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Rodas de leitura na escola: construindo leitores críticos; Reading circles at school: building critical readers.

Jacobik, Fabiana Andréa Dias
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/09/2011 PT
Relevância na Pesquisa
36.59%
Esta pesquisa tem o objetivo de investigar o percurso de construção de competências relativas à leitura de um grupo de estudantes de primeiro ano do ensino fundamental, em uma escola pública do município de São Paulo. O conceito em que se baseia não considera a leitura como uma aprendizagem linear, que vai da decodificação da escrita (estabelecimento da relação letra-som) para a compreensão, mas sugere que as duas aprendizagens ocorrem simultaneamente, a depender das experiências de leitura de cada sujeito, mediadas pela ação de leitores mais experientes. A compreensão leitora, num contexto que considera a linguagem como um processo de interação entre sujeitos, é entendida como o diálogo estabelecido pelo leitor, em diferentes níveis e dimensões, refletindo acerca do texto e de suas relações com outros textos e com suas experiências. Desta forma, a leitura é instrumento de formação num sentido amplo, não apenas nas capacidades de decodificação de palavras ou frases, e nem de aquisição de conhecimentos escolares. A leitura crítica implica num diálogo que busca atingir o discurso que se veicula pelo texto. Para tanto, estabeleceu-se como metodologia a pesquisa-ação, na qual foram realizadas Rodas de leitura buscando proporcionar às crianças momentos de efetivo ler...

Salas de leitura da rede municipal de ensino do estado de São Paulo: caminhos possíveis para redimensionar seu funcionamento; The reading rooms in the schools of the public education network of São Paulo city: possible ways for resizing their operation.

Polido, Nágila Euclides da Silva
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 03/07/2012 PT
Relevância na Pesquisa
36.6%
Esta pesquisa tem por tema o Projeto Sala de Leitura da Rede Municipal de Ensino de São Paulo analisada como parte das políticas públicas de incentivo à leitura e à formação dos leitores. Seu foco de investigação está na organização e funcionamento desses espaços, regidos por legislação específica, que desde sua implantação e implementação vêm adequando-se a diferentes concepções de leitura decorrentes de diferentes propostas educacionais das gestões que assumem a administração municipal. No entanto, o projeto tem resistido a essas descontinuidades, constituindo-se como um dos maiores e mais longevos entre aqueles que têm a leitura como centralidade. A questão-problema do trabalho investiga quais aspectos da organização e funcionamento das Salas de Leitura da Rede Municipal de Ensino de São Paulo podem ser redimensionados de forma a conceber ações de sucesso na maioria das unidades de ensino. O objetivo geral é contribuir para a investigação sobre a organização e funcionamento de espaços e salas de leitura no favorecimento à formação de jovens leitores na escola pública e os objetivos específicos: proceder um estudo exploratório sobre o funcionamento das salas de leitura; esboçar um instrumento de avaliação do funcionamento de salas de leitura; investigar fatores ligados a mudanças na organização e funcionamento das salas de leitura e os efeitos produzidos na interlocução com os alunos; identificar facilitadores e entraves à organização e funcionamento das salas de leitura. Quanto aos procedimentos metodológicos...

Consciência fonêmica, nomeação automática rápida e velocidade de leitura em escolares do ensino fundamental; Phonemic awareness, rapid automatized naming and reading rate in students of elementray school

Soares, Aparecido José Couto
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 27/09/2013 PT
Relevância na Pesquisa
36.59%
A leitura é uma habilidade complexa composta por múltiplos processos interdependentes e envolve a integração de diferentes habilidades linguístico-cognitivas, em particular aquelas relacionadas ao processamento fonológico como a consciência fonológica e a nomeação automática rápida. Nos últimos anos, os pesquisadores brasileiros tem estudado a fluência de leitura, que possui como componentes a velocidade e acurácia, porém utilizando medidas que não consideram as características das palavras, como extensão e estrutura silábica. Nesse sentido, nota-se a importância de investigar mais profundamente qual a relação existente entre as habilidades subjacentes da leitura e seus parâmetros de fluência bem como as possíveis implicações no processo de aquisição e desenvolvimento da leitura. Dessa forma, o objetivo deste estudo foi investigar a influência da consciência fonêmica e da nomeação automática rápida na fluência de leitura de escolares do terceiro e quarto ano do ensino fundamental. Participaram desta pesquisa 29 crianças do terceiro ano (GP1) e 28 do quarto ano do ensino fundamental (GP2), num total de 57 sujeitos. As crianças foram avaliadas quanto à leitura por meio de textos adequados para sua escolaridade...

Compreensão leitora : fatores neuropsicológicos e ambientais no desenvolvimento da habilidade e nas dificuldades específicas em compreensão; Reading comprehension – neuropsychological and environmental factors on the development of the skill and on reading comprehension difficulties

Corso, Helena Vellinho
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
36.61%
Esta pesquisa propôs-se a examinar a compreensão leitora de crianças, estabelecendo os seguintes objetivos: 1) discutir os modelos teóricos e experimentais da compreensão leitora; 2) elaborar um instrumento de avaliação de compreensão de texto; 3) investigar o desenvolvimento da habilidade entre a quarta e a sexta séries do Ensino Fundamental, analisando também o impacto de variáveis externas (nível socioeconômico e tipo de escola) sobre aquele desenvolvimento; 4) investigar na amostra as associações e dissociações entre o desempenho em leitura de palavras e em compreensão de textos; 5) verificar que funções neuropsicológicas relacionam-se à compreensão leitora; 6) e, finalmente, investigar a forma como aquelas funções neuropsicológicas se relacionam com o nível socioeconômico e a inteligência, em seus efeitos sobre a compreensão leitora. Para os estudos empíricos, alunos de quarta a sexta séries (n= 110; escolas públicas e privadas) foram avaliados em tarefas de leitura, tarefas neuropsicológicas, e quanto à inteligência. Testou-se a significância estatística da diferença entre os grupos em função da série e do tipo de escola. Da amostra total, apenas o grupo de maus compreendedores (leitura de palavra preservada/compreensão textual deficitária) e o de bons leitores (leitura de palavras e de texto adequadas)...

Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension Among Bilingual/Bimodal Deaf and Hard of Hearing Students

Scott, Jessica A.
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
36.6%
Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students without parents who are proficient in ASL. The Simple View of Reading (SVR; Gough & Tunmer, 1986) suggests that reading comprehension is a product of decoding and language proficiency. Many DHH students have limited auditory access, and may struggle to acquire English, especially the more demanding academic English characteristics of school texts (Mayer & Wells, 1996). Academic English has been identified as a strong predictor of reading comprehension among hearing children (Uccelli et al., 2015). Guided by a modified SVR model, in this study I investigate DHH secondary school students’ reading comprehension as predicted by receptive ASL proficiency, word reading fluency/decoding, and academic English proficiency. Guided by prior research on DHH and hearing students, I investigate the hypothesis that for secondary school DHH students enrolled in ASL/English bilingual/bimodal schools for the deaf...

A Longitudinal Exploration of the Relationship Between Oral Reading Fluency and Reading Comprehension Achievement Among a Sample of Diverse Young Learners

Acquavita, Teri L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.61%
Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1...

A longitudinal exploration of the relationship between oral reading fluency and reading comprehension achievement among a sample of diverse young learners

Acquavita, Teri L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.6%
Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. ^ The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? ^ A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1...

Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship

Wohlwend, Karen E.
Fonte: National Reading Conference Publicador: National Reading Conference
Tipo: Artigo de Revista Científica Formato: 340107 bytes; application/pdf
Relevância na Pesquisa
46.41%
How does ???playing school,??? an ordinary childhood pastime, shape children???s reading abilities, classroom identities, and relative social positioning? In an ethnographic study of literacy play in one kindergarten classroom, I discovered that young children regularly combined reading and play practices to make the meanings of texts more accessible and to take up empowered identity positions in child-ruled spaces. Two examples, excerpted from the data, illustrate how reading a book while playing the teacher transformed a classroom meeting area into a pretend school space where children could assume identities as readers and leaders.

DIAGNOSING DISABILITY THROUGH RESPONSE-TO-INTERVENTION: AN ANALYSIS OF READING RECOVERY AS A VALID PREDICTOR OF READING DISABILITIES

Dunn, Michael W.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
36.59%
Thesis (PhD) - Indiana University, School of Education, 2005; There is growing evidence that the current method of identifying students with a reading disability is ineffective. The wait-to-fail model of assessing students after second/third grade and conceptual problems using intelligence tests for identification result in students not being provided the assistance they need during the early-elementary school years (Lyon, Fletcher, Shaywitz, Shaywitz, Torgensen, Wood, Schulte, & Olson, 2001). The educational community is pursuing this discussion in terms of response-to-intervention (RTI) methods of assessment. A student can be considered for identification by an assessment of: the amount of progress demonstrated over time during a remedial intervention program, and by attaining an established cut-off score of success. Reading Recovery, a one-on-one intervention program, is a widely implemented remedial literacy program to assist struggling readers in first-grade classrooms. This program meets the criteria of response-to-intervention because of its daily assessments, which track students' progress and cut-off score of reaching book 15 by the end of the 20-week intervention. The program uses a series of story books (numbered 0-25) that increase in difficulty. By means of a discriminant function analysis...

Measuring Beginner Reading Skills : An Empirical Evaluation of Alternative Instruments and their Potential Use for Policymaking and Accountability in Peru

Kudo, Ines; Bazan, Jorge
Fonte: Banco Mundial Publicador: Banco Mundial
Tipo: Publications & Research :: Policy Research Working Paper
ENGLISH
Relevância na Pesquisa
36.6%
Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels. The paper reviews the literature on using reading skills measurement in the early grades to guide policymaking, strengthen accountability, and improve education quality. It uses data generated from the same students using two common approaches to measuring reading skills: an individually-administered oral fluency test, and a group-administered written comprehension test designed by the Ministry of Education for the 2006 universal standard test of second grade reading comprehension. These two approaches have sometimes been presented as competing alternatives, but the paper shows that it is better if they are used together, as complements. Based on psychometric analysis, the paper shows that both the oral and written tests adequately measured students' reading abilities. The results show that reading fluency and comprehension are correlated: fluent readers are more likely to understand what they read than non-fluent readers. The strength of the fluency-comprehension relationship depends on the level of fluency...

Senegal : Early Grade Reading Assessment; Senegal - Early Grade Reading Assessment (EGRA) : Résultats d élèves sénégalais des trois premiers grades ayant appris à lire en français et en wolof - rapport pour la Banque mondiale

Sprenger-Charolles, Liliane
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
36.6%
In international assessments (Progress in International Reading Literacy Study - Organization for Economic Co-operation and Development [PISA-OECD] and Progress in International Reading Literacy Study International Evaluation of Educational Achievement [PIRLS-IEA]), children's reading skills are not assessed before the fourth grade. For students who are poor readers, it is often too late by this time to carry out efficient and effective remedial instruction. To be efficient remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. The last two analyses indicated that in the two groups (Wolof and French), correlations between socioeconomic status and various tasks were not significant and that socioeconomic status does not contribute to variance in reading skills. This was also the case for phonemic analysis and the knowledge of letter names...

The Gambia : Early Grade Reading Assessment

Sprenger-Charolles, Liliane
Fonte: World Bank, Washington, Dc Publicador: World Bank, Washington, Dc
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
36.59%
In most major international assessments (e.g., Programme for International Student Assessment-Organization for Economic Co-operation and Development [PISAOECD], and Progress in International Reading Literacy Study -International Evaluation of Educational Achievement [PIRLS-IEA]) children's reading skills are not assessed before fourth grade. For students who are poor readers, it is often too late to carry out efficient and effective remedial instruction. Indeed, to be efficient, remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks, and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. A large-scale reading assessment was conducted in Gambia with 1,200 first, second, and third graders (randomly selected from 40 schools) who were learning to read in English. Three analyses were carried out. The first involved a comparison within the group...

Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills /

Radojevic, Nancy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.59%
This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative...

A multidimensional measurement approach and analysis of children's motivation for reading, attributional style, and reading achievement

Fulmer, Sara M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.59%
The present study investigates the usefulness of a multi-method approach to the measurement of reading motivation and achievement. A sample of 127 elementary and middle-school children aged 10 to 14 responded to measures of motivation, attributions, and achievement both longitudinally and in a challenging reading context. Novel measures of motivation and attributions were constructed, validated, and utilized to examine the relationship between ~ motivation, attributions, and achievement over a one-year period (Study I). The impact of classroom contexts and instructional practices was also explored through a study of the influence of topic interest and challenge on motivation, attributions, and persistence (Study II), as well as through interviews with children regarding motivation and reading in the classroom (Study III). Creation and validation of novel measures of motivation and attributions supported the use of a self-report measure of motivation in situation-specific contexts, and confirmed a three-factor structure of attributions for reading performance in both hypothetical and situation-specific contexts. A one-year follow up study of children's motivation and reading achievement demonstrated declines in all components of motivation beginning at age 10 through 12...

Understanding Reading Comprehension in English Immersion Students in China

Li, Miao
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.59%
Compared to research on English as a First Language (EL1) reading comprehension, there is a dearth of studies investigating English as a Second Language (ESL) reading comprehension. This dissertation reports findings from two studies which examined the cognitive processes underlying English reading comprehension in Chinese ESL students. Two-hundred and forty six Grade 8 students in an English immersion program in a junior middle school in China were administered a battery of reading-related and reading comprehension tests. The first study investigated the cognitive predictors of English reading comprehension in these students. It tested whether the Simple View of Reading model (Gough & Tunmer, 1986) applied to Chinese ESL students and whether the effects of breadth and depth of vocabulary contributed to different levels of reading comprehension. The results showed that the Simple View of Reading model did not predict Chinese English-immersion students’ reading comprehension well. Vocabulary as well as inference and strategy added further variance to the general understanding of text. Vocabulary breadth and depth explained unique variance in reading comprehension, with vocabulary breadth contributing more to general understanding of text and vocabulary depth to deep processing of text. The second study explored characteristics of reading comprehension difficulties among Chinese English-immersion students. Three groups of comprehenders matched on age...

EXPLORING THE ROLE OF PROSODIC AWARENESS AND EXECUTIVE FUNCTIONS IN WORD READING AND READING COMPREHENSION: A STUDY OF COGNITIVE FLEXIBILITY IN ADULT READERS

Chan, JESSICA S.
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.6%
The current study examined the phonological process of prosodic ability in a model of adult word reading and reading comprehension ability. All phonological tasks involve executive functions (EF) reflected in an individual’s flexibility for manipulating different components of language. To account for the EF demands involved in phonological tasks of reading, EF was assessed using measures of inhibitory control and switching attention as both a control variable and predictor in each model of reading. Two research questions guided the study: 1) Do prosodic ability and EF make independent contributions to word reading, and reading comprehension ability when controlling for the other? 2) Do prosodic ability and EF make unique contributions to word reading, and reading comprehension ability when controlling for the other, in addition to controlling for vocabulary, fluid (nonverbal) intelligence, rapid automatized naming (RAN - Digits), and phonological short-term memory (PSTM)? Participants were one hundred and three native-English speaking adults (18 to 55 years of age) recruited from Eastern Ontario. A total of 8 regression models were tested. The analyses revealed unique contributions of prosodic ability in adult word reading achievement...

Prática docente e leitura de textos literários no fundamental II: uma incursão pelo programa hora da leitura.; Teaching practice and reading of literary texts in the brazilian middle school fundamental II: an incursion through the time for reading program.

Feitosa, Márcia Soares de Araujo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 14/04/2008 PT
Relevância na Pesquisa
36.61%
Esta pesquisa tem como objetivo empreender algumas reflexões concernentes às práticas de leitura de textos literários no ensino fundamental, no âmbito de um programa de enriquecimento curricular da SEE -SP, a HORA DA LEITURA. Visamos compreender o por que o professor de Língua Portuguesa sente dificuldade em realizar uma prática de leitura de textos literários sob uma perspectiva mais lúdica e prazerosa. A justificativa para esse trabalho repousa na constatação de que as práticas de leitura delineadas em sala de aula têm sido apontadas como co-responsáveis pelos déficits diagnosticados nos exames de avaliações oficiais, como o SAEB e o PISA, e pelo afastamento da criança da literatura. A escola, instituição privilegiada para o desenvolvimento do gosto pela leitura literária, acaba, paradoxalmente, inviabilizando uma formação leitora compatível com as competências que é preciso desenvolver para fruir satisfatoriamente o texto literário, por meio de práticas descontextualizadas, não-estimulantes, que não buscam a fruição textual. Como fundamentação, discutimos a especificidade do texto literário e a importância da literatura na formação integral do homem e no desenvolvimento de um comportamento leitor (Cândido...

Processos cognitivos na leitura de palavras em crianças : relações com compreensão e tempo de leitura; Cognitive processes involved in children's word reading: relations with reading comprehension and reading time

Salles, Jerusa Fumagalli de; Parente, Maria Alice de Mattos Pimenta
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: application/pdf
POR
Relevância na Pesquisa
36.59%
A leitura é composta por múltiplos processos interdependentes. Este estudo analisou o uso preferencial de uma das rotas de leitura (Modelo Cognitivo de Dupla-Rota) e as possíveis relações com compreensão e tempo de leitura em 76 crianças de segunda e terceira séries do Ensino Fundamental de escola particular. Avaliou-se a leitura de palavras isoladas e a compreensão e tempo de leitura textual. Identificou-se quatro grupos segundo as habilidades de leitura de palavras: bons leitores por ambas as rotas; maus leitores por ambas as rotas; leitores preferencialmente lexicais e leitores preferencialmente fonológicos. Os primeiros foram os mais rápidos na leitura textual. Os grupos não diferiram significativamente em compreensão textual, exceto na 3ª série. Concluiu-se que ambas as rotas de leitura são funcionais na amostra, porém a rota fonológica parece estar melhor desenvolvida do que a rota lexical, que está em expansão, sugerindo um processo de desenvolvimento das habilidades de leitura.; Multiple interdependent processes compose the reading. The present study analyzed the preferential usage on one of the reading routes (Dual Route Cognitive Reading Model) and the possible relations with reading comprehension and reading time in 76 children from second and third grades...

Seleções do Reader’s Digest : leitores, leituras, textos e tramas; Selections from reader's digest: reading, readers, texts and plots

Lemos, Sandra Monteiro
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
36.6%
A presente tese investiga as relações entre leitura, material de leitura e leitor, focalizando especificamente a revista Seleções do Reader’s Digest e seus leitores. O estudo objetiva investigar tais relações, de modo a entender a trama discursiva de situações e condições sob as quais se estabelecem normas e condutas que produzem práticas e experiências ligadas à leitura. Para tanto, a investigação foi dividida em dois eixos: o primeiro consistiu na análise de 152 exemplares, predominantemente das décadas de 40 a 70 da revista de grande circulação nacional e de origem editorial estadunidense Seleções do Reader’s Digest, e o segundo se debruçou sobre entrevistas com doze leitores da referida publicação. O aporte teórico-metodológico da pesquisa situa-se no campo dos Estudos Culturais em Educação, articulados aos estudos sobre leitura e leitores. O trabalho está estruturado com base nos seguintes autores: Roger Chartier, Miguel de Certeau, Leonor Arfuch, Rosa Silveira, Michel Foucault, Stuart Hall, Jorge Larrosa, Emmanuel Fraisse, Jean-Claude Pompougnac, Martine Poulain, Zigmunt Bauman, dentre outros. O estudo entende a leitura enquanto experiência cotidiana, compreendendo-a como sendo aquela efetuada com regularidade...

Congeniality of reading on digital devices: Measurement and analysis of reader experience

Voorhees, Garret
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
36.63%
Reading on digital devices is becoming increasingly common. Large markets have developed for both physical reading devices and web-based reading platforms. Each device and platform offers distinct features and supposed advantages, but the experience of reading a printed book is still considered superior by some reviewers. This study sought to identify the strengths and weaknesses of digital reading and to determine whether, or how, design factors influence the reader's experience. An initial evaluation of digital reading devices identified the most common form factors and established parameters to be evaluated by testing subjects in subsequent surveys. Two surveys were conducted, which involved subjects reading texts on various platforms. The subjects were students, faculty or staff of the Rochester Institute of Technology. The first survey, conducted in the RIT Cary Collection, concentrated on physical devices. The devices selected were an Apple iPad, laptop computer, Apple iPod Touch and Amazon Kindle, with a paper booklet representing traditional reading media. Nineteen subjects read a short story on each device and evaluated their experience on a paper questionnaire. Subjects were asked to identify strengths, weaknesses and difficulties encountered with the interfaces. While reading...