<p>Abstract</p><p>This study is based on empirical studies and the approach to this has been interviews with a group of pupils. The study investigates the use of reading strategies among pupils. The aim is to investigate how the pupils use different reading strategies in order to overcome problems that occur when reading fictional texts. In addition, the pupils were also asked some questions about their reading habits and attitudes towards reading.</p><p>Research has shown that pupils who are introduced to different reading strategies are better readers than those who are not. Reading strategies help the readers make literary texts more comprehensible. As a result of this study, it is shown that there are reading strategies that the pupils are familiar with. These strategies are of importance, since they are part of the pupils’ learning process and help them increase their reading comprehension. They also lead to the fact that the pupils gain and widen their knowledge. However, this investigation has also shown that there are important reading strategies that the pupils did not use in this study. There can be different factors that have affected the outcome of this. Therefore, it is difficult to determine whether the pupils are familiar with these strategies or not. Moreover, the pupils argued that they seldom read fiction in school and those times they read, it was literature that they did not like.</p>

本研究的目的在探討後設認知閱讀策略在EFL國中生英語閱讀上的效益。尤其是探究此訓練對高、低分組學生後設認知閱讀策略的使用差異，對英語閱讀觀點及理解之影響，以及學生對後設認知閱讀策略訓練所作的回應。 本研究以新竹縣某國中的一個七年級班級30位學生為研究對象，將學生分為高分組及低分組。這些學生接受為期四週的三種後設認知閱讀策略訓練 (分別為文意圖像策略、預測策略、總結策略)在英語閱讀上之運用。 在資料分析上，主要是針對高、低分組在前後實驗，在後設認知閱讀策略使用上的差異作比較及質的分析。高分組及低分組在閱讀理解測驗上的閱讀能力表現也會做量的分析。除此之外，學生們對於後設認知策略訓練所作的回應，予以質的分析。 本研究的主要總結如下： 1. 後設認知閱讀策略訓練能有效提升高分組及低分組兩組在後設認知閱讀策略上的使用。 2. 後設認知閱讀策略訓練有助於改善高分組及低分組的英語閱讀理解，學生們對後設認知閱讀策略訓練在閱讀理解方面的效益，皆抱持肯定的態度，尤其是低分組學生。 3. 後設認知閱讀策略訓練有助於高分組及低分組的學生，尤其是低分組學生，建立更正確的英語閱讀觀念。 4. 大部分的學生對於後設認知閱讀策略訓練的效益皆表示肯定的態度，並且樂於運用這些後設認知閱讀策略於英語閱讀上，且樂於學習新的閱讀策略。 最後，根據實驗的結果提供一些教學上的建議。 / The purpose of the present study is to investigate the effects of metacognitive reading strategy training (MRST) on junior-high-school students’ EFL reading. Specifically, the differences of metacognitive reading strategy use between HPG and LPG, perceptions of reading, English reading comprehension, and their responses to the metacognitive reading strategy training (MRST) are probed. The participants of this study were thirty junior high school students from one seven-grade class in Shingchu C. The participants were divided into high-proficient group and low-proficient group. These participants received the four-week training (MRST) with three metacognitive reading strategies (semantic mapping, prediction, and summarizing) in reading English texts. In the data collection, the differences between HPG and LPG in metacognitive reading strategy use in the pre-treatment and post-treatment were compared and analyzed qualitatively. Also, HPG and LPG students’ reading performance in reading comprehension tests between the pre-treatment and post-treatment were analyzed quantitatively. In addition, students’ perceptions toward the effects of the MRST were analyzed qualitatively. Based on the data analyses, the findings of the study are summarized as follows: 1. The MRST was effective in enhancing both HPG and LPG readers’ metacognitive awareness of strategy use. 2. The MRST helped improve both HPG and LPG readers’ comprehension in reading English texts, and students, especially LPG, had positive attitude toward the effectiveness of the MRST in improving reading comprehension. 3. The MRST helped both groups of students, especially LPG readers, have more correct perceptions toward English reading. 4. Most of the students exhibited positive attitude toward the effectiveness of the MRST and showed their willingness to apply the learned metacognitive reading strategies as well as to learn new reading strategies in English reading. Finally, some pedagogical implications and suggestions are provided on the basis of the findings in this study.

The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.

The main goal of this dissertation is finding out, which reading skills should be developed by students of middle school, and by which methods, strategies, forms of class organisation, teaching aids and teaching procedures can be reading skills developed in five teaching lessons. The dissertation uses comparative method for finding skills for progress and application method in preparations, which will verify theoretical knowledge about efficiency of methods for progress of reading strategies and skills and described strategies for progress skills in practise. The research was oriented to skills from research PISA, specifically to inferying, information searching and appraisal of text. In five teaching lessons was developed inferying by strategy clarifying. Mild progress was noticed by information searching, which was developed by strategy identification of importance. By students was not developed appraisal of text by strategy of evaluation. To the main reasons of mild or any progress were also the methods. To the least efficient methods belonged I.N.S.E.R.T., which is oriented to information searching, and DRTA, which is oriented to appraisal of text. To the most efficient methods belonged Literature Circles and Modeling. For progress in reading skills were also efficient pair work, individualised...

Syftet med studien är att bidra till kunskap om hur lärare arbetar med högläsning inom ämnet svenska för att utveckla elevers läsförståelse i årskurserna F–3. Fem forskningsfrågor ställdes utifrån syftet: Vilket arbetssätt använder lärare för att utveckla elevers läsförståelse i samband med högläsning? Vilka läsförståelsemodeller använder lärare för att utveckla elevers läsförståelse i samband med högläsning? Vilka likheter finns mellan lärares sätt att arbeta med högläsning? Vilka skillnader finns mellan lärares sätt att arbeta med högläsning? Vad har lärare för attityd till högläsning? Studien har sin utgångspunkt i ett sociokulturellt perspektiv. En kvalitativ metod har använts genom observationer och enkäter. Informanterna bestod av fyra lärare i årskurserna F–3. Det insamlade materialet analyserades genom ett observationsschema för att kunna besvara studiens forskningsfrågor. Resultatet visar att lärarna använder varierade arbetssätt, lässtrategier och olika läsförståelsemodeller vid högläsning för att utveckla elevers läsförståelse. / The aim of the study is to contribute to the knowledge of how teachers work with reading aloud to develop pupils reading comprehension in grades F–3.  Five research questions were formulated according to the aim: How do teachers work to develop the pupils reading comprehension in connection with reading aloud? What reading comprehension strategy are the teachers using to develop the pupils’ comprehension when reading aloud? What similarities exist between the teachers’ ways of working with reading aloud? What differences exist between the teachers’ ways of working with reading aloud? What attitude do the teachers have to reading aloud? The study is based on a socio-cultural perspective. A qualitative method is used through observations and surveys. The informants comprised four teachers in grade F–3. The collected material was analyzed by an observation scheme to be able to answer the study´s research questions. The result shows that teachers use varying working methods, reading strategies and different comprehension models in reading aloud to develop pupils reading comprehension.

This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT).    This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Nesta dissertaÃÃo, objetivou-se investigar a existÃncia de relaÃÃo entre o rendimento global de alunos do 9 ano do ensino fundamental e o nÃvel de leitura de estudantes. A pesquisa foi realizada com 191 alunos do 9 ano do ensino fundamental, com idade entre 13e 15anos, matriculados em escolas pÃblicas do municÃpio de Fortaleza-CE, Brasil, os quais responderam a um questionÃrio socioeconÃmico e a um teste constituÃdo de questÃes extraÃdas do Sistema Permanente de AvaliaÃÃo da EducaÃÃo BÃsica do Estado do Cearà e da Prova Brasil. Trata-se de um estudo descritivo e quantitativo, cujos resultadosevidenciaram que as habilidades mais desenvolvidas pelos alunos do 9 ano foram: inferir o sentido de uma palavra ou expressÃo em um texto (D3), identificar o tema (D6), distinguir um fato da opiniÃo relativa a esse fato (D14) e reconhecer o efeito de sentido decorrente de uma determinada palavra ou expressÃo (D18). Identificaram-se dificuldades nas questÃes que exigiam: identificar a tese de um texto (D7), estabelecer relaÃÃes entre a tese e os argumentos oferecidos para sustentÃ-la (D8), estabelecer relaÃÃo de causa e consequÃncia entre as partes de um texto (D11) e identificar efeitos de ironia e humor em textos variados (D16). Ao analisar o nÃvel de proficiÃncia leitora, observou-se que 61,8% dos alunos apresentaram nÃvel de proficiÃncia menor do que seis.AtravÃs da correlaÃÃo de Pearson entre o nÃmero de acertos obtidos no teste e o rendimento global dos alunos, relativo ao 8 ano, nas disciplinas MatemÃtica, CiÃncias, HistÃria e Geografia, observou-se relaÃÃo positiva e significante entre o nÃvel de proficiÃncia leitora e a mÃdia global. Constataram-se tambÃm relaÃÃes significantes entre a proficiÃncia leitora e o rendimento nas disciplinas MatemÃtica, Geografia, HistÃria e CiÃncias. AnÃlise de correspondÃncia evidenciou (i) associaÃÃo entre a habilidade de inferir uma informaÃÃo implÃcita em um texto e o desempenho global acima da mÃdia (maior do que seis) ou na mÃdia (igual a seis); (ii) associaÃÃo entre o alto nÃvel de proficiÃncia leitora e as habilidades de diferenciar as partes principais das secundÃrias de um texto e de identificar um conflito gerador do enredo e dos elementos que constroem a narrativa; (iii) relaÃÃo entre o nÃvel acima da mÃdia na proficiÃncia leitorae os acertos em questÃes que exigem reconhecimento do efeito de sentido decorrente do uso da pontuaÃÃo, de outras notaÃÃes e da identificaÃÃo dos efeitos de ironia ou humor em textos variados; e (iv) associaÃÃo entre o baixo nÃvel em proficiÃncia leitora e as dificuldades em reconhecer o efeito de sentido decorrente da escolha de uma determinada palavra ou expressÃo. Conclui-se que os resultadosfortalecem o argumento de que a competÃncia leitora à um instrumento para aprendizagem das disciplinas do currÃculo escolar. Ressalte-se que os resultados encontrados se referem apenas à amostra em estudo e nÃo podem ser generalizados, embora sinalizem a ideia de que alunos com melhor compreensÃo leitora tendem a apresentar desempenho mais satisfatÃrio. / This masterâs dissertation aimed to investigate the existence of relationship between schooling performance of students of the 9th grade of Elementary School and the reading level of those students. To do so, a study was carried out with 191 students of the 9th grade of Elementary School, aged from thirteen to fifteen years, enrolled in public schools, in Fortaleza, in the state of CearÃ, Who answered a socioeconomic questionnaire and a test consistuted of some questions extracted from Permanent System of Assessment and Brazilâs test of the state of CearÃ.It is a descriptive and quantitative study whose results showed that the skills most developed by students of the 9th grade are: to infer the meaning of a word or expression in a text , to identify the theme, to distinguish a fact from the opinion concerning this fact and to recognize the effect of meaning arising from a particular word or expression. Difficulties were identified in the questions that required: to identify the thesis of a text, to establish relationships between the thesis and the arguments offered to support it, to establish a relation of cause and consequence between the parts of a text and to identify effects of irony and humor in varied texts. When analyzing the level of reading proficiency, it was observed that the majority of students (61.8%) had a proficiency level lower than six. Pearson\\\\\\\'s correlation between the number of test scores and the students\\\\\\\' schooling performance, related to the 8th grade, in the subjects of mathematics, science, history and geography, showed a positive and significant relationship between the level of reading proficiency and the global average. Significant relationships between reading proficiency and performance in mathematics, geography, history and science were also found. Correspondence analysis revealed some findings, among them: the association between the ability to infer information implicit in a text and the schooling performance above the average (greater than six) or the average (equal to six); Association between the high level of reader proficiency and the abilities to differentiate the main parts of the secondary ones from a text and to identify the generating conflict of the plot and the elements that construct the narrative; Relationship between the above-average level of reading proficiency and the correct answers in questions that require recognition of the effect of sense resulting from the use of punctuation and other notations and identification of irony or humor effects in varied texts; And the association between the low level of reading proficiency and the difficulties in recognizing the effect of meaning resulting from the choice of a particular word or expression.The results reinforce the argument that reading competence is an instrument for learning the disciplines of the school curriculum. It should be emphasized that the results found refer only to the study sample and can not be generalized, however, they signal and strengthen the idea that students with better reading comprehension also present a more satisfactory performance in the disciplines of the school curriculum.

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No. of bitstreams: 2 Dissertação - Maysa Mamedio Martins Viana - 2018.pdf: 32940400 bytes, checksum: e642cc13ea03d824e653e5bdac0a59f8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Reading has a social function enabling the individual to insert and participate in the most diverse activities required in a literate universe. This diversity presupposes that the individual, as a reader, can through a process of interaction, demonstrate expressions of understanding, interpretation and understanding of what he reads. In view of this context, in this research I proposed to answer the following question: "How are the teaching practices of pre-school teachers for the formation and development of the reader developed?”Therefore, in the general objective I sought to know the teaching practices used in the work of teachers of early childhood education for the formation and development of the reader. Specifically, I tried to identify which strategies were used in teaching practices for the formation and development of the reader. Also, understand the conceptions of reading of the teachers of early childhood education. And lastly, I tried to understand also the proposal of reading brought in the political-pedagogical project of the researched institutions. In view of this, I discussed the importance of reading for the insertion of individuals in society, understanding it within a historical, social and cultural process, considering that already in children's education, children need to have access to reading teaching from practices that contemplate understanding. For the development of this study, I used a methodology based on qualitative research, with support in some elements of the ethnographic method, such as participant observation, semi-structured interview and documentary analysis. Thus, I conducted the research in the city of Catalão - GO, having as subjects three teachers, who work in three municipal schools in this city. I supported authors who discuss the subject matter as Girotto e Souza (2010; 2011); Solé (1998); Bortoni-Ricardo (2010; 2012); Kleiman (2002, 2005); Freire (1994); Koch and Elias (2012); Marcuschi (2008); Bajard (2005; 2007); Antunes (2003); Soares (2000), among other authors that deal with the subject. Based on the studies carried out, the data revealed that the teaching practices of reading developed by Jardim II teachers, mostly, have been based on the reading of statements of the questions proposed in the apostille material. I found in these practices, indications of strategies of reading comprehension, however, these were used in an intuitive way, since, the teachers do not have theoretical knowledge about this subject. The political-pedagogical projects in force during the period under investigation, emphasized the importance of reading, however, what was written in the documents, not always, dialogued with the teaching practices. The results also showed that the teachers' conceptions about reading are characterized by a hybridity, being that they were used in reading as decoding, mainly with mechanical activities, and in some moments, in the search for reading comprehension. Finally, I emphasize that knowledge about reading strategies is necessary so that reading can be carried out from situations that give the students an opportunity to understand, and that are developed from early childhood education, contributing to the formation of the critical reader, reflective, that is able to position itself before different situations that are demands in the society. / A leitura tem uma função social possibilitando ao indivíduo sua inserção e participação nas mais diversas atividades exigidas em um universo letrado. Essa diversidade pressupõe que o indivíduo, na condição de leitor, possa através de um processo de interação, demonstrar expressões de entendimento, interpretação e compreensão daquilo que lê. Diante desse contexto, nesta investigação me propus a responder a seguinte questão: “Como são desenvolvidas as práticas de ensino das professoras da educação infantil para a formação e o desenvolvimento do leitor?” Para tanto, no objetivo geral busquei conhecer práticas de ensino utilizadas no trabalho das professoras da educação infantil para a formação e o desenvolvimento do leitor. Sendo que em termos específicos, procurei identificar quais estratégias eram utilizadas nas práticas de ensino para a formação e o desenvolvimento do leitor. E ainda, compreender as concepções de leitura das professoras da educação infantil. E por último, procurei compreender também a proposta de leitura trazida no projeto político-pedagógico das instituições pesquisadas. Diante disso, discuti a importância da leitura para a inserção dos indivíduos na sociedade, entendendo-a dentro de um processo histórico, social e cultural, considerando que já na educação infantil as crianças precisam ter acesso ao ensino da leitura a partir de práticas que contemple a compreensão. Para o desenvolvimento desse estudo, utilizei uma metodologia pautada na pesquisa qualitativa, com apoio em alguns elementos do método etnográfico, como a observação participante, entrevista semiestruturada e a análise documental. Assim, realizei a pesquisa na cidade de Catalão – GO, tendo como sujeitos três professoras, que atuam em três escolas municipais desta cidade. Me apoiei em autores que discutem a temática como Girotto e Souza (2010; 2011); Solé (1998); Bortoni- Ricardo (2010; 2012); Kleiman (2002; 2005); Freire (1987; 1994); Koch e Elias (2012); Marcuschi (2008); Bajard (2005; 2007); Antunes (2003); Soares (2000), dentre outros autores que versam sobre o assunto. Com base nos estudos realizados, os dados revelaram que as práticas de ensino da leitura desenvolvidas por professoras de Jardim II, em sua maioria, tem se pautado na leitura de enunciados das questões propostas no material apostilado. Encontrei nessas práticas, indícios de estratégias de compreensão leitora, contudo, estas foram utilizadas de modo intuitivo, visto que, as professora não possuem conhecimento teórico acerca dessa temática. Os projetos político- pedagógicos vigentes no período investigado, ressaltaram a importância da leitura, entretanto, o que estava escrito nos documentos, nem sempre, dialogava com as práticas docentes. Os resultados mostraram ainda, que as concepções das professoras acerca da leitura, se caracterizam por um hibridismo, sendo que ora se pautavam na leitura como decodificação, principalmente com atividades mecânicas, e em alguns momentos, na busca da compreensão leitora. Por fim, destaco que o conhecimento acerca das estratégias de leitura se faz necessário para que a leitura possa ser realizada a partir de situações que oportunizem o entendimento aos alunos, e que sejam desenvolvidas desde a educação infantil, contribuindo para a formação do leitor crítico, reflexivo, que consiga se posicionar diante de diferentes situações que são demandas na sociedade.

abstract: During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment). The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level. This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models. Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews. A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.