Uppsatsen syftar till att undersöka hur lärare på mellanstadiet använder högläsning i sin svenskundervisning på mellanstadiet. Undersökningen utfördes på en mellanstadieskola i mitten av Sverige. Studien undersökte lärarnas syfte med högläsning samt hur de använder högläsning i sin undervisning. Studien bygger på semistrukturerade kvalitativa intervjuer med åtta verksamma lärare i svenska. Det insamlade materialet har analyserats utifrån en innehållsanalys. Studiens resultat visade att samtliga lärare använder sig av högläsning i sin undervisning, dock varierar deras syfte. Lärarnas syfte med högläsning varierar även beroende på om det är ämnesstyrd eller skönlitterär högläsning. Studien visar också utmaningar för att få en effektiv högläsning. Tidigare forskning visar högläsningens effekter och till­vägagångssätt­­ i undervisningen samt dess utmaningar. Forskningen visar att före, under och efterarbetet med högläsningen är väsentligt för att få till en givande undervisning, vilket gav ett blandat resultat i undersökningen. Slutsatsen med studien visar att lärarna använder sig av högläsning och upplever att eleverna utvecklar sin språkliga förmåga, dock används högläsningen inte alltid på ett effektivt sätt. En ytterligare slutsats är därför att lärarna behöver vidare kunskaper för att kunna bedriva en mer effektiv högläsning. / The purpose of this paper is to get an idea about the usages of reading-aloud by teachers in middle schools during Swedish-periods. The study was conducted at a school in the central part of Sweden, the study was conducted using semi-structured, qualitative interviews with eight currently working Swedish teachers and afterwards the material collected was analysed using a form of content-analysis. The results of the study and the analysis is that while all of the teachers were reading aloud, the intent of reading aloud differed depending on the teacher, especially it differed based on if the text that was read was a literary or a subject-controlled text. Apart from the intent the study also showed the challenges to use reading aloud as a tool effectively, this is in line with earlier research in this subject that shows there exists a challenge in achieving maximum efficiency and gain in reading aloud. The previous research shows that you must conduct work for the students both before, during, and after reading aloud, the study showed mixed results in this case. Another conclusion shows that teachers thought their students gained a linguistic advantage from the teacher reading aloud, regardless of the efficiency of the usage of reading aloud. A derived conclusion from this paper is that teachers need to further their knowledge of how to read aloud to gain maximum efficiency and gain.

In conjunction with the Texas Technology Immersion Pilot program (TIP), the State of Texas implemented a four-year annual evaluation called the Evaluation of the Texas Technology Immersion Pilot (eTxTiP). It focused on the technology immersion experience through one-to-one mobile technology of sixth grade students in 22 selected middle schools. Initial findings suggested academic growth, especially in math, increased rigor of student work, greater teacher collaboration, a more positive school environment, and transformation of instructional practices. This study focused on one of the original schools selected to participate in the TIP program, exploring the impact over time of one-to-one mobile technology on one group of students over an 8-year period beginning with their third grade year. The selected school’s demographic makeup reflected a large number of schools within the state, including its size, rural location and economically disadvantaged student population. Based on an interrupted time series design, state assessment data was analyzed using a piecewise growth model. The study revealed no statistically significant academic growth in reading and math performance among the participants.

Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1 Lilian dos Santos Lacerda.pdf: 897515 bytes, checksum: 45952f1b4d88a1a1f69d618bcc725621 (MD5) Previous issue date: 2014-10-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The school is privileged to train readers place, and how teachers view and deal with reading regulates their practices and affects the education of students. This perspective of reading as a cultural practice, headed for the option to conduct this study, with the theoretical Critical Theory of Society, especially the aspects related to the formation of the individual. The questions that guided the research are: what is the place of reading in the lives of students in the educational process? Reading in school is presented as a differential element of training and the empowerment of learners in the schooling process? Thus, given the possibilities of conducting the empirical research, was defined as objective to describe and analyze what is provided in terms of reading, students of the 6th year of elementary school in a state public school, located in the southern city of São Paulo. The hypothesis is empirically verified that the reading experience offered by the school is bound predominantly to schoolwork, prevailing practices that do not take reading as a cultural practice, which, in turn, tends to nullify their formative dimension. Classroom observations were conducted during a week - a total of twenty-three classes - in the year 2013. The collection and analysis of information was identified fourteen practical situations. Information was also collected on teachers and their approach toward reading in school, through a questionnaire. As the theoretical framework, empirical data were analyzed based on the concepts of cultural training and experience (Theodor W. Adorno). Still, for better understanding of the teaching and learning of reading resorted to studies by Magda B. Smith, Anne-Marie Chartier and Roxane Rojo. And to situate the teaching practice was used studies Alda J. Marin and José Gimeno Sacristan. The survey results point to the predominantly guided in teaching courseware. In general, in relation to the teaching strategies, there is a gap between practical social and school reading practice and the prevalence of situations that the student activity is restricted to copying. Teachers, while recognizing the importance of reading for the training of individuals in practice do not value it. The results allow us to affirm that the hypothesis of this study was confirmed / A escola é lugar privilegiado para a formação de leitores, e o modo como os professores concebem e lidam com a leitura regula suas práticas e repercute na formação dos alunos. A perspectiva da leitura como prática cultural encaminhou para a opção de se realizar este estudo, tendo por referencial teórico a Teoria Crítica da Sociedade, especialmente os aspectos relacionados à formação do indivíduo. As questões que orientaram a investigação são: qual o lugar da leitura na vida dos alunos em processo de escolarização? A leitura na escola se apresenta como elemento diferencial de formação e promoção da autonomia dos educandos em processo de escolarização? Assim, diante das possibilidades de realização da pesquisa empírica, definiu-se como objetivo descrever e analisar o que é proporcionado, em termos de leitura, aos alunos do 6º ano do ensino fundamental de uma escola estadual paulista, situada na zona sul da cidade de São Paulo. A hipótese verificada empiricamente é a de que a experiência de leitura ofertada pela escola está vinculada predominantemente às tarefas escolares, prevalecendo as práticas que não tomam a leitura como uma prática cultural, o que, por sua vez, tende a anular sua dimensão formativa. Observações em sala de aula foram realizadas no decorrer de uma semana no total de vinte e três aulas , no ano de 2013. Da coleta e análise das informações foi possível identificar catorze situações práticas. Também foram Quanto ao referencial teórico, os dados empíricos foram analisados com base nos conceitos de formação cultural e experiência (Theodor W. Adorno). Ainda, para melhor compreensão acerca do ensino e da aprendizagem da leitura recorreu-se aos estudos de Magda B. Soares, Anne-Marie Chartier e Roxane Rojo. E para situar a prática docente utilizou-se estudos de Alda J. Marin e de José Gimeno Sacristán. Os resultados da pesquisa apontam para o ensino predominantemente pautado no material didático. De modo geral, em relação às estratégias didáticas, verifica-se o distanciamento entre a prática da escola e as práticas sociais de leitura e a prevalência de situações em que a atividade discente está restrita à cópia. Os docentes, embora reconheçam a importância da leitura para a formação dos indivíduos, na prática não a valorizam. Os resultados encontrados permitem afirmar que a hipótese deste estudo foi confirmada

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A rural Rio Grande Valley school has continuously performed below the state average on the reading portion of the State Assessment of Academic Readiness. One of the concerns expressed amongst teachers and staff is the student’s lack of desire to read for pleasure or for academic purposes. This study examines the attitudes of students and staff in towards reading by focusing on the school’s reading culture. A mixed methods approach consisting of interviews, participant observation, a focus group, and a survey was employed in this study. The study found that the teachers and students maintained two polarizing perceptions of their reading culture. Based on these findings the following recommendations were made: create a literature-centered curriculum, increase and vary the selection of school library books, and align teachers’ perception with the students’ perception to create a unified reading culture.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)