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Läs- och skrivundervisning i skolan : En intervjuundersökning om hur lärare arbetar för att främja barns grundläggandeCarlsson, Anna January 2007 (has links)
<p>Abstract</p><p>The purpose of this research paper is to study which methods teachers are using to develop children’s reading and writing skills. The purpose is also to investigate necessarily conditions to individualize the teaching of reading and writing.</p><p>The qualitative research is based on interviews with six elementary school teachers. The interviewed teachers think that it is important to see every child individually to be able to develop the reading and writing skills. Education can only be stimulating and delightful when it is individualized. In spite of this, the result shows that the majority of the teachers are using only one method when teaching children reading and writing. The teachers agree that there should be collaboration with the children’s previous teachers to be able to know each child faster. Mapping and documentation are also useful for teachers. The result of the study also shows that computers and fiction books are good complements to the regular reading and writing teaching. The most common reading and writing methods among the teachers are a combination of the sound imitating method and the full word method. Success in individualizing depends on the access of remedial teacher and the number of stand by teachers. Furthermore, it is immensely important that all teaching is well thought-out and well planned, according to the interviewed teachers.</p><p>My conclusions are that teachers have to offer a lot of different methods in order to get all children the same conditions for their learning. I feel that it’s important to meet and see every child and their needs. To be able to do so teachers must vary their approach when children learn to read and write.</p>
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Läs- och skrivundervisning i skolan : En intervjuundersökning om hur lärare arbetar för att främja barns grundläggandeCarlsson, Anna January 2007 (has links)
Abstract The purpose of this research paper is to study which methods teachers are using to develop children’s reading and writing skills. The purpose is also to investigate necessarily conditions to individualize the teaching of reading and writing. The qualitative research is based on interviews with six elementary school teachers. The interviewed teachers think that it is important to see every child individually to be able to develop the reading and writing skills. Education can only be stimulating and delightful when it is individualized. In spite of this, the result shows that the majority of the teachers are using only one method when teaching children reading and writing. The teachers agree that there should be collaboration with the children’s previous teachers to be able to know each child faster. Mapping and documentation are also useful for teachers. The result of the study also shows that computers and fiction books are good complements to the regular reading and writing teaching. The most common reading and writing methods among the teachers are a combination of the sound imitating method and the full word method. Success in individualizing depends on the access of remedial teacher and the number of stand by teachers. Furthermore, it is immensely important that all teaching is well thought-out and well planned, according to the interviewed teachers. My conclusions are that teachers have to offer a lot of different methods in order to get all children the same conditions for their learning. I feel that it’s important to meet and see every child and their needs. To be able to do so teachers must vary their approach when children learn to read and write.
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O estatuto da sílaba na aprendizagem da leitura: comparando o percurso de crianças e adultosMoreira, Cláudia Martins January 2009 (has links)
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Previous issue date: 2009 / Este trabalho tem como objetivo central investigar a influência da estrutura silábica sobre a aquisição da leitura por crianças e adultos que se encontram em fase de alfabetização escolar. Quatro variáveis relacionadas ao processamento silábico foram consideradas: a) o padrão silábico; b) a acentuação; c) a posição da sílaba na palavra; d) as estratégias de leitura. Os dados foram obtidos através de pesquisa de campo e experimental, desenvolvida ao longo do ano letivo de 2006, em duas escolas públicas da cidade de Salvador. Participaram da pesquisa ao todo 29 informantes, 17 crianças (G1) e 12 adultos (G2). Realizaram-se quatro sessões de leitura de palavras e pseudopalavras com cada sujeito, em encontros periódicos ao longo do ano. Os testes de leitura foram aplicados através de um aplicativo denominado APPTL − Aplicativo para Teste de Leitura, elaborado especialmente para essa tarefa. As leituras foram gravadas em áudio e vídeo. Os resultados mostraram que a estrutura silábica da palavra exerce uma influência significativa sobre o nível de acertos na leitura de palavras e sobre o tipo de estratégia utilizada pelos sujeitos. As palavras formadas pela sílaba CV obtiveram o maior índice de acertos, e, conseqüentemente, a maior ocorrência de estratégia proficiente durante sua leitura; numa posição intermediária, ficaram as palavras constituídas de sílabas CVC; e por fim, as palavras formadas por sílabas CCVC foram as que obtiveram menos acertos, e, em conseqüência, demandaram o uso das estratégias menos proficientes. Quanto à acentuação, as palavras paroxítonas foram lidas com maior número de acertos, seguidas das proparoxítonas e oxítonas. No que diz respeito à posição da sílaba na palavra, as sílabas complexas foram processadas com mais acertos quando se encontravam na posição inicial, seguida da posição interna e final. Os resultados apresentados pelas crianças (G1) foram semelhantes aos ocorridos com os adultos (G2), o que permite concluir que crianças e adultos têm um comportamento similar no que tange ao processamento da sílaba na fase inicial de aquisição da leitura. Tais achados implicam que sejam revistos os métodos de alfabetização oferecidos a crianças e adultos, no sentido de promover um tratamento mais sistemático da sílaba na escola, o que implica uma abordagem que leve mais em consideração a relação entre leitura e oralidade. / Salvador
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Specialpedagogik i skolvardagen : En studie med fokus på framgångsfaktorer i läs- och skrivlärandeTjernberg, Catharina January 2011 (has links)
This is a praxis-oriented case study of written language activities in Forms 1–5 in the nine-year Swedish compulsory school. The emphasis is on pupils at risk of developing reading and writing disabilities. The aim of this study is to analyse the factors underlying successful reading and writing education and the pedagogical conditions promoting reflective didactic skills, focusing on the students’ development of reading and writing abilities. The praxis-oriented approach is expressed by means of working with classroom observations and reflective communication with the teachers. Four classes at the junior and intermediate levels of the nine-year compulsory Swedish school have been studied for two years. Both the schools and the teachers have been chosen strategically. Quantitative and qualitative data indicate that the selected schools have special qualifications. The teachers were chosen because they have proved particularly successful in developing reading and writing abilities of their pupils, including those with documented reading and writing disabilities. Reports from the National Swedish Agency for Education, as well as large international surveys, indicate that the consensus concerning reading and writing education achieved by science during the past decade has had very little impact on everyday classroom activities. One of the underlying questions is how research results are successfully implemented in everyday school work. The results show that the teachers use a wide variety of methods in response to the wide variety of students´ requirements. The lessons are characterized by intense activity on the part of both teacher and pupils, and of a high level of interactivity in communication, reading, writing and counting. A surprising pattern is that the teachers very consciously work with oral presentation in various topics and genres. This gives students with reading and writing difficulties an opportunity to succeed. The instruction is notable for being well-structured, with a balance between form and function, a high level of challenging tasks and visibilization of individual progress. The special needs education aspect of the instruction appears in the teachers’ abilities to arrange pedagogical situations in which a wide variety of abilities can be expressed and developed. The teachers show a positive belief in their students and strive to make them successful in a social context. This study indicates the importance of a solid theoretical background, enabling the teacher to identify the developmental stage the student is at and to adapt the instruction accordingly. Another important factor is the ability of the teacher to instantly see and grasp pedagogical opportunities and to interpret and utilize the diagnostic signals in the classroom. One important conclusion is that reading and writing education, in order to be successful, must be viewed in a context of language development as a whole, involving both its oral and its written aspects. This study also demonstrates that research results are perceived as more accessible and relevant by the teachers when the researchers’ focus is on applied pedagogics, allowing theory and practical applications to interact. This opens up the possibility of establishing and incorporating scientific theories on learning in everyday, practical school work. / Detta är en longitudinell studie som tar sin utgångpunkt i Tjernbergs magisterstudie (Tjernberg, 2007). Detta innebär att vissa avsnitt från denna återfinns i licentiatavhandlingen, främst i de teoretiska utgångspunkterna och metodavsnittet. (Denna not tillfogades 20121201.)
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Framgångsfaktorer i läs- och skrivlärande : En praxisorienterad studie med utgångspunkt i skolpraktiken / Success Factors in Teaching Reading and Writing : A praxis-oriented study based on school practicesTjernberg, Catharina January 2013 (has links)
The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ development of reading and writing abilities. Large international surveys indicate that the consensus concerning reading and writing education achieved by science during the past decade has had limited impact on classroom activities. Thus, an underlying question is how research results can be implemented in everyday schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instantly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language development as a whole, involving both its oral and its written aspects. This study also demonstrates that research results are perceived by teachers to be more accessible and relevant when the focus is on applied pedagogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learning strategy in the development of professional competence whereby academic knowledge and on-the-spot know-how are allowed to coalesce in practically useful knowledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based knowledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work. / <p>En bearbetad version av Catharina Tjernbergs avhandling, med titeln "Framgångsrik läs- och skrivundervisning: en bro mellan teori och praktik", ISBN 9789127137387, finns utgiven på förlaget Natur och kultur 2013.</p>
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Výuka českého jazyka v 1. - 3. ročníku základních škol pro sluchově postižené - popis současného stavu a možnosti inovace / Learning Czech language in the 1 - 3 grade of elementary schools for hearing impaired - description of current situation and potentiality of innovationFuková, Veronika January 2013 (has links)
This thesis is focused on problems of teaching in school subject Czech Language in 1 - 3 grade of elementary schools for hearing impaired. The whole issue is put into the theoretical framework, which delimit specify of hearing impaired pupils education and the goals which this pupils should achieve in elementary education and primarily in language education too. Special attention is paid to problems of teaching reading and writing - ways to acquiring reading literacy in hearing impaired pupils. Presented are methods of teaching reading and writing and I am thinking about their applicability in hearing impaired pupils education. Is given an idea of teaching in school subject Czech Language in Elementary schools for hearing impaired in history (1948 - 1990), in detail I analyze teaching materials used in that time. Current situation of teaching in school subject Czech Language is describe on the grounds of research probe realized in school year 2011/2012 on four selected elementary schools for hearing impaired in the Czech Republic. Results of observation are related to stated hypothesis and from them are deduced conclusions. Part of thesis is detailed notations of during the teaching in the selected schools. Closing part is focused on brief reflection of possibilities to make use of innovation in...
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