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Top-down eller bottom-up? : En kvalitativ studie om lärares val av läsinlärningsmetoder / Top-down or bottom-up? : A qualitative study on teachers choise of reading methodsNorén, Emma January 2017 (has links)
Syftet med undersökningen är att söka svar på hur yrkesverksamma lärare inom skolans tidi-gare åldrar åk.1–3 arbetar med läsinlärning. Jag vill även undersöka vilka läsinlärningsme-toder lärarna använder i undervisningen samt vilka faktorer som påverkat dessa lärares val av läsinlärningsmetoder. Min undersökning består av sex semistrukturerade kvalitativa intervjuer med lärare, all verksamma inom samma mellansvenska kommun. Flera intressanta aspekter har framkommit genom undersökningen. Bland annat att ingen av de intervjuade lärarna använder sig av en enda renodlad metod. Istället blandar de och tar ”det bästa” från olika metoder samt anpassar sitt arbetssätt delvis efter den barngrupp de arbe-tar med. Faktorer som påverkat lärarnas val av läsinlärningsmetoder är exempelvis trender, erfarna kollegor och kommunalt inflytande. / The aim of this study has been to find answers as to how primary teachers in the early ages (grades 1–3) help children in the process of learning to read. I also wanted to investigate wich methods teachers use in teaching their students in learning to read. My interest also lies in what has affected the teachers choice of reading methods. My study is based on six semistructured qualitative interviews with teachers, who all work in the same town, but in different schools. Several interesting aspects emerged from the interviews. For example, none of the teachers use only one reading method. The mix and match and adapt their teaching according to their class and preconditions. Factors that have influenced their choice of method is, among other things, trends older colleges and municipal influence.
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Att undervisa i svenska. En litteraturstudie om teoretiska perspektiv och metodiska konse-kvenser / To teach Swedish. A survey of literature about theoretical perspectives and methodical consequencesThorburn, Åsa January 1999 (has links)
<p>Det här arbetet syftar till att fördjupa min kunskap så att jag kan avgöra hur jag skall lägga upp min undervis-ning i svenska. Jag vill undervisa så att eleverna möts av respekt, känner trygghet och kan utvecklas till har-moniska människor, samt bevarar och utvecklar sin lust att lära. För att fördjupa min kunskap återvänder jag i denna litteraturstudie till källor som inspirerat mig under lärar-utbildningen. Jag arbetar utifrån teserna att dessa inspirationskällor har en gemensam teoretisk grund, och att denna grund måste få metodiska konsekvenser. </p><p>Jag presenterar under rubrikerna "Människosyn", "Kunskapssyn" och "Språksyn" de grundläggande synsätt som författarna till litteraturen uttrycker. Här framkommer att mina inspirationskällor bl a hämtar tankar från Piaget och Vygotskys teoreier om den aktiva individen som - i interaktion med sin omgivning och med hjälp av språket - själv skapar sin kunskap. </p><p>Jag finner i litteraturen stöd för tesen att inspirationskällorna präglas av en gemensam teoretisk grund. Jag finner också stöd för tesen att denna grundsyn måste få metodiska konsekvenser, och visar under rubriker-na "Autentiska inlärningssituationer", "Lärarrollen" och "Det sociala klimatet i klassen" vilka praktiska slut-satser författarna själva drar av sitt teoretiska resonemang. I den avslutande diskussionen ger jag min syn på det beslutsunderlag som arbetet har gett mig inför frågan om hur jag skall lägga upp min undervisning i svenska. Jag redovisar också mina personliga ställningstaganden utifrån detta underlag.</p>
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The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third gradeWilcox, Gladys M. 01 January 1991 (has links)
No description available.
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Utifrån vilka perspektiv utgår lärares/förskollärares arbete med förberedande läsinlärning i förskoleklass? : En enkätstudieJärvi, Marie Susanne, Staffansson, Boel January 2019 (has links)
No description available.
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Fostering success in reading: a survey of teaching methods and collaboration practices of high performing elementary schools in TexasEvans Jr., Richard Austin 16 August 2006 (has links)
This study examined reading programs in 68 Texas elementary schools that were
identified as successful by their scores on TAAS assessment results in the 1999-2000
school year. These schools student populations had a high proportion of culturally
diverse and low-SES students. The purposes of this study were: (1) to determine if and
how teaching methods and collaboration (intervention/support teams) were used by
effective schools to foster reading success in all students; (2) to identify cohesive
patterns (clusters) or models in schools use of collaboration and teaching methods; (3)
to examine these clusters of similar schools and see if the patterns differed based on the
school/community demography (urban, suburban, or rural). The study was conducted in
68 schools in 33 school districts that represented various demographic settings from 12
different Education Service Centers across Texas. From these original 332 variables, 26
variables were selected that were of medium frequency and strongly correlated with high
TAAS scores over a 4- year period. These 26 variables were used to examine the 68
high-performing Texas elementary schools for clusters. K-means analysis and HCA were both applied to the 26 response variables, using them as complementary techniques
to arrive at a five cluster solution. Results from correlations of individual characteristics
and from identifying school clusters suggested that school community type could
possibly be moderately predictive of student performance on the TAAS/TAKS over
time.
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Factors affecting the reading readiness of Grade R learners in selected preschools in Gauteng ProvinceDu Plessis, Susan 11 1900 (has links)
The topic of this study was to determine the factors affecting the reading readiness of Grade
R learners in selected preschools in Gauteng Province. The purpose of this study was to
explore factors that affect the reading readiness of Grade R learners as understood by teachers
and mothers. The aim of the study was to establish what factors affect the reading readiness
of Grade R learners. The primary research question asked what factors Grade R teachers and
mothers find affect reading readiness. The secondary research questions asked how Grade R
teachers address these factors in the classroom; who the people involved in the learners’
reading readiness are; and how they contribute to reading readiness.
This study employed a multiple case study approach. Data was collected in six preschools in
Johannesburg through semi-structured, face-to-face interviews with five Grade R teachers
and five mothers of Grade R learners. A focus group discussion with four Grade R teachers
was also conducted. The main findings of the study were eight factors affecting the reading
readiness of Grade R learners: the learner’s individual developmental level; the learner’s
maturity; the learner’s desire to learn to read; the learner’s phonological awareness; the
learner’s need for play and kinaesthetics; the learner’s parents’ contributions; the learner’s
socioeconomic living conditions; and reading stories to the learner. The implication is that
these findings may improve teaching practice and Grade R curriculum development. / Psychology of Education / M. Ed. (Psychology of Education)
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Att undervisa i svenska. En litteraturstudie om teoretiska perspektiv och metodiska konse-kvenser / To teach Swedish. A survey of literature about theoretical perspectives and methodical consequencesThorburn, Åsa January 1999 (has links)
Det här arbetet syftar till att fördjupa min kunskap så att jag kan avgöra hur jag skall lägga upp min undervis-ning i svenska. Jag vill undervisa så att eleverna möts av respekt, känner trygghet och kan utvecklas till har-moniska människor, samt bevarar och utvecklar sin lust att lära. För att fördjupa min kunskap återvänder jag i denna litteraturstudie till källor som inspirerat mig under lärar-utbildningen. Jag arbetar utifrån teserna att dessa inspirationskällor har en gemensam teoretisk grund, och att denna grund måste få metodiska konsekvenser. Jag presenterar under rubrikerna "Människosyn", "Kunskapssyn" och "Språksyn" de grundläggande synsätt som författarna till litteraturen uttrycker. Här framkommer att mina inspirationskällor bl a hämtar tankar från Piaget och Vygotskys teoreier om den aktiva individen som - i interaktion med sin omgivning och med hjälp av språket - själv skapar sin kunskap. Jag finner i litteraturen stöd för tesen att inspirationskällorna präglas av en gemensam teoretisk grund. Jag finner också stöd för tesen att denna grundsyn måste få metodiska konsekvenser, och visar under rubriker-na "Autentiska inlärningssituationer", "Lärarrollen" och "Det sociala klimatet i klassen" vilka praktiska slut-satser författarna själva drar av sitt teoretiska resonemang. I den avslutande diskussionen ger jag min syn på det beslutsunderlag som arbetet har gett mig inför frågan om hur jag skall lägga upp min undervisning i svenska. Jag redovisar också mina personliga ställningstaganden utifrån detta underlag.
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Making writing meaningful for studentsPotter, Michelle Denise 01 January 1997 (has links)
No description available.
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A Study to Determine the Relationship of the Direct Instruction Program <em>Corrective Reading</em> on <em>Terra Nova</em> Tests Scores in One School System in East TennesseeWerner, Dawn Heterick 16 August 2005 (has links) (PDF)
The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee.
The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement.
No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test.
In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.
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Breinfisiologiese fasette as basis vir 'n aantal parameters vir 'n aanvangsleesmetode / Brain physiological aspects as base of a number of parameters for a method of beginning readingMeij, Martha Catharina 06 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Two opposing approaches to beginning reading are used, namely the phonological and
global approach, under which the whole word, whole sentence and whole language methods
are classed. The whole crux of the controversy is situated in beginning reading as an
explicit, intensive and systematic method of teaching phonics, as opposed to implicit
beginning reading through discrimination of global configurations, augmented by
psycholinguistic guesses within reading context. Arguments about the advantages and
disadvantages of the opposing methods have been hurdled to and fro for decades without
any discernible gain.
The question emerged whether research on brain physiology with respect to language and
reading, a relatively new field of study, could shed light on the foundation of an
accountable method for beginning reading.
Renewed insights to the controversial differences were gained, and brain physiologically
accountable parameters as a base for a beginning reading method were framed from these
insights. / Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die
fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen
die geheeltaalmetode ressorteer. Die kern van die verskil tussen die
aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese
foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale
konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig.
In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten
opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer
geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar
vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie
met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op
die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten
opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille
na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n
aanvangsleesmetode is uit hierdie insigte opgestel. / Psychology of Education / M. Ed. (Psychology of Education)
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