No description available.

This study focused on exploring various dimensions of metacognitive knowledge developed by advanced readers in academic contexts, and explaining their behaviors of using strategies and their languages from metacognitive perspectives. The findings of this study were further discussed with respect to good readers’ characteristics of utilizing their knowledge, strategy and language resources metacognitively in their reading comprehension process. The types of metacognitive knowledge and the ways this knowledge is involved in the reading comprehension process do not seem to vary much according to the languages (L1 or L2) of given tasks. No matter in what languages they were asked to read academic texts, the participants were influenced by their goal and interest, as these played a critical role in guiding the reading comprehension process. While reading academic texts, both languages of these advanced readers actively interacted. First, the readers used their two linguistic resources in processing information of the text. The readers processed information by means of simplifying or elaborating information using their two languages. Secondly, they used their two languages interactively during the entire reading process, from planning, monitoring, and evaluating, to writing a summary. With the findings of this study, theoretical, methodological, and educational implications are made respectively. Finally, several contextual limitations of this study are acknowledged, requiring cautions in interpreting the findings of this study, and calling for future studies. / text

Since the 1990s, the number of U.S. students enrolled in university-level Chinese language classes has grown exponentially. Learning Chinese has become increasingly important to those students’ academic studies, professional success, and personal development. However, despite these students’ eagerness to master Chinese, they face an inevitable challenge to their progress: developing reading fluency and comprehension skills in Chinese. A common experience among those students is that learning to read in Chinese is labor-intensive and frustrating, and it takes much longer than the time they would have to spend on learning to read in alphabetic languages such as Spanish, French, and German. In response to this issue, a small but growing body of research has started to investigate the ways American learners view and comprehend Chinese texts. To contribute to this line of research, the present study examined the process of reading Chinese as a second language (L2 Chinese reading). In particular, this study looked closely into the following key questions: (1) What strategies did L2 Chinese readers use when reading a Chinese expository text? (2) What difficulties did they encounter and how did they solve these problems? (3) What factors influenced their reading process? (4) When, how and why did they shift to thinking in their native language, English? To describe these readers’ approaches to text comprehension and also to understand their own perceptions, this study adopted a few qualitative research methods, including think-aloud reports, recall protocols, post-reading interviews, semi-structured interviews and background surveys. Participants of this study were five American students enrolled in intermediate- and advanced-level Chinese language classes at a Midwest U.S. university. Data collected from these participants were analyzed qualitatively through both an intuitive, holistic approach and a structured, systematic approach. A qualitative data analysis software—NVivo 12—was used to facilitate the coding and analysis process. Results of the study show that L2 (Chinese) reading is primarily a language-based, cognitive-constrained, and individualized process that involves multiple interactive factors. Those factors include but are not limited to linguistic, psychological, textual, environmental, and background factors. In addition, regarding the use of the native language in L2 reading, results of the study show that readers’ L2 language proficiency influences the frequency and effectiveness of their use of their native language. The ways of using the native language also differed across readers with different L2 language proficiencies and reading styles. These results have implications for theories of L2 reading in general and theories of L2 Chinese reading in particular. Pedagogical implications and directions for future research are also discussed at the end of the dissertation.

<p>The purpose of this paper is to examine how teachers comprehend LUS as a development program, but also how they think about one of the points in the program. The study is based on interviews with five teachers working with ages between preschool to ninth grade.</p><p>The results show that the development program is splendid, it doesn’t come with a lot of paperwork and it has a humanistic approach. When it comes to point 18a which is the main examination, the teachers mainly agree with each other. They all talk about preunderstanding, reading speed and the amount of literature as the main characteristics to be placed at point 18a. Some of the teachers would never place a student at point 18a even if they had these three characteristics, just because they haven’t got the right age.</p>

The purpose of this paper is to examine how teachers comprehend LUS as a development program, but also how they think about one of the points in the program. The study is based on interviews with five teachers working with ages between preschool to ninth grade. The results show that the development program is splendid, it doesn’t come with a lot of paperwork and it has a humanistic approach. When it comes to point 18a which is the main examination, the teachers mainly agree with each other. They all talk about preunderstanding, reading speed and the amount of literature as the main characteristics to be placed at point 18a. Some of the teachers would never place a student at point 18a even if they had these three characteristics, just because they haven’t got the right age.

No description available.

<p>Syftet med denna uppsats är att undersöka analysverktyg med fokus på LUS (LäsUtvecklingsSchema) samt att söka kunskap om pedagogers nytta med användandet. Vi vill även ta reda på vilken hänsyn man som pedagog tar i användandet av analysverktyget, med tanke på elevers modersmål, tidigare erfarenheter och förståelse av skriftspråket. Genom att använda oss av relevant litteratur och enkäter med öppna frågor, vill vi ge ett kvalitativt resultat av problemområdet. De pedagoger som deltagit i studien har olika erfarenheter av LUS och kan därför ge en nyanserad bild av LUS i praktiken. Uppsatsen börjar med en bakgrund bestående av vilken betydelse läsning har i samhället, vad styrdokumenten säger samt beskrivning av analysverktyg. Med de ämnen vi behandlar i teoridelen ger vi en bild av läsinlärning, tidigare forskning och Nya LUS-boken. Resultatet och analysen visar att LUS-användningen är utbredd i skolor och att LUS är ett bra bedömningsinstrument om man tar i beaktande dess begränsningar, såsom att LUS inte tar hänsyn till att alla elever har olika bakgrund.</p> / <p>The purpose of this investigation is to look into analytical tools biased towards reading development. Our aim is also to seek knowledge about how teachers actually use the analytical tools. We also want to find out what considerations are made in the usage of the tools, regarding children’s native language, earlier experience and understanding written language. We will, with relevant literature and an opinion poll which contains questions without given answers, create a quality based study that answers the investigations question at issue. The teachers who has participated in this essay, can with their different experience in using analytical tools, bring light to different perspectives and therefore give a good picture of analytical tools in use. Our investigation begins with a background which contains the significance in reading, curriculums and a escription of analytical tools. In the following part you can read about learning how to read, former research and a description of the book named, “Nya LUSboken”, which is about one sort of analytical tools focusing reading. The results show that almost every school use LUS and that it’s a good tool if you consider it’s limits regarding different pupils backgrounds.</p>

Syftet med denna uppsats är att undersöka analysverktyg med fokus på LUS (LäsUtvecklingsSchema) samt att söka kunskap om pedagogers nytta med användandet. Vi vill även ta reda på vilken hänsyn man som pedagog tar i användandet av analysverktyget, med tanke på elevers modersmål, tidigare erfarenheter och förståelse av skriftspråket. Genom att använda oss av relevant litteratur och enkäter med öppna frågor, vill vi ge ett kvalitativt resultat av problemområdet. De pedagoger som deltagit i studien har olika erfarenheter av LUS och kan därför ge en nyanserad bild av LUS i praktiken. Uppsatsen börjar med en bakgrund bestående av vilken betydelse läsning har i samhället, vad styrdokumenten säger samt beskrivning av analysverktyg. Med de ämnen vi behandlar i teoridelen ger vi en bild av läsinlärning, tidigare forskning och Nya LUS-boken. Resultatet och analysen visar att LUS-användningen är utbredd i skolor och att LUS är ett bra bedömningsinstrument om man tar i beaktande dess begränsningar, såsom att LUS inte tar hänsyn till att alla elever har olika bakgrund. / The purpose of this investigation is to look into analytical tools biased towards reading development. Our aim is also to seek knowledge about how teachers actually use the analytical tools. We also want to find out what considerations are made in the usage of the tools, regarding children’s native language, earlier experience and understanding written language. We will, with relevant literature and an opinion poll which contains questions without given answers, create a quality based study that answers the investigations question at issue. The teachers who has participated in this essay, can with their different experience in using analytical tools, bring light to different perspectives and therefore give a good picture of analytical tools in use. Our investigation begins with a background which contains the significance in reading, curriculums and a escription of analytical tools. In the following part you can read about learning how to read, former research and a description of the book named, “Nya LUSboken”, which is about one sort of analytical tools focusing reading. The results show that almost every school use LUS and that it’s a good tool if you consider it’s limits regarding different pupils backgrounds.

En av skolans viktigaste uppgifter är att lära alla barn att läsa. Syftet med denna studieär att belysa och analysera pedagogers utsagor och resonemang om mötet med barn somhar identifierad språkstörning. Vi vill fånga vad som uppfattas vara av betydelse för attstimulera dessa elevers läsutveckling i årskurs 1-3. För att få svar på frågeställningarnahar vi använt oss av en kvalitativ metod med ostrukturerad intervju. I studien intervjuasfem pedagoger med erfarenhet av att arbeta med elever som har språkstörning.Resultatet visar att respondenternas uppfattning om vad som är av betydelse för attkunna stimulera dessa elevers läsutveckling är relationen till eleven, möta eleven pådess nivå, flexibilitet i organisationen, mängden erfarenhet, extern hjälp och samarbetemed föräldrar. Kartläggning hjälper dessutom pedagogerna att följa elevens individuellaläsutveckling och att organisera verksamheten därefter. Språkstörning påverkar elevensläsutveckling, på så sätt att varje nytt moment upplevs som svårt och svårigheternaföljer eleven under skoltiden. Elevens starka sidor och sinnen måste därför tas tillvara iundervisningen för att elever med språkstörning ska kunna tillgodogöra sig läsningbättre. Anpassad, strukturerad, lustfylld språkstimulans i varierande former och elevensegen motivation är av betydelse vid stimuleringen av språkstörda elevers läsutveckling.Grundläggande förutsättningar som pedagogerna framhåller i utsagorna är pedagogensbehov av information inför mötet med dessa elever, betydelsen av språklig medvetenhetoch föräldrars delaktighet. / One of the most important tasks of school is to teach all children to read. The aim of thisstudy is to elucidate and to analyze the statements and arguments, of the pedagogues,concerning meeting with children with identified language disorder. We want to spotwhat is said to be of significance in order to stimulate these students' readingdevelopment in the first to the third grade. In order to find answers, to the questions ofthe issues, we have used a qualitative method with unstructured interviews. In the studyfive pedagogues were interviewed, all of them with experience of working with studentswith language disorder. The result shows that the opinion of the respondents, aboutwhat is of significance in order to stimulate the reading development of these students isthe relationship to the student, to meet on the level of the student, organizationflexibility, amount experience, external help and parent collaboration. With support ofschedules the student’s individual reading development can be followed and the workaccordingly organized by the pedagogues. The difficulties influence their learningthrough the years and primary their reading development. Therefore, the strength of thestudent and the using of the five senses must be taken to heart in the education, in orderto better incorporate reading. Of great importance for reading development, of studentswith language disorder, is tailored, structured and joyful stimulus of the language, inways of variation and also the student’s motivation. Fundamental, as the pedagoguesstress in the statements, is the need of information before meeting with these students,the importance of linguistic awareness and the part taking of the parents.

<p>En av skolans viktigaste uppgifter är att lära alla barn att läsa. Syftet med denna studieär att belysa och analysera pedagogers utsagor och resonemang om mötet med barn somhar identifierad språkstörning. Vi vill fånga vad som uppfattas vara av betydelse för attstimulera dessa elevers läsutveckling i årskurs 1-3. För att få svar på frågeställningarnahar vi använt oss av en kvalitativ metod med ostrukturerad intervju. I studien intervjuasfem pedagoger med erfarenhet av att arbeta med elever som har språkstörning.Resultatet visar att respondenternas uppfattning om vad som är av betydelse för attkunna stimulera dessa elevers läsutveckling är relationen till eleven, möta eleven pådess nivå, flexibilitet i organisationen, mängden erfarenhet, extern hjälp och samarbetemed föräldrar. Kartläggning hjälper dessutom pedagogerna att följa elevens individuellaläsutveckling och att organisera verksamheten därefter. Språkstörning påverkar elevensläsutveckling, på så sätt att varje nytt moment upplevs som svårt och svårigheternaföljer eleven under skoltiden. Elevens starka sidor och sinnen måste därför tas tillvara iundervisningen för att elever med språkstörning ska kunna tillgodogöra sig läsningbättre. Anpassad, strukturerad, lustfylld språkstimulans i varierande former och elevensegen motivation är av betydelse vid stimuleringen av språkstörda elevers läsutveckling.Grundläggande förutsättningar som pedagogerna framhåller i utsagorna är pedagogensbehov av information inför mötet med dessa elever, betydelsen av språklig medvetenhetoch föräldrars delaktighet.</p> / <p>One of the most important tasks of school is to teach all children to read. The aim of thisstudy is to elucidate and to analyze the statements and arguments, of the pedagogues,concerning meeting with children with identified language disorder. We want to spotwhat is said to be of significance in order to stimulate these students' readingdevelopment in the first to the third grade. In order to find answers, to the questions ofthe issues, we have used a qualitative method with unstructured interviews. In the studyfive pedagogues were interviewed, all of them with experience of working with studentswith language disorder. The result shows that the opinion of the respondents, aboutwhat is of significance in order to stimulate the reading development of these students isthe relationship to the student, to meet on the level of the student, organizationflexibility, amount experience, external help and parent collaboration. With support ofschedules the student’s individual reading development can be followed and the workaccordingly organized by the pedagogues. The difficulties influence their learningthrough the years and primary their reading development. Therefore, the strength of thestudent and the using of the five senses must be taken to heart in the education, in orderto better incorporate reading. Of great importance for reading development, of studentswith language disorder, is tailored, structured and joyful stimulus of the language, inways of variation and also the student’s motivation. Fundamental, as the pedagoguesstress in the statements, is the need of information before meeting with these students,the importance of linguistic awareness and the part taking of the parents.</p>