abstract: This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. During the interviews the teachers shared their experiences related to National Board Certification, their beliefs about teaching and more specifically about teaching vocabulary, and the best methods for teaching students vocabulary. They also discussed ways they use the academic standards from Common Core in their classroom, and shared if they think the standards are aligned with the National Board Professional Teaching Standards. Upon examination of the interviews and observation field notes, several themes emerged. 1) The process of National Board Certification impacted their teaching practice and increased self-reflection. 2) Vocabulary is taught throughout the school day, across all content areas, using both direct and indirect instruction. 3) All of the teachers use shared reading activities as one method of teaching vocabulary words to their students. 4) Teachers find value in academic standards and National Board Professional Teaching Standards; however, they do not all agree that the two types of standards support one another. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-20Bitstream added on 2014-06-13T20:52:00Z : No. of bitstreams: 1 zanella_mp_me_rcla.pdf: 1027246 bytes, checksum: 488ef4a3f253cff97e6ce092e083afdc (MD5) / Esta pesquisa foi iniciada com o objetivo de refletir sobre algumas questões relativas ao universo leitor como: apropriação e significação de textos; possibilidade de constituição de espaços para leitura compartilhada e socialização de narrativas despertadas a partir das leituras, pensando na contribuição desses espaços enquanto geradores de experiências, portanto espaços de formação. A trajetória deste estudo apoiou-se nas características qualitativas para a pesquisa em educação (BOGDAN e BIKLEN, 1994). Nesta perspectiva, esta pesquisa participativa apresentou três momentos de realização. O primeiro foi realizado no Gabinete de Leitura de Rio Claro-SP, por meio da formação de um espaço para leitura pela pesquisadora, contou com a participação de duas leitoras e com a leitura e discussão de três textos de Clarice Lispector. O material colhido através de áudiogravação e registros em diário de campo foi analisado observando nas narrativas a exposição dos sujeitos participantes no que diz respeito às suas práticas de leitura, diferentes significações conferidas ao texto e posturas de leitores inseridos em espaços de formação (escolar, familiar). Um segundo momento de realização da pesquisa ocorreu junto ao Núcleo de Artes Cênicas do SESI de Rio Claro, onde a pesquisadora inseriu-se num grupo já formado, de atores e atrizes, que trabalhavam na montagem do espetáculo “Sacra Folia” e, portanto, na leitura e discussão do texto. A análise do material colhido (áudio-gravação e diários de campo) revelou um constante exercício dialógico de criação e recriação de texto e personagens. O terceiro momento da pesquisa traduz-se na própria escrita do texto, revelando-o enquanto espaço de formação, visto que se fez necessária a escrita de histórias vividas como forma de justificar o olhar da pesquisadora diante do observado no Gabinete... / This research was initiated in order to reflect on some questions regarding the reading universe : ownership and significance of texts; possibility of creating spaces for shared reading and sharing of narratives aroused from reading, thinking on the contribution of these spaces while generators of experience, so training spaces. The trajectory of this study relied on qualitative characteristics for research education (BOGDAN and BIKLEN, 1994). In this perspective, this participatory research presented three moments of realization. The first was held at the Gabinete de Leitura, Rio Claro-SP through the creation of a space for reading by the researcher, with the participation of two readers and the reading and discussion of three texts of Clarice Lispector. The material collected through audio-recording and daily records in the field was analyzed by observing in the participants’ narratives their explanation regarding to own reading practices, different significances given to the text and attitude of readers immersed in spaces of education (school , family). A second moment of the research took place at the Núcleo de Artes Cênicas at SESI Rio Claro, where the researcher was part of a group already formed, actors and actresses who worked to assemble the show, Sacra Folia and therefore in the reading and discussion of the text. The analysis of the collected material (audiorecording and field diaries) revealed a constant dialogic exercise of creation and recreation of text and characters. The third moment of the research is translated into the actual writing of the text, revealing it as an area of training, as it was needed to write real stories in order to justify the researcher view of what was observed at the Gabinete and the Núcleo, revealing the incompleteness of reflections at different times and the transformation of this view as other situations are experienced (Larrosa, 2005)... (Complete abstract click electronic access below)

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: Renata Junqueira de Souza / Banca: Ana Lúcia Guedes Pinto / Resumo: Para a realização desta pesquisa, partimos do pressuposto de que a leitura é um exercício que requer participação ativa do leitor. Nesta perspectiva, o texto é visto como fenômeno social, sujeito às mudanças históricas, culturais e pessoais. Portanto, ler um texto é muito mais que buscar os significados desejados pelo autor através da decodificação das palavras. Ler é construir sentido, é interagir com o texto; trata-se de um processo de troca no qual texto e leitor são transformados. Contudo, para que isto aconteça é necessário garantir uma boa formação ao leitor, além do acesso à diversidade de materiais de leitura. Com a presente crise da escola, e conseqüente crise da leitura, é fundamental abordarmos a questão da escolarização da literatura e da maneira como leitura, livros e leitores vêm sendo vistos e tratados na escola. Principalmente quando o Governo Federal toma a iniciativa de lançar um Programa de distribuição de kits de livros a crianças e jovens de escolas públicas de todo o país, para que estes alunos introduzam o hábito da leitura em suas casas. Com esta pesquisa pretendemos investigar se os livros do programa Literatura em Minha Casa chegaram aos alunos, se houve um trabalho realizado em sala de aula com este material e se pais e filhos compartilharam estes livros em casa. Procuramos averiguar também se houve por parte da escola (professores) algum incentivo para que isto acontecesse. Esperamos com isso, fornecer subsídios aos colegas educadores para uma reflexão acerca das questões da leitura. Este trabalho torna-se relevante na medida em que pretende avaliar, enquanto política pública, um Programa do Governo Federal; além disso é nosso objetivo levantar dados significativos que contribuam para a prática do professor na sala de aula. / Abstract: This study is based on the idea of reading as the exercise of the individual reflexive and critical abilities. The reader's aim is reading independently, acting in the world as a literate person and being a citizen. Thus, the text is a social phenomenon subordinated to historical, cultural and individual changes. Reading a text is much more than reaches the author's sense through words guessing. Reading is to build sense, to interact with the text; that means to transform and to be transformed. For this purpose it is necessary to enable the reader's contact with different reading resources. Nevertheless, the education crises, which means the reading crises, lead us to a discussion about reading instruction and the way reading, books and readers have been treated in schools. Specially Considering the Brazilian Government National Program of books distribution to students from public schools, which aim is to make children literature diffusers in their homes. In this study, we intend to investigate if these books from the Literature in My Home Program (Programa Literatura em Minha Casa) have arrived to children, if teachers really work with this material in schools and if children read these books with their families. We also intended to check if the schools (teachers) stimulate children to share the books with their parents. We hope give educators enough framework to a discussion about reading questions. So, this study is relevant because we not only present an evaluation of a public policy but also offer important information that contribute to teachers' work. / Mestre

Orientador: Maria Rosa Rodrigues Martins de Camargo / Banca: Cesar Donizeti Pereira Leite / Banca: Katia Maria Kasper / Resumo: Esta pesquisa foi iniciada com o objetivo de refletir sobre algumas questões relativas ao universo leitor como: apropriação e significação de textos; possibilidade de constituição de espaços para leitura compartilhada e socialização de narrativas despertadas a partir das leituras, pensando na contribuição desses espaços enquanto geradores de experiências, portanto espaços de formação. A trajetória deste estudo apoiou-se nas características qualitativas para a pesquisa em educação (BOGDAN e BIKLEN, 1994). Nesta perspectiva, esta pesquisa participativa apresentou três momentos de realização. O primeiro foi realizado no Gabinete de Leitura de Rio Claro-SP, por meio da formação de um espaço para leitura pela pesquisadora, contou com a participação de duas leitoras e com a leitura e discussão de três textos de Clarice Lispector. O material colhido através de áudiogravação e registros em diário de campo foi analisado observando nas narrativas a exposição dos sujeitos participantes no que diz respeito às suas práticas de leitura, diferentes significações conferidas ao texto e posturas de leitores inseridos em espaços de formação (escolar, familiar). Um segundo momento de realização da pesquisa ocorreu junto ao Núcleo de Artes Cênicas do SESI de Rio Claro, onde a pesquisadora inseriu-se num grupo já formado, de atores e atrizes, que trabalhavam na montagem do espetáculo "Sacra Folia" e, portanto, na leitura e discussão do texto. A análise do material colhido (áudio-gravação e diários de campo) revelou um constante exercício dialógico de criação e recriação de texto e personagens. O terceiro momento da pesquisa traduz-se na própria escrita do texto, revelando-o enquanto espaço de formação, visto que se fez necessária a escrita de histórias vividas como forma de justificar o olhar da pesquisadora diante do observado no Gabinete... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was initiated in order to reflect on some questions regarding the reading universe : ownership and significance of texts; possibility of creating spaces for shared reading and sharing of narratives aroused from reading, thinking on the contribution of these spaces while generators of experience, so training spaces. The trajectory of this study relied on qualitative characteristics for research education (BOGDAN and BIKLEN, 1994). In this perspective, this participatory research presented three moments of realization. The first was held at the Gabinete de Leitura, Rio Claro-SP through the creation of a space for reading by the researcher, with the participation of two readers and the reading and discussion of three texts of Clarice Lispector. The material collected through audio-recording and daily records in the field was analyzed by observing in the participants' narratives their explanation regarding to own reading practices, different significances given to the text and attitude of readers immersed in spaces of education (school , family). A second moment of the research took place at the Núcleo de Artes Cênicas at SESI Rio Claro, where the researcher was part of a group already formed, actors and actresses who worked to assemble the show, "Sacra Folia" and therefore in the reading and discussion of the text. The analysis of the collected material (audiorecording and field diaries) revealed a constant dialogic exercise of creation and recreation of text and characters. The third moment of the research is translated into the actual writing of the text, revealing it as an area of training, as it was needed to write real stories in order to justify the researcher view of what was observed at the Gabinete and the Núcleo, revealing the incompleteness of reflections at different times and the transformation of this view as other situations are experienced (Larrosa, 2005)... (Complete abstract click electronic access below) / Mestre

Bibliotherapy as a concept and method has in recent years become increasingly established where, among other things, courses in bibliotherapy have been started. However, there is an uncertainty about the concept of bibliotherapy where some librarians are reluctant to call themselves a therapist. The aim of this study is to investigate how the concept of “bibliotherapy” is portrayed in the library sector´s journals. To do so I used discourse analysis as a theoretical and methodological foundation. When it comes to the method, I used selected discourse analytical concepts taken from Ernesto Laclau and Chantal Mouffe´s discourse theory. The empirical material of the study consists of articles from three library journals that address bibliotherapy and Shared Reading. The results of this study show how the methods in bibliotherapy differ and how this in turn creates various views when it comes to the choice of literature, the role of literature and which participants the bibliotherapy is aimed at. The study also shows that there is an ambivalence among librarians when it comes to the therapy part of bibliotherapy and that they have established different strategies for dealing with this ambivalence. When it comes to the role of libraries and bibliotherapy, the empirical material shows that it is mainly reading promotion that is mentioned as one of the main reasons why libraries should be interested in bibliotherapy. Finally, the study shows that Shared Reading, with its similarities and differences when it comes to library therapy, seems to have created a more stable foundation for its discourse compared to bibliotherapy. In the discourse on bibliotherapy, clarifying what the therapy part entails could be beneficial for those who feel uncertain about bibliotherapy and to work as a bibliotherapist.

We are currently living under a world wide COVID-19 pandemic. Due to restrictions in peoples every day life, people getting ill and dying there might be a risk of increase of mental illness in society. The purpose of this thesis is to take a closer look at how Swedish public libraries are using methods like shared reading and bibliotherapy as a way to cope with mental illness within society. What do librarians think about the possibility of using reading as a way to heal mental illness? What do they think about skill development within shared reading and bibliotherapy, and what are the opportunities for them to gain that development? What role does the librarian play in all this? Interviews with 4 librarians working within bigger and smaller city public libraries have been conducted as a method. 2 of them are working with shared reading on a daily basis, 1 of which is working within custody/prison enviroment whilst the remaining 2 do not have any experience in working with shared reading nor bibliotherapy.Theory used for the thesis analysis is David Russel and Caroline Shrode’s concepts of identification, catharsis and insight. The analysis also makes use of Elizabeth Brewster’s development of said theory and the use of 4 different kinds of bibliotherapy namely informative, escapist, social and emotional bibliotherapy. Results show how these theories are implemented in practice when used by librarians in order to help changing values, thinking and behaviour amongst inmates and people suffereing from mental health issues. Also, results show how libraries and other organizations like the public healthcare currently co-operate and how they can develop their co-operation for a future in which we might see an increase of mental health issues due to the COVID-19 pandemic.

Thesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--Stellenbosch University, 2008. / The study investigated the effect of two shared reading programmes on the print awareness of 102 Afrikaans-speaking Grade R learners with language delays. The first shared reading programme focussed on print awareness while the second shared reading programme focussed on content and observable entities. Participants’ print awareness was measured subjectively and objectively, before and after intervention programmes. Results indicated that (i) both methods of shared reading affected and improved the print awareness of the participants; (ii) the participants’ print awareness did not improve optimally in order to acquire reading skills in Grade 1, even after taking part in the 10 week shared reading programme with a focus on print awareness; (iii) participants performed better in an evaluation where demonstration of skills and no verbal response was required; and (iv) participants with poor receptive vocabulary skills demonstrated limited carry-over of print awareness to other artefacts of print, such as the packaging of an iron.

Research has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997; Renandya, Rajan, & Jacobs, 1999). However, additional support beyond traditional extensive reading practices may be needed for very low proficiency learners. This report reviews research on implementing an extensive reading program for beginning level adult-education English language learners. It presents arguments for supporting extensive reading through shared reading, including read-alouds, use of children’s literature, and strategy modeling techniques. It also discusses the benefits of student-generated texts for boosting vocabulary and comprehension skills. The report concludes with pedagogical implications for including a strong reading component in the adult education ESL curriculum and suggestions for evaluating the strength and utility of such a program. / text

nÃo hà / Este estudo analisou o impacto das estratÃgias de colaboraÃÃo que as famÃlias de um bairro da periferia de Fortaleza e a escola situada nessa mesma localidade construÃram, em parceria, para desenvolver a competÃncia leitora de crianÃas do 2 ano do Ensino Fundamental. Desenvolvido por meio de pesquisa-aÃÃo com dezoito crianÃas e suas famÃlias, possibilitou a intervenÃÃo com prÃticas compartilhadas no ambiente familiar. Nesta pesquisa, as crianÃas interagiram com impressos de diversos gÃneros e portadores textuais (contos clÃssicos da literatura infantil, outros contos em prosa e verso sobre temas variados, revistas infantis, gibis etc.), cujas leituras foram mediadas por pessoas da famÃlia. Uma vez por semana, durante quatro meses, cada crianÃa selecionava, em mÃdia, cinco exemplares para serem lidos no domicÃlio, tendo sido proposta, tambÃm, uma interaÃÃo verbal sobre as leituras realizadas, orientadas por uma ficha de leitura. Os sujeitos que participaram da investigaÃÃo fazem parte de uma comunidade, na qual o Ãndice de analfabetismo à muito alto, e as prÃticas sociais de leitura identificadas em seus domicÃlios, alÃm de reduzidas e pouco diversificadas, atendem, na maioria das vezes, a propÃsitos pragmÃticos, nÃo incentivando, portanto, a participaÃÃo das crianÃas. Como tÃcnicas de coleta de dados, utilizamos a observaÃÃo participante, a entrevista semiestruturada e a anÃlise documental. Os instrumentos foram: questionÃrio sobre a situaÃÃo socioeconÃmica e cultural das famÃlias, questionÃrio com perguntas abertas e diÃrio de campo. Para a coleta de dados sobre a competÃncia leitora e escritora das crianÃas, realizamos individualmente uma sequÃncia de atividades de leitura e de escrita e utilizamos dois instrumentos oficiais: a Prova do PAIC e a Provinha Brasil. A partir das anÃlises dos dados, constatamos que a leitura mediada contribuiu para: a compreensÃo do princÃpio alfabÃtico; a apropriaÃÃo de aspectos linguÃsticos prÃprios da linguagem literÃria dos contos; a diferenciaÃÃo entre aspectos da linguagem oral e escrita; a ampliaÃÃo e construÃÃo de conhecimentos prÃvios (linguÃsticos, textuais e de mundo); a compreensÃo textual (habilidade para identificar o assunto do texto, para identificar informaÃÃes explÃcitas no texto e para fazer inferÃncias) e a capacidade de ler criticamente. As contribuiÃÃes tambÃm se estenderam à famÃlia, provocando mudanÃas atitudinais e conceituais em relaÃÃo à crianÃa e sua aprendizagem. Na anÃlise comparativa dos conhecimentos construÃdos pelo Grupo Controle e pelo Grupo de Sujeitos, este segundo obteve melhores resultados em todos os quesitos avaliados. Em sÃntese, constatamos a ampliaÃÃo dos conhecimentos das crianÃas referentes à lÃngua escrita bem como desenvolvimento de atitudes favorÃveis em relaÃÃo à leitura e a escrita apÃs a interaÃÃo das crianÃas com impressos escolhidos por elas e lidos com a mediaÃÃo de parceiros da famÃlia.

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