Based on students’ declining reading comprehension there is a need to develop systematic explicit instruction in teaching reading. This study is based on theories of metacognition, reading comprehension, reading instruction and Legitimation Code Theory and has the reading triangle as a model for teaching expository texts. The model has been tested in one class with eighth-grade students. The students have estimated their own reading comprehension and how they worked before, during and after reading an expository text, both before and after work with the reading triangle. The students in this survey have been taught and have worked with texts based on three levels of the reading triangle. The materials in the study are students’ self-assessments, texts with underlining and comments and interviews with the students and their teacher. The results show that the model, the reading triangle, as a part of an approach to develop literacy, with modelling and metacognitive textual conversations, can contribute to an understanding of the students’ reading process and knowledge of how global and local aspects of texts – such as purpose, text structure and choice of words – are connected with and influence reading comprehension. The study shows that the link between local and global levels must be explicit, since a focus on details can be detrimental to the overall understanding of texts. The use of the reading triangle in the classroom can also help the teaching move between the concrete and the abstract, enabling students to use the acquired knowledge and insights in new texts and reading situations.

Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012

Made available in DSpace on 2016-04-28T19:33:46Z (GMT). No. of bitstreams: 1 Camila Petrasso.pdf: 1111472 bytes, checksum: 9d15f6503523166e44c718bd8be34838 (MD5) Previous issue date: 2014-03-12 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work, which is about the research on Reading, Writing and Teaching of Portuguese Language, deals with the Portuguese teaching for specific purposes and is a qualitative exploratory study of literature and empirical research. Due to the lack of literature available on the subject, basing on studies of the instrumental approach to teach foreign languages, especially English, the following objectives are established: to reflect on conceptualizations underpinning the approach to the teaching of languages for specific purposes; to identify and discuss guiding principles for a proposed teaching of Portuguese for specific purposes; to discuss the relevance of the Needs Analysis as a basis for the design of Portuguese courses for specific purposes; to reflect on the formation of the Portuguese teacher for specific purposes, identifying key requirements for teaching using this approach; to discuss the relevance (i) of working with textual genres related to the area of study of students, (ii) of teaching of reading strategies, (iii) of teaching of writing in procedural perspective; to propose alternatives to work with reading and production of text under the Academic Leveling in Portuguese Language for Pedagogy course, from the data of an Needs Analysis. Based on studies of instrumental approach to language teaching, including discussions about analysis of needs and the role of the teacher, an analysis is performed on the course design, considering the content selection and the work with genres, reading and production of texts. Basing on data obtained by applying an Needs Analysis, the course design of Academic Leveling in Portuguese for Pedagogy students of an Institution of Higher Education in São Paulo is proposed, with examples of suggested work writing procedural and reading strategies. The results indicate that a proposed course of Academic Leveling in Portuguese that prioritizes student needs in regards to the use of language in situations of interaction, from genres belonging to academic and/or (future) sphere of action of the students seemed to be relevant to provide the improvement of linguistic competence and, therefore, the inclusion of these students in Higher Education / Este trabalho, que se situa na linha de pesquisa sobre Leitura, Escrita e Ensino de Língua Portuguesa, trata do ensino de português para fins específicos e configura-se como pesquisa qualitativa e exploratória de investigação bibliográfica e empírica. Em virtude da pouca literatura disponível sobre o tema, partindo dos estudos da abordagem instrumental para o ensino de línguas estrangeiras, especialmente do inglês, os seguintes objetivos são estabelecidos: refletir sobre conceitualizações que sustentam a abordagem do ensino de línguas para fins específicos; identificar e discutir princípios norteadores para uma proposta de ensino de português para fins específicos; discutir a relevância da Análise de Necessidades como base para o desenho de cursos de português para fins específicos; refletir sobre a formação do professor de português para fins específicos, identificando requisitos fundamentais para a prática de ensino nessa abordagem; discutir a relevância (i) do trabalho com gêneros textuais relacionados à área de atuação dos alunos, (ii) do ensino de estratégias de leitura, (iii) do ensino da escrita na perspectiva processual; propor alternativas para o trabalho com leitura e produção de texto no âmbito do Nivelamento Acadêmico em Língua Portuguesa do curso de Pedagogia, a partir dos resultados de uma Análise de Necessidades. Com base nos estudos sobre abordagem instrumental do ensino de línguas, incluindo a discussão sobre a análise de necessidades e o papel do professor, realiza-se uma reflexão sobre o desenho de cursos, considerando a seleção de conteúdos e o trabalho com gêneros, leitura e produção de textos. A partir dos resultados obtidos pela aplicação de um instrumento de Análise de Necessidades, propõe-se o desenho do curso de Nivelamento Acadêmico em Língua Portuguesa para alunos de Pedagogia de uma Instituição de Ensino Superior de São Paulo, com exemplos de propostas de trabalho com escrita processual e estratégias de leitura. Os resultados indicam que uma proposta de curso de Nivelamento Acadêmico em Língua Portuguesa que priorize as necessidades dos alunos em relação ao uso da língua em situações reais de interação, a partir de gêneros pertencentes à área acadêmica e/ou (futura) esfera de atuação dos estudantes, mostrou-se relevante para proporcionar o aprimoramento da competência linguística e, consequentemente, a inclusão desses alunos no Ensino Superior

Made available in DSpace on 2016-04-28T20:57:25Z (GMT). No. of bitstreams: 1 Marcia Aparecida Pasqual Fernandes.pdf: 3040700 bytes, checksum: c5332efb75824298dd2c5940f1aa9b1a (MD5) Previous issue date: 2008-05-09 / Secretaria da Educação do Estado de São Paulo / The schooling success in the initial grades of elementary school is an important factor for the satisfactory development in the school process, in view on the fact; this is the period that necessary academics repertoires to learning of all the contents that surround the schooling environment are taught. The difficulties in learning of reading have been studied in different approaches, such as the Behavior Analysis, that has investigated the efficacy on the stimulus equivalence paradigm, involving teaching of words and phrases. Besides, the stimulus equivalence paradigm also helped to the elaboration of educational software Mestre®, present in some of these studies. The current study had the goal of implementing a word-reading teaching proposal to eight students from the second grade of elementary school, with a diagnosis of insufficient repertoire. After evaluating the participants repertoire of previous reading, it was carried out a procedure of teaching twenty-four words formed by simple and complex syllables, developed by conditional discriminated tasks by matching process according to the model (MTS) and the choice according to the model of constructed responses (CRMTS) that were programmed with the assistance of Mestre®. The relations between dictated words (A) and picture (B) and between dictated word (A) and printed word (C) were taught. In the tasks that involved constructed responses, the relation between printed word (C) and letters that were composed the printed word (E) and between the dictated word (A) and letters that were composed the spoken word (E) were trained. After these trainings, emergency tests of non-trained relations (B-C and C-D) were executed, such as expressive reading, involving relation C-D. Also reading generalization tests composed by 15 words formed by 15 simple syllables, 15 complex syllables and 5 phrases were carried out. The results show that all the participants, but one who, did not finish the teaching program, obtained satisfactory performance levels in tests which involved reading of the training words. In relation to reading generalization of simple words, two participants reached 100% of rightness, one reached level of 93,3%, one reached level of 60% and two of them presented results less than 30%. In reading of complex syllables words, two participants reached a level further than 80% of rightness, two participants presented results less than 40%, while the others did not read any of the presented words. In relation to phrases, only one participant presented null performance; the others read more than one phrase, and one of them read the five proposed ones. For such results, more superior to the ones obtained in the evaluation of previous repertoire, it was concluded that teaching proposal permitted amplification of reading repertoire of all participants and that is possible, teaching relation between different modalities of stimuli through Mestre®, making the generalized of reading emergency possible, including the bigger units, such as phrases / O sucesso escolar nas séries iniciais do ensino fundamental é fator importante para o desenvolvimento satisfatório do processo de escolarização, visto que é neste período que são ensinados os repertórios acadêmicos necessários à aprendizagem dos demais conteúdos que circulam no ambiente escolar. As dificuldades na aprendizagem de leitura têm sido objeto de estudo em diferentes abordagens, entre elas a Análise do Comportamento, que tem investigado a eficácia do paradigma de equivalência de estímulos na ampliação de repertório de leitura, envolvendo ensino de palavras e de frases. Além disso, tal paradigma serviu de base, também, para a elaboração do software educacional Mestre®, presente em alguns desses estudos. O presente estudo teve por objetivo implementar uma proposta de ensino de leitura de palavras a oito alunos de segunda série do ensino fundamental, com diagnóstico de repertório insuficiente. Após avaliar o repertório prévio de leitura dos participantes, realizou-se um procedimento de ensino de 24 palavras formadas por sílabas simples e complexas, desenvolvido por meio de tarefas de discriminação condicional por procedimento de escolha de acordo com o modelo (MTS) e de escolha de acordo com o modelo com respostas construídas (CRMTS) que foram programadas com o auxílio do Mestre®. Foram ensinadas as relações entre palavra ditada (A) e figura (B) e entre palavra ditada (A) e palavra impressa (C). Nas tarefas envolvendo respostas construídas, foram treinadas as relações entre palavra impressa (C) e letras que compunham a palavra impressa (E) e entre palavra ditada (A) e letras que compunham a palavra falada (E). Após o treino das relações citadas, foram conduzidos testes de emergência de relações não treinadas (B-C e C-B), bem como de leitura expressiva, envolvendo a relação C-D. Foram conduzidos, também, testes de generalização de leitura compostos por 15 palavras formadas por sílabas simples, 15 formadas por sílabas complexas e por 5 frases. Os resultados mostram que todos os participantes, exceto um que não finalizou o programa de ensino, obtiveram índices de desempenho satisfatórios nos testes envolvendo a leitura das palavras treinadas. Em relação à generalização de leitura de palavras com sílabas simples, dois participantes atingiram 100% de acertos, um atingiu o índice de 93,3%, um atingiu o índice de 60% e dois deles apresentaram resultados inferiores a 30%. Na leitura de palavras com sílabas complexas, dois participantes atingiram índices acima de 80% de acertos, dois participantes atingiram índices inferiores a 40%, enquanto que os demais não leram nenhuma das palavras apresentadas. Em relação às frases, apenas um participante apresentou desempenho nulo; os demais leram uma ou mais frases, sendo que um deles leu as cinco frases propostas. Por tais resultados, muito superiores aos obtidos na avaliação do repertório prévio, conclui-se que a proposta de ensino permitiu a ampliação do repertório de leitura de todos os participantes e que é possível, ensinando-se as relações entre as diferentes modalidades de estímulos, por meio do Mestre®, possibilitar a emergência de leitura generalizada, inclusive de unidades maiores, como frases

Made available in DSpace on 2016-04-28T20:58:05Z (GMT). No. of bitstreams: 1 Tatiana Almendra Garcia Pereira.pdf: 690635 bytes, checksum: 4b40827ab32d0814c4c5615de3c5ccc1 (MD5) Previous issue date: 2009-10-05 / The theoretical-methodological chain of Behavioural Analysis, among many studies about the teaching of reading, has produced knowledge related to the equivalent stimuli paradigm. In Brazil, one of the first studies, published in 1989, was one from De Rose, Souza and Rositto. There has since been almost 20 years of scientific production and much has been done. In the absence of any systematic organisation of that which has been produced, the present study had, as its objective, the analysis of national scientific production, published in the form of articles between 1989 and 2007; articles, about the employment of the equivalent stimuli paradigm in the teaching of reading. In relation to the definition of the material to be analysed, it was opted for national articles published in national publications and collections of texts in which the gathering of studies and research realised by behavioural analysts was stipulated. Two procedures were employed to collect the material: 1) the researching of the Qualis-Capes portal of national articles and 2) researching via the bibliographical references contained in the material found. As a result, 44 works that dealt with the equivalent stimuli paradigm theme and 22 which dealt directly with the teaching of reading behaviour by means of the equivalent stimuli paradigm were obtained. Initially, the entirety of the works was targeted for general analysis, focusing on the distribution of publications over each five year period, the proposed work objectives and the characteristics of the subjects. Following on from this, as a central focus analysis was directed towards the teaching of reading from the advent of the equivalent stimuli paradigm and was therefore focused on, among other things, the nature of the work, proposed objectives, the characteristics of the subjects, the delineating of the research, the context application, the characteristics of teaching procedures, the obtained results and the gaps indicated by the authors. The results of the present research allow a mapping of the way that until now was being followed by the Brazilian researchers. Not only evidencing the potential of the equivalent stimuli paradigm as a tool for the teaching of reading, but also revealing the gaps which merit investigation, so that it can in fact materialize in the near future / A corrente teórico-metodológica da Análise do Comportamento, dentre muitos estudos sobre o ensino da leitura, tem produzido conhecimentos pautados no paradigma de equivalência de estímulos. No Brasil, um dos primeiros estudos publicados, em 1989, foi o de De Rose, Souza e Rossito; são quase 20 anos de produção científica e muito já foi feito. Na ausência de uma sistematização do produzido, o presente estudo teve por objetivo analisar a produção científica nacional, publicada sob forma de artigos entre 1989 a 2007, sobre o emprego do paradigma de equivalência de estímulos no ensino da leitura. Quanto à definição do material a ser analisado, optou-se por artigos nacionais publicados em periódicos nacionais e textos de coleções cuja especificidade é congregar estudos e pesquisas realizados por analistas do comportamento. Dois procedimentos foram empregados para coletar o material: 1) levantamento no portal Qualis-Capes dos artigos nacionais; 2) levantamento via consulta das referências bibliográficas contidas no material encontrado. Obteve-se como resultado 44 trabalhos que tratam do tema paradigma de equivalência de estímulos, 22 dos quais tratam diretamente do ensino do comportamento de ler por meio do paradigma de equivalência de estímulos. Inicialmente, a totalidade dos trabalhos foi alvo de análise geral, focalizando-se, por qüinqüênio, a distribuição das publicações, os objetivos propostos pelos trabalhos e características dos sujeitos. Passou-se, em seguida, para o foco central - análise direcionada ao ensino da leitura a partir do paradigma de equivalência de estímulos; para tanto, foram focalizados, dentre outros: natureza do trabalho, objetivos propostos, características dos sujeitos, delineamento da pesquisa, contexto de aplicação, características dos procedimentos de ensino, resultados obtidos e lacunas apontadas pelos autores. Os resultados da presente pesquisa permitiram mapear o caminho até agora percorrido pelos pesquisadores brasileiros, evidenciando a potencialidade do paradigma de equivalência de estímulos como ferramenta para o ensino da leitura, mas também revelando lacunas que merecem investigação, para que de fato isso se concretize num breve futuro

Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012

Notre recherche doctorale porte sur l’influence des pratiques d’enseignement du code alphabétique sur les progrès des élèves de cours préparatoire. Elle a pour objectif d’identifier des pratiques pédagogiques efficaces et de contribuer à la réflexion sur la formation professionnelle des enseignants. Elle constitue l’un des volets d’une enquête collective de grande ampleur dirigée par Roland Goigoux qui visait à évaluer l’influence des pratiques d’enseignement de la lecture et de l’écriture sur la qualité des apprentissages.La première partie de notre recherche est consacrée à la mise en évidence de relations causales entre les pratiques d’enseignement du code alphabétique et les performances des élèves en décodage et en orthographe. Nous nous intéressons tout d’abord à la question de la planification de l’enseignement, plus précisément à la vitesse d’étude des correspondances entre les graphèmes et les phonèmes (tempo) et à la part déchiffrable des textes utilisés comme supports d’enseignement de la lecture (rendement effectif). Nos résultats soulignent l’influence significative de ces deux variables sur la qualité des apprentissages, cette influence s’exerçant de manière différenciée selon le niveau des élèves à l’entrée du cours préparatoire. En outre, nous proposons une progression de l’étude du code alphabétique fondée sur la fréquence théorique des correspondances graphèmes-phonèmes des textes écrits en français standard pouvant servir de référence aux enseignants. Nous étudions également les effets du temps d’enseignement de l’encodage sur les acquisitions scolaires, effets qui se révèlent significatifs et positifs mais qui varient selon la nature des tâches proposées et les publics ciblés.Dans la seconde partie de notre thèse, nous nous attachons à comprendre et à documenter la conduite de l’activité de maitres expérimentés de cours préparatoire à des fins de formation professionnelle. Nous analysons une situation de référence de l’enseignement du lire-écrire à partir des enregistrements vidéo de trente-six séances de lecture collectives. Puis, nous décrivons des scénarios pédagogiques prototypiques et nous posons les bases d’une formation destinée à développer les compétences professionnelles des enseignants. Nous soulevons notamment la problématique de l’articulation de la résolution de tâches de code et de compréhension et celle de l’autonomie de déchiffrage offerte aux élèves. Nous présentons enfin la plateforme numérique que nous avons élaborée et qui permet de déterminer la part déchiffrable des textes utilisés lors des séances de lecture collectives. Cette plateforme nommée Anagraph aide les enseignants à planifier l’étude des correspondances graphophonémiques et à choisir des textes adaptés à l’enseignement de la lecture / Our doctoral research focuses on the influence of phonics instruction on first-grade students’ progress. Its purpose is to identify effective teaching practices and to contribute to the training of teachers. This research is part of a larger study conducted by Roland Goigoux, which aimed to assess the influence of reading and writing on the quality of learning.The first part of our research examines causal relationships between the characteristics of phonics instruction and students’ performances in decoding and spelling. First, we study the influence of the speed of teaching of grapheme-phoneme relationships (tempo) and of the decodable part of texts used to teach reading (rendement effectif). Our results reveal a significant influence of these two variables on the quality of learning, this influence being different according to students’ initial levels. Besides, we propose a planning of the phonics instruction based on the theoretical frequency of the grapheme-phoneme correspondences in texts written in standard French which can serve as references for the teachers. We also study the effects of the teaching time allocated to encoding tasks on reading achievement, effects which appear to be significant and positive but which vary according to the nature of the tasks and to students’ characteristics.In the second part of our dissertation, we attempt to analyze and document teaching practices of experienced first-grade teachers for training purposes. We analyze a reference situation of the teaching of reading and writing from the video recordings of thirty six collective sessions of reading. Then, we describe prototypical teaching scenarios and lay the foundations for a training intended to develop the professional skills of the teachers. Specifically, we raise the issue of the relationship between the resolution of decoding and understanding tasks and the autonomy that decoding success afforded the students. We finally present the digital platform we designed, which allows calculating the decodable part of texts used during reading instruction. This platform named Anagraph has been designed to help teachers plan the study of the grapheme-phoneme correspondences and to choose texts adapted to their teaching

Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-07Bitstream added on 2014-06-13T20:45:07Z : No. of bitstreams: 1 martins_lmb_dr_mar.pdf: 1801038 bytes, checksum: a0c301263d1ad69d6d6d9a0cffa02fef (MD5) / Esta pesquisa de doutorado está vinculada às linhas “Formação de professores” e “Alfabetização”, do Grupo de Pesquisa e dos Projetos Integrados de Pesquisa em “História do Ensino de Língua e Literatura no Brasil” e “Bibliografia Brasileira sobre História do Ensino de Língua e Literatura no Brasil”, coordenados pela Profª. Drª. Maria do Rosário Longo Mortatti. Aborda a formação continuada de professores para o ensino da leitura e escrita no “Programa de Formação Continuada de Professores dos Anos Iniciais do Ensino Fundamental – Pró-Letramento”, coordenado pelo Ministério da Educação (MEC) e Secretaria de Educação Básica (SEB), em desenvolvimento desde o ano de 2006 em escolas das redes públicas, municipal e estadual de ensino, em várias regiões do país. Apresenta-se como objetivo geral contribuir para a compreensão de um importante momento da história do ensino de língua e literatura no Brasil que contribua também para a compreensão dos problemas educacionais da atualidade e para possíveis avanços em relação ao tema proposto. E como objetivos específicos: compreender um importante momento da história do ensino de leitura e escrita e da formação de professores no Brasil; compreender a proposta de formação continuada de professores dos anos iniciais do ensino fundamental contida no programa Pró-Letramento, bem como seus fundamentos teóricos; identificar e analisar os princípios norteadores e conteúdos que orientam a proposta de formação continuada de professores para o ensino da leitura e escrita do programa Pró-Letramento; e, contribuir para o desenvolvimento de pesquisas correlatas. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, desenvolvida por meio da utilização dos procedimentos de localização, recuperação, reunião, seleção, ordenação de fontes documentais e de bibliografia... / This doctoral research is tied to the lines Teacher and Literacy, Research Group of the Integrated Projects and Research History of Teaching Language and Literature in Brazil and Bibliography on Brazilian History of Teaching Language and Literature in Brazil , coordinated by Prof. Dr. Maria do Rosário Longo Mortatti. Discusses the continuing education of teachers for teaching reading and writing in a Programme of Continuing Education of Teachers in the first years of primary school - Pro-Literacy, coordinated by the Ministry of Education (MEC) and Office of Basic Education (SEB) under development since 2006 in schools of public networks, municipal and state schools in various regions of the country. It is presented as general objective to contribute to the understanding of an important moment in the history of literature and language teaching in Brazil, which also contributes to the understanding of today's educational problems and possible improvements in relation to the proposed theme. The specific objectives are: to understand an important moment in the history of teaching reading and writing and teacher training in Brazil; understand the proposed continuing education of teachers in the early years of primary education in the program Pro-Literacy, as well as its fundamentals theorists, identify and analyze the content and guiding principles underlying the proposal for continuing education of teachers for teaching reading and writing Pro-Literacy; and contribute to the development of related research. Through a historical approach, focusing on documentary research and literature, developed by Through the use of placement procedures, recovery, collection, selection, sort of documentary sources and professional literature on the subject of research, we proceeded to analyze the textual configuration of the seven issues that compose the set of teaching materials... (Complete abstract click electronic access below)