significant roles in their development of the two skills. These English-as-a-foreign-language (EFL) learners also developed metacognitive awareness and strategy applications, but not to the level that always enhanced effective regulation and control of their reading and writing behaviors. Combining reading and writing in English-as-a-foreign-language (EFL) instruction promoted the learners' awareness of the relationships of certain strategies for the two skills, and developed their literacy skills holistically.

I dagens samhälle är det av stor vikt att kunna läsa och skriva då texter finns i olika former överallt, mycket på grund av den tekniska utvecklingen i samhället. Vägen till att "knäcka koden" ser olika ut för barn. I studien har vi valt att fokusera elever med läs- och skrivsvårigheter samt hur tekniken kan fungera som stöd i undervisningen. Syftet med studien är att undersöka hur lärare beskriver sin undervisning i förhållande till läs- och skrivsvårigheter. Vidare är syftet att undersöka hur elever med läs- och skrivsvårigheter upplever sin undervisning. Studien har sin utgångspunkt i den sociokulturella teorin. Empirin till studien är skapad genom semistrukturerade intervjuer med lärare och elever. Materialet har sedan analyserats och presenteras i resultatet. Resultatet av studien indikerar på att undervisning och stödstrukturer inom ASL stödjer elever med läs- och skrivsvårigheter i sin läs- och skrivinlärning genom att de får höra och se sambandet mellan ljud och bokstav. / In today's society it's important to be able to read and write because there are texts everywhere, and also as the technology has made a bigger impact in the society. For some children it can be difficult to learn how to write and read. Because of this we have chosen to focus on pupils with disabilities in the read- and writing process. We also want to see how the technology can support pupils in their learning. The aim of this study is therefore to investigate how teachers describe their teaching in relation to reading and writing disabilities. The study also aims to investigate how pupils with reading and writing disabilities describe their education. The sociocultural theory is the base of this study. The empirics to this study is created by interviews with pupils and teachers. The empirics has been analyzed and presented in the result. The result of this study shows that the method "write to read" supports pupils with writing and reading disabilities in their writing and reading education because the link between letter and sound clarifieds for the pupils.

The main purpose of this study was to investigate in what manner librarians and pedagogues can cooperate in order to help students with reading and writing problems and consequently enhance their information literacy. I aimed to investigate why cooperation between these professions is necessary. Also, I wanted to find out how the general support is on the schools regarding students with reading and writing difficulties, and if the school librarian knows what the special educator can contribute with and vice versa. Lastly, I focused on what knowledge the performers of these professions have about reading and writing difficulties and to what degree their knowledge is based on scientifically proven methods. The two theoretical points of departure are 1) theory of cooperation built upon Louise Limberg’s and Lena Folkesson’s three categories of cooperation 2) and Aidan Chambers’s reading promoting model named the circle of reading. I have used a qualitative method based on semi-structured interviews with both school librarians and pedagogues, who are active at five upper secondary schools. The major findings are that it would be possible to develop the cooperation between these two professions. For example: Research shows that working in teams promotes student learning. Another result is that the informants have a limited knowledge of whether the technical compensatory devices are based on approved research. In conclusion, it was also found that particularly school librarians feel an anxiety about to target aid efforts, directly to students with reading and writing difficulties/dyslexia, because they believe that the students would feel singled out. Such thinking puts in my opinion too much responsibility on the students themselves, to ask for help. The study also revealed that, easy to read literature has a quite small part in supporting these students. The research was undertaken for a two-year master’s thesis in Library and Information Science.

Integrated writing tasks that combine reading, listening, and writing have become increasingly popular in assessing academic writing. These tasks are seen to offer more authenticity, improve fairness, and provide positive washback effects of the test on learning and teaching of English around the globe. However, the integrated nature of these tasks can pose some issues, such as construct-related validity and verbatim source use. Given that the inferences made from test scores depend upon the construct of the measure, it is important to have a working knowledge of how strategies are used on integrated writing tests as part of the process of construct validation. This study investigates the relationship between second language writers’ strategy use and performance on an integrated reading-listening-writing test using structural equation modeling and qualitative approaches. Data were collected from 161 non-native English-speaking students. The students first took an integrated reading-listening-writing test and followed by a strategy inventory on how they thought while completing the test. Twenty students, ten in the high-performance group and ten in the low-performance group, participated in a retrospective interview. Exploratory factor analysis (EFA) was used to identify the clusters of items based on three hypothetical factors: Rhetorical, Self-Regulatory, and Test-Wiseness Strategy Use. Confirmatory factor analysis (CFA) was then utilized to test the hypothetical relations between observed and latent variables. Subsequently, structural equation modeling (SEM) was used to model the relationship between students’ self-reported strategy use and their test performance. The data collected from retrospective interviews, an open-ended questionnaire, and planning sheets were analyzed to triangulate quantitative results and provide supplementary information in interpreting the quantitative data. The study illuminates the nature of integrated writing strategy use, the nature of integrated writing performance, and the relationship between strategy use and performance on an integrated reading-listening-writing test. The results of the study have implications for second language writing assessment and instruction as well as theory in second language academic writing. / text

The major purpose of this study was to determine the possible correlation between reading and writing abilities of college students who are identified as second language learners. It was also aimed at determining the relationships between variables pertaining to the ESL college students, namely, their self-selected reading materials, their reading interests, the amount of time spent studying English, how they studied English, how they were taught English, and the length of residence in the United States.

TITLE: Methods leading to the connection of communicative, linguistic and literary component at primary school AUTHOR: Anna Šušmáková DEPARTMENT: Czech literature department SUPERVISOR: PhDr. Ondřej Hausenblas ABSTRACT: The aim of this thesis is to map and suggest procedures leading to connection of communication, linguistic and literary education at lower primary school. I find inspiration in both existing and potential procedures. The work helps in orientation in connections of three educations, makes clear how each education helps the other two and how they in pupil`s natural communication and reading belong together. The work considers possibilities and benefits and identifies demands, which such integrating conception and procedures make on teachers and pupils. In the theoretical part the thesis analyses conception and relation of the three educations in Framework Education Programme (RVP) and explores how differently they are understood and used at some schools and by some teachers. The practical part presents semi- structured interviews with the school representatives. The goal of this was creating an exploratory probe, which reveals how realistic are the proposed outcome and lesson changes. The probe also shows desired changes with teachers and the project itself. Finally, the work proposes initial...

L'enseignement-apprentissage du lire-écrire demeure une question chaude du point de vue de sa pertinence sociale, comme du point de vue scientifique et pédagogique. Les débats sur la lecture et son apprentissage constituent encore aujourd'hui un sujet d'actualité, aussi bien pour l'opinion publique que pour l'institution et la recherche scientifique d'autant que malgré les avancées conceptuelles dans le domaine de la littératie, 10 à 15% d'élèves sont toujours en difficultés de lecture à l'entrée au collège. Si l'on connaît mieux les démarches d'apprentissage, on en sait peu sur les pratiques professionnelles des enseignants, notamment avec des élèves en difficulté. La compréhension des pratiques professionnelles de professeurs des écoles en situation d'enseignement/apprentissage initial du lire-écrire constitue l'objet de notre recherche. Elle s'inscrit dans le cadre et les questions théoriques développés dans le courant de la didactique professionnelle dont l'objectif principal est d'analyser le travail en vue de la formation et articule les questions théoriques de ce courant avec les concepts de la didactique disciplinaire autour de la notion centrale de situation (professionnelle et didactique), le processus de secondarisation des savoirs étant au cœur de la réflexion. Pour concrétiser cette intention d'intelligibilité des pratiques, nous avons fait le choix d'une méthodologie basée sur l'observation directe et indirecte de situations d'enseignement-apprentissage menées par des experts, des maîtres-formateurs, et par des novices confrontés à la gestion de l'hétérogénéité des élèves et des niveaux scolaires. Nos résultats viennent renforcer les connaissances d'une grammaire générique des pratiques didactiques de l'entrée dans l'écrit par l'identification de structures conceptuelles de situations et de modèles opératifs. Ils permettent aussi de mieux saisir les conflits de métier, les dilemmes, de pointer des éléments d'une professionnalité potentiellement explicatifs des différences d'efficacité/équité tout en questionnant les discours centrés sur la différenciation pédagogique et l'individualisation. Loin de formuler des « bonnes pratiques », ce travail contribue à enrichir la palette des gestes professionnels utiles à un développement professionnel des enseignants et invite à repenser la formation professionnelle des enseignants à partir d'une compréhension des situations intégrant les savoirs nécessaires pour agir et les savoirs nécessaires à l'analyse de l'activité. / Teaching and learning how to read and write remains a burning question from the point of view of its social relevance as from the scientific and educational point of view. Debates on reading and its apprenticeship constitute even today a topical issue for the public opinion as well as for the institution and the scientific research. In spite of conceptual development in the field of literacy, 10 to 15% of pupils still have difficulties in reading when entering secondary school. If we are more informed about procedures of apprenticeship we know little about professional practices, especially with children in difficulties. Therefore the object of our research deals with the understanding of professional practices of initial schoolteachers regarding how to teach to read and write. It is set in the frame and field of professional didactics which develop theoretical issues about the analysis of teacher training and it is combined with the concepts of disciplinary didactics in order to define the key notion of professional and didactic situation, the process of “secondarization” of knowledge being at the core of our thought. To make this intention of intelligibility of practices concrete we opted for a methodology based on direct and indirect observation of teaching/learning situations led by experts, mentors and initial teacher trainees faced to the managing of students' heterogeneity and various levels. Our results add up to the knowledge of a generic grammar of didactic practices in the field of beginning literacy through the identification of conceptual structures of situations and operative patterns. They also allow to better understand conflicts and dilemmas in the profession, to point out the potentially explicit elements of a professional expertise as far as differences of efficiency/equity are concerned while questioning discourse focused on pedagogical differentiation and individualization. Far from suggesting “good practices”, this work contributes to enrich the range of professional gestures which could be useful to the professional development of schoolteachers and to rethink teacher training and teacher competence from an understanding of situations which integrate the knowledge required for action along with the one necessary to analyze activity.