Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 90-94). Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Barbara Levin; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 206-211).

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 32-35).

The problem in this study is to determine the effectiveness of the use of easy reading material in improving the reading ability of retarded students in the junior high school.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Paul Baker (Chair), Dianne Ashby, Deborah Curtis, Susan Lenski, Glenn Schlichting. Includes bibliographical references (leaves 214-219) and abstract. Also available in print.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-17T19:27:54Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucilene_goncalves_oliveira_lourenco.pdf: 2732502 bytes, checksum: 816de948643553fc5cb4174b58575bc9 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:08:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucilene_goncalves_oliveira_lourenco.pdf: 2732502 bytes, checksum: 816de948643553fc5cb4174b58575bc9 (MD5) / Made available in DSpace on 2018-07-18T13:08:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucilene_goncalves_oliveira_lourenco.pdf: 2732502 bytes, checksum: 816de948643553fc5cb4174b58575bc9 (MD5) Previous issue date: 2017 / A presente pesquisa ? resultado de um estudo e aprofundamento do tema letramento liter?rio, refletindo teoricamente sobre os desafios e possibilidades de formar o aluno um leitor proficiente quanto ao g?nero liter?rio. A abordagem da pesquisa ? qualitativa e embora tenha sido uma pesquisa de campo, se serviu da an?lise documental e revis?o da literatura. Foram abordados ao longo do estudo os conceitos de literatura, leitura, letramento liter?rio e forma??o do leitor a partir de leituras e an?lises de livros, disserta??es, artigos e publica??es que versavam sobre o assunto. A metodologia de estudo se deu a partir das seguintes etapas: observa??es na sala de aula; t?cnica de coleta de dados por meio de entrevistas e question?rio, na inten??o de diagnosticar e comprovar a inser??o do aluno no mundo do letramento liter?rio. Tomou-se como ponto de partida a contribui??o dos projetos de leitura para a forma??o do aluno letrado realizados na Escola Estadual Matta Machado, situada em Diamantina, MG, tendo como refer?ncia uma turma do 5? ano do Ensino Fundamental. A pesquisa buscou como resultado diagnosticar se os projetos de leitura garantiam ao aluno o direito e o acesso ao letramento liter?rio e verificar a potencialidade dos referidos projetos de leitura para a forma??o do leitor do g?nero liter?rio. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This research is a result of a deep study of the literary literacy theme which has a theory reflecting on the challenges and possibilities of forming the student a proficient reader regarding the literary genre. The research approach is qualitative, and, although it is a field research, this investigation used a documentary analysis and literature review techniques. Throughout the study, the concepts of literature, reading, literary literacy and reader formation were analyzed through reading, analyzing books, dissertations, articles and publications that dealt with the theme. The methodology was based on the following steps: observations in the classroom; data collection technique through interviews and questionnaire. These tools were selected in order to diagnose and verify the insertion of the student in the world of literary literacy. As an initial point, it was possible to have a fundamental contribution from the projects of reading witch deal with the formation of the literate student, made at Escola Estadual Matta Machado, MG, located in Diamantina, MG. The reference was the 5th grade class. The research required as a result to diagnose if projects of reading guaranteed the student the right and access to literary literacy and to verify the potentiality of the mentioned projects for the formation of the reader of the literary genre.

Thesis (MTech (Education Management))--Peninsula Technikon, 2002 / In this thesis it is argued that attempts by teachers to 'simulate' middle class home based reading practices in working class schools is not effective in building a reading culture among young learners. The "mismatch' between learners' home and school cultures inhibits this. Instead, an understanding of the different ways in which learners construct their view of literacy through their interactions at school should be sought. This can be achieved through an analysis of a range of literate actions and interactions in the school context. As reading is associated with academic success more generally" it is proposed that integrating supplementary reading into mainstream academic subjects, particularly ,,"here those subjects are interesting to learners, is more effective in the promotion of reading practices than the traditional provision of supplementary reading material. Thus, it is proposed that supplementary reading should be introduced to support mainstream academic work, particularly in those subjects which are of interest to learners at this level. But offering learners a variety of reading situations in this research project. it was found that learners felt more "empowered' to make reading choices and to become intrinsically motivated to read. What has emerged from this research is that children's reading is very complex - and if it is to be adequately supported, it is likely to need a "multipronged' approach, By this it is meant that it not sufficient to offer supplementary reading texts and activities at school when these are not consistent with practices in the home.

The major purpose of this study is to evaluate the progress in the general reading ability of a group of pupils taught by remedial methods of teaching, as compared with the progress of a group taught by the same methods plus vocabulary building through the definite study of word-clues and their meanings, to determine whether the word-clue method of vocabulary building aids general reading ability.

The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting a quantitative analysis. Additionally, the inclusion of school demographic characteristics were included in the model to consider previous findings referencing the challenges schools face in attracting and retaining teachers in low performing urban schools with high populations of economically disadvantaged and minority students. In this analysis, the relationship between teacher attrition and student achievement in middle school as measured by the State of Texas Assessments of Academic Readiness (STAAR) for reading among middle school students in Grades 6, 7, and 8, as reported on the Texas Academic Performance Reports (TAPR), were examined. The regression models used to analyze the three research questions addressed in the study include an examination of teacher attrition on campus pass rates, and grade level pass rates for sixth, seventh, and eighth grades as measured by the STAAR Reading assessment. The data utilized in this study were collected from seven North Texas middle schools in a fast growth school district together with their comparable campuses as identified by the Texas Education Agency for the school years 2013-2014 through 2015-2016. The results of the analysis indicate teacher attrition accounts for a significant variance in STAAR Reading pass rates among middle school students. Additionally, the school demographic characteristics defined as percentage economically disadvantaged, percentage English language learners, mobility rates, and percentage white students account for 83.4% of the variance in the average campus pass rates for STAAR Reading when combined.