This study highlights and raise the question regarding how Swedish language teachers teach reading comprehension. The study presents the results of four interviews conducted with four different Swedish language teachers from the grades 7-9. Starting in previous research and current theories about reading, interaction and teaching, the subject focus on the problem from a teacher’s perspective. The study is based on a qualitative research with focus on qualitative and semi structure interviews as a choice of method. The purpose of this study is to highlight how Swedish language teachers perceive their own reading comprehension teaching and how they teach their pupils in reading comprehension. The result does not represent how teachers in general teaches pupils in reading comprehension. It shows the experience, the perception and the view of four Swedish language teachers on reading comprehension. Abilities such as analyze, read between the lines and interpret different text types are components which all of the asked teachers are highlighting as important factors to make pupils develop good reading comprehension. The four Swedish language teachers in this study also mean that the decoding ability is a big deal in this context. The Swedish language teachers reading comprehension teaching in educational environments are exemplified by discussions and dialogues in the classroom through social interaction, different kinds of aloud reading, strategies of reading between the lines, teaching of different kinds of reading strategies through model learning. / Den här studien behandlar och tar i första hand upp frågan om svensklärares läsförståelseundervisning. Studien redovisar resultatet från de intervjuer som genomfördes med fyra olika svensklärare som är verksamma på högstadiet. Med utgångspunkt i tidigare forskning, samt aktuella teorier om läsning, interaktion och lärande, behandlas problemområdet utifrån ett lärarperspektiv. Undersökningen utgår från en kvalitativ forskningsinriktning med kvalitativa och semistrukturerade intervjuer som metodval. Syftet med denna studie är att belysa hur svensklärare, mot grundskolans senare år, uppfattar sin läsförståelseundervisning, samt hur de undervisar elever i läsförståelse.   Resultatet är inte representativt för hur lärare undervisar elever i läsförståelse, utan redovisar istället fyra svensklärares erfarenhet, uppfattning och syn på läsförståelseundervisning. Förmågor som att analysera, läsa mellan raderna och tolka olika texttyper är komponenter som samtliga lärare framhäver som viktiga faktorer för att elever ska utveckla god läsförståelse. Svensklärarna i studien menar också att ordavkodningsförmågan spelar en stor roll i det här sammanhanget. Svensklärarnas läsundervisning i pedagogiska miljöer exemplifieras bland annat av diskussioner och samtal i klassrummet genom social interaktion, olika former av högläsning, strategier för att läsa mellan raderna, undervisning av olika typer av läsförståelsestrategier genom att modellera.

The dissertation deals with the development of reading comprehension through reading strategies at elementary school. The theoretical part introduces the basic RWCT methods and other activation methods to use in Czech language and literature lessons. Another topic is the result of the Czech pupils in the international researches PISA and PIRLS. The research part deals with teachers' attitude to the reading strategies, their development and their attitude to using them in the school practice. The practical part is a set of worksheets for pupils that include reading strategies and therefore support the development of reading comprehension.

Made available in DSpace on 2016-04-28T18:24:18Z (GMT). No. of bitstreams: 1 Vagner Quartezan.pdf: 323884 bytes, checksum: 4d05cf6e48d30d938cd016fbf4d08c2b (MD5) Previous issue date: 2010-06-11 / Secretaria da Educação do Estado de São Paulo / This thesis aimed at developing the critical-reflective standpoint of the teacher with a view to improving the teaching-learning of English, especially in terms of reading. The investigation presented here is based on the concepts of reading as social practice (Bloome, 1983), on the socio-cultural-historical perspective of teaching-learning (Vygotsky 1984/2000), on theories of reading processes and their relationship with the concept of literacy (Kleiman, 1995), and on the practice of thinking aloud in group (Zanotto, 1995/1998). The methodology employed for this research is embedded in the qualitative approach of action-research (Kincheloe, 1993), and data generation (Mason, 1996) took place by audio-recording the group think-aloud experiences. In order to analyze the data, the categories used were those of mediation by the teacher (Vygotsky, 1984/2000), as well as orchestrating and re-voicing (O Connor & Michaels, 1996). Results obtained from the data analysis reveal that the teacher plays the role of mediator and facilitator in the reading activity, supporting students so that they can become more autonomous. The research has also showed that students make use of both cognitive and metacognitive strategies, which are adapted to the individual learning styles / Este trabalho tem como objetivo desenvolver uma postura crítico-reflexiva do professor, visando à melhoria do ensino-aprendizagem de língua inglesa, especificamente no que diz respeito à leitura. O presente estudo apóia-se nos conceitos da leitura como prática social (Bloome, 1983), na visão sócio-histótico-cultural (Vygotsky 1984/2000), no processo da leitura e as relações entre letramento e leitura (Kleiman, 1995) e na prática do Pensar Alto em Grupo (Zanotto, 1995/1998). A metodologia utilizada para esta pesquisa insere-se na abordagem qualitativa da pesquisa-ação (Kincheloe, 1993) e a geração dos dados (Mason, 1996) ocorreu por meio de audiogravação das vivências do Pensar Alto em Grupo. Para a análise e interpretação dos dados foram usadas as categorias de mediação do professor (Vygotsky, 1984/2000) e de orquestração e revozeamento (O Connor & Michaels, 1996). Os resultados obtidos com base na análise dos dados revelaram que o professor desempenha um papel de mediador e facilitador da atividade de leitura, dando suporte aos alunos para que eles tornem-se mais autônomos. A pesquisa também apontou que os alunos fazem uso de estratégias tanto cognitivas como metacognitivas, que se adaptam ao modo individual de aprender

Made available in DSpace on 2016-04-28T19:33:33Z (GMT). No. of bitstreams: 1 Patricia Alessandra Mangili.pdf: 1504580 bytes, checksum: 4f3ff5f80553b67e548b138c3e7c4efc (MD5) Previous issue date: 2011-10-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The importance of the internet is increasing in all human activities and in consequence, the process of organization and development of knowledge, as the forms of conceive and share experiences have been modified. In this context, it is school role, also in Portuguese classes, to assist students to build meanings in reading activities and production of different digital texts genres. It becomes essential, in our view, that teachers know their students practices, to later assist them to improve their reading competences on the contemporary society. We consider that these reading activities are fundamental to a meaningful learning, that ensure the students the development of the competencies that help them to overcome the present challenges. So, trying to know how students do the reading of the digital texts genres, we investigate, on this research, the paths went through and the strategies used by them during the hypertexts reading. On the theoretical point of view, the research is based on a sociocognitive-interactive perspective, having as guide, especially, Kato (1992), Kleiman (1995, 2002, 2008), Koch (2000, 2002, 2009), Marcuschi (1995, 1996, 2008), Solé (1998), and others. To the hypertext approach, we considered the studies of Koch (2007), Lévy (1993,1999 e 2003) Mcaleese (1993), Marcuschi (1999, 2000, 2004 and 2007), Santaella (2004), and others. It is an exploratory-descriptive research. The methodology was developed through out a questionnaire with 43 questions to identify the reading strategies used by 84 elementary students, from 8th and 9th grades, of a public school in Dois Córregos, São Paulo. The results indicate that most part of the individuals researched sets goals and define hypotheses during the reading of hypertext, among other strategies used; on the other hand, strategies such as organization of a reading script and establishment of generalizations are not constant on the reading practice and should be explored in the classroom, considering the need of improvement of the students reading competence in digital texts genres. As the reading of hypertext is a frequent practice among many students, we recognize and understand that the reading strategies they used must be a part of the teaching work, because only on this way we, teachers, will can develop a work concentrated in the formation of autonomous readers, able to understand any textual genre and comment about it. The results descriptions and the reflections that we present about them could be subsidies for future investigations that aim the development of hypertext reading strategies in pedagogical activities, which may represent an important aid to teaching work to educate readers that know the importance of appropriate strategies to various reading situations in the contemporary society, where virtual text the hypertext has played a very important role / Com a importância crescente da Internet em praticamente todas as esferas de atividades humanas, os processos de organização e construção de conhecimento, assim como as formas de conceber e compartilhar experiências, têm se modificado. Nesse contexto, é papel da escola, também em aulas de Língua Portuguesa, auxiliar os alunos na construção de sentido, em atividades de leitura e produção de diversos gêneros textuais digitais. Tornou-se, pois, imprescindível, a nosso ver, que os profissionais docentes conheçam as práticas de seus alunos, para que possam posteriormente auxiliá-los a aprimorar sua competência leitora na sociedade contemporânea. Consideramos que essas atividades de leitura são fundamentais para uma aprendizagem significativa, que garanta aos alunos o desenvolvimento de competências que os auxiliem a vencer os desafios impostos na atualidade. Assim, procurando conhecer como os estudantes fazem a leitura de gêneros textuais digitais, investigamos, neste trabalho, os caminhos percorridos e as estratégias utilizadas por eles na leitura de hipertextos. Do ponto de vista teórico, embasamo-nos na perspectiva sociocognitivo-interacional, para o tratamento da leitura, tomando por base, principalmente, Kato (1992), Kleiman (1995, 2002, 2004, 2008), Koch (2000, 2002, 2009), Marcuschi (1995, 1996, 2008) e Solé (1998). Para a abordagem do hipertexto, utilizamos os estudos de Koch (2007), Lévy (1993, 1999 e 2003), Mcaleese (1993), Marcuschi (1999, 2000, 2004 e 2007), Santaella (2004), entre outros. Tratase de uma pesquisa exploratório-descritiva e, quanto aos procedimentos metodológicos, aplicamos um questionário com 43 questões para identificar as estratégias de leitura do hipertexto utilizadas por 84 alunos do Ensino Fundamental II, dos 8º e 9º anos, de um colégio da rede municipal da cidade de Dois Córregos, no Estado de São Paulo. Os resultados indicam que, por um lado, grande parte dos indivíduos pesquisados estabelece objetivos e procede à construção de hipóteses na leitura do hipertexto, entre outras estratégias utilizadas; por outro lado, estratégias como organização de um roteiro de leitura e estabelecimento de generalizações ainda não são constantes na sua prática leitora e poderiam ser exploradas em salas de aula, haja vista a necessidade de se aprimorar a competência de leitura dos aprendizes em gêneros textuais digitais. Como a leitura de hipertextos é uma prática constante entre muitos alunos, entendemos que reconhecer e compreender as estratégias de leitura por eles utilizadas deve ser parte do trabalho docente, pois somente assim nós, professores, poderemos desenvolver um trabalho voltado para a formação de leitores autônomos, capazes de compreender e opinar diante de qualquer gênero textual. As descrições dos resultados obtidos e as reflexões sobre eles que aqui apresentamos podem vir a contribuir como subsídios para trabalhos futuros que visem ao desenvolvimento de estratégias para a leitura de hipertexto, em atividades pedagógicas, podendo representar um importante auxílio ao trabalho do professor para a formação de leitores conscientes da importância de estratégias adequadas a variadas situações de leitura na sociedade contemporânea, na qual o texto virtual - o hipertexto - tem exercido um papel de destaque

Made available in DSpace on 2016-04-28T20:57:54Z (GMT). No. of bitstreams: 1 Elza Kissilevitc.pdf: 1114268 bytes, checksum: 1ab0134f8b08f6c5486b0937e0f3302b (MD5) Previous issue date: 2009-04-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present society requires readers that have the capacity of interacting with a variety of informations adopting reading strategies that enable the comprehension of those informations. So this work inserts in qualitative research and seeks to reflect about what teachers from the elementary instruction of the various knowledge areas think about reading, the importance of the applications of reading strategies by students and if these strategies, form teachers point of view have contributed to the development students autonomous reading, considering the exigencies in the current society. As subjects, seven teachers of the various knowledge areas (Portuguese, Mathematics, Science, History, Geography, Arts and Physical Education) of a public school from the municipal teaching net, in São Paulo participated. Data collection was made by semi-structured interviews. Data treatment conducted to the analysis axis creation through which searching to understand and reflect about the proposed objective. The results revealed that reading and reading strategies are considered on fragmented forms and do not yet constitute themselves instruments for students participative insertion in the contemporary world / A sociedade atual exige leitores que sejam capazes de interagir com uma variedade de informações utilizando estratégias de leitura que possibilitam a compreensão dessas informações. Assim, este trabalho insere-se na pesquisa qualitativa e tem por objetivo refletir sobre o que pensam os professores do ensino fundamental das diversas áreas de conhecimento, acerca da leitura, da importância do uso das estratégias de leitura pelos alunos e se essas estratégias, do ponto de vista dos professores, têm contribuído para o desenvolvimento de uma leitura autônoma dos alunos considerando as exigências estabelecidas na sociedade atual. Participaram como sujeitos sete professores das diversas áreas de conhecimento (Português, Matemática, Ciências, História, Geografia, Artes e Educação Física) de uma escola pública da rede municipal de ensino de São Paulo. A coleta de dados ocorreu por meio de entrevistas semiestruturadas. O tratamento dos dados conduziu à criação de eixos de análise por meio dos quais se buscou compreender e refletir sobre o objetivo proposto. Os resultados revelaram que a leitura e as estratégias leitoras são abordadas de forma fragmentada e ainda não se constituem em instrumentos para inserção participativa dos alunos no mundo contemporâneo

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-21T12:29:31Z No. of bitstreams: 1 Márcia Rosana da Silva.pdf: 1212716 bytes, checksum: c5b906d4fadfa952c3fb9692a05fb94d (MD5) / Made available in DSpace on 2017-09-21T12:29:31Z (GMT). No. of bitstreams: 1 Márcia Rosana da Silva.pdf: 1212716 bytes, checksum: c5b906d4fadfa952c3fb9692a05fb94d (MD5) Previous issue date: 2017-09-13 / Fundação São Paulo - FUNDASP / This dissertation is situated in the line of research Reading, Writing and Teaching of Portuguese Language and its theme is the teaching of reading through strategies which aim to develop the reading competence of students in the 9th grade, secondary school. The low level of proficiency displayed by students in Portuguese Language classes and, more specifically, in text reading classes, demonstrated that they are unable to attribute meaning to what they read; this makes it an activity of low significance, unfit for preparing them for the future exercise of full citizenship. In light of this observation, we have raised a few questions: how was reading taught in Brazilian schools throughout the 20th century? How should reading be taught at schools currently? Which were the models and paradigms that guided the conception of reading through time? What resources must students possess to become proficient readers? How must the teacher perform in order to develop students into proficient readers? These questions have guided our research, leading to the following objectives: to focalize reading and its teaching-learning process, measuring and pinpointing their importance in the social and educational context; and to contribute to the development of the reading competence of students in the 9th grade of secondary school, by the means of acquiring different reading strategies. Our theoretical framework is based on the main socio-interactional research lines which currently guide the teaching of reading in Brazil, with references to authors whose contributions are extremely relevant in this field, such as Smith (1999), Koch & Elias (2006), Solé (2007) and Kleiman (2004, 2013, 2016). For the application of the strategies selected, we propose a didactic sequence for the reading of the fable genre, elaborated upon the model of Dolz, Noverraz and Schnewly (2004), which is a methodology that we consider to be adequate for students’ active learning of reading strategies. The answers to the questions that were raised initially permit us to affirm that the objectives of the research were reached / Esta dissertação insere-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e o seu tema é o ensino de leitura, por meio de estratégias, com vistas ao desenvolvimento da competência leitora de estudantes do 9º ano do ensino fundamental. O baixo grau de proficiência revelado pelos alunos nas aulas Língua Portuguesa e, mais especificamente, nas de leitura de textos, demonstra que eles não conseguem atribuir sentido ao que leem; o que torna essa atividade pouco significativa e incapaz de prepará-los para o futuro exercício da cidadania plena. Diante dessa observação, levantamos algumas questões: como foi ensinada a leitura na escola brasileira ao longo do século XX? Como a leitura deve ser ensinada hoje na escola? Quais foram os modelos e paradigmas que orientaram a concepção de leitura ao longo do tempo? Que recursos o estudante deve dominar para tornar-se um leitor proficiente? Como o professor deve atuar para formar um leitor proficiente? Essas perguntas nortearam nossa pesquisa e conduziram-nos aos seguintes objetivos: focalizar a leitura e o seu ensino-aprendizagem, dimensionando e pontuando a sua importância no contexto social e educacional; e contribuir com o desenvolvimento da competência leitora de estudantes do 9º ano do ensino fundamental II, por meio da aquisição de diferentes estratégias de leitura. Nossa fundamentação teórica apoia-se nas principais correntes sociointeracionais, que, atualmente, norteiam o ensino de leitura no Brasil, tendo como referência autores cujas contribuições são extremamente relevantes nesse campo, tais como Smith (1999), Koch e Elias (2006), Solé (2007) e Kleiman (2004, 2013, 2016). Para aplicar as estratégias selecionadas, propomos uma sequência didática para leitura do gênero fábula, elaborada com base no modelo de Dolz, Noverraz e Schneuwly (2004), metodologia que consideramos adequada para uma aprendizagem ativa das estratégias de leitura por parte dos estudantes. As respostas dadas às questões levantadas inicialmente permitem-nos afirmar que os objetivos da investigação foram atingidos

Att ha ett brett språkregister har betydelse för vilka möjligheter individen ges för att kunna verka i samhället. Språket är nyckeln för att bland annat kunna uttrycka sig, stärka identiteten och sätta sig in i andra individers kulturer, tankar och sätt att se på världen. Färdigheter, motivation, strategier och tidigare kunskap ingår i läsförståelseutvecklingen och beskrivs som ett rörligt och målmedvetet förlopp. Uppdraget som ligger hos skolan är att hjälpa eleverna att stärka sitt självförtroende kring läsning så att motivationen och intresset för läsning ökar. Finns självförtroendet, väcks motivationen och intresset vilket i sin tur ökar chanserna att eleverna på fritiden väljer att läsa. Syftet med denna uppsats är att undersöka relationen kring läsförståelse och motivationsfrämjande stöd i grundskolan. Uppsatsen ger en överblick över forskningen om läsförståelsen bland svenska elever, tar upp vilka orsakerna bakom den försämrade läsförståelsen kan tänkas vara, förklarar varför det är viktigt att elever besitter god läsförståelse samt redogör för vad konsekvenserna blir om eleverna inte besitter kunskapen. Vidare belyser uppsatsen motivationens roll för att främja elevers utveckling av sin läsförståelse, i vilken utsträckning motivationen kan påverka elevers läsförståelse samt vilka faktorer som ligger bakom att individer blir motiverade och hur lärare kan nyttja motivationsfrämjande stöd i sin undervisning. Begreppen läsförståelse och motivation definieras, samt en redogörelse presenteras kring vad som utgör dessa två begrepp. Relationen mellan läsförståelse och motivation har i forskningen visat sig vara aningen vag, då det inte är tydligt hur stor påverkan motivation har för god läsförståelse. Trots detta har motivation ändå en relevans för läsförståelse då det ses som en av byggstenarna som utgör begreppet läsförståelse. Vår slutsats kring motivationens relation till läsförståelse är att motivationen spelar en betydande roll kring läsutveckling och läsförståelse och att motivationsfrämjande stöd bör ges till alla elever baserat på deras individuella förutsättningar.

Syftet med det praktiknära forskningsprojektet var att förstå hur läraren i undervisningen kan kombinera kunskaper om yrkesämnet med aspekter av läsning och vilka interaktioner det skapade i klassrummet. Vidare analyserades hur lärarens språkliga stöttning synliggjorts i elevernas egna texter samt elevernas tankar om undervisningen utifrån genomförda fokusgruppsintervjuer. Deltagare i studien utgjordes av elever i gymnasieskolan som läser inriktningen Samhällsbyggande och miljö på Teknikprogrammet. Eleverna är inte alltid medvetna om vilka strategier de använder när de läser en faktatext. Resultatet visar dock att eleverna som fått undervisning som inkluderar lässtrategier i ett yrkesämne har större förtrogenhet med ämnets innehåll och ämnesspecifika begrepp. Lärarens arbete med att inkludera läsning skapade interaktioner som väckte elevernas engagemang och gav eleverna fler möjligheter att medvetet välja strategi när de läste en faktatext. / The purpose of the action research project was to understand how the teacher can combine vocational knowledge and include aspects of reading and see what interactions it creates in the classroom. Furthermore, how the teacher's linguistic support was made visible in the students' own texts and in the students' thoughts about the teaching based on focus group interviews is analyzed. Participants in the study consisted of pupils in the upper secondary school who studied the specialization Community building and the Environment at the Technology program. The students are not always aware of which strategies they use when reading a factual text. The result, however, shows that students who have received vocational teaching that include reading strategies have a greater familiarity with the subject’s content and subject-specific concepts. The teacher's work on including reading created interactions that sparked student engagement and gave the students more opportunities to deliberately choose a strategy when reading a factual text.

As academic and professional knowledge is available around the world through publications in English, the ability to read in English is now widely seen as an essential basic skill for university graduates in countries, like Thailand, where English is a foreign language. However, students often fail to reach a level of reading ability that allows them to read these publications with confidence. It is important that instruction in Reading skills should be improved. It has been claimed that instruction in the use of reading strategies is helpful in improving the reading skills of EFL learners. Research has suggested that explicit instruction can be particularly valuable. This thesis investigates the reading strategies used by Thai university students and investigates whether a short course based on explicit reading strategy instruction can be effective in encouraging the use of strategies and improving reading skills for Thai university students. Based on a literature review on Reading strategy instruction, a framework was developed and applied in the adaptation of a set of materials for use in providing English major Thai university students with explicit instruction in the use of reading strategies. The following research questions were investigated: What are the reading strategies that Thai undergraduate English major students employ in the EFL reading process? Does reading strategy instruction affect students’ use of reading strategies in English? How much improvement do the students show on measures of reading performance after receiving a programme of reading strategy instruction? In a quasi-experimental research design, one class of fifteen students, the Experimental group, was given a twelve-week course in Reading that included explicit instruction in reading strategies while a second group of thirteen students (matched for background characteristics), the Control group, was given a parallel course that did not include explicit strategy instruction. Both quantitative and qualitative comparisons were made. Students were given reading tests and responded to questionnaires about their use of strategies at the beginning and end of their courses. They were also interviewed and performed think-aloud verbal protocols in which they reported in their use of reading strategies as they carried out reading tasks. Participants in the Experimental group reported using a wider range of strategies than those in the Control group following instruction and generally made greater improvements in their reading test scores. The findings support the value of explicit instruction in reading strategies for Thai university students. However, concerns remain about Thai students reliance on translation and slow, careful reading even following instruction in more strategic approaches.

This study focused on the relationship between reading comprehension and academic achievement of grade 10 learners in the learning area Language and attempted to address the following primary research question: What is the relationship between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language ? The researcher also addressed the following secondary questions: Is them a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language)? Is there a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language) ? A total of seventy-seven (77) grade 10 learners for whom English is a second language were included in this study. The learners' reading comprehension abilities in the first language (Afrikaans and Sesotho) and the second language (English) were tested and correlated with their achievements in the learning area Language (first and second language). The reading comprehension and language achievements of Afrikaans and Sesotho-speaking learners respectively and male and female learners were compared. Resulting from the findings of this study, the following conclusions were made: A significant relationship exists between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language. There is a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). There is a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.