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Intersecções entre a leitura, tradução e avaliação: desdobramentos para o ensino; Intersections between reading, translation and assessment: developments in teaching

Teixeira, Lucília Souza Lima
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 22/10/2010 PT
Relevância na Pesquisa
36.81%
Percorremos nessa pesquisa caminhos entre a leitura, tradução e avaliação que muitas vezes se cruzam, como na didática de línguas e nos estudos cognitivos. Os processos e estratégias de tradução, forçosamente, demandam variados tipos de leitura em língua estrangeira que, por sua vez, ativam outras estratégias em diferentes momentos, como a leitura do texto traduzido feita em comparação ao texto original, denominada leitura crítica da tradução. A prática da tradução exercita a leitura, ao mesmo tempo em que faz com que o leitor-tradutor reflita sobre suas próprias atividades e percursos. A avaliação da compreensão escrita de um texto em língua estrangeira é a finalidade dos exames universitários de proficiência que representam uma das etapas exigidas durante processo seletivo para o mestrado e doutorado nos programas de pósgraduação. Esses exames podem ter diferentes modalidades dentro de um mesmo centro aplicador ou universidade, como acontece na USP. Em alguns casos, exige-se a tradução, se não integral, de um trecho do texto para o qual também são feitas outras questões: dissertativas, múltipla escolha ou opção por verdadeiro ou falso. Nessa pesquisa, analisamos as traduções de trechos de textos de exames de proficiência em francês feitas por candidatos aos programas de pós-graduação para o mestrado e doutorado na ECA...

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
46.37%
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...

O desenvolvimento da consciência metalinguísitica analisado em diferentes contextos bilíngues no Brasil

Piantá, Patrícia Balestra
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
36.63%
Estudos anteriores mostraram evidências de que crianças bilíngues alcançam a consciência metalinguística, maturação cerebral esperada em torno de doze anos de idade, precocemente, em comparação com crianças monolíngues. A consciência metalinguística está ligada à capacidade de refletir sobre a língua, sobre de que maneira ela é usada, sendo importante ressaltar a distinção existente entre consciência metalinguística e habilidade linguística, pois a consciência metalinguística exige uma demanda cognitiva maior (Bialystok, 2001; CARLISLE; BEEMAN; HULL; DAVIS, AND SPHARIM; 1999; Ringbom, 1987; Cenoz & Valencia, 1994; Lasagabaster, 1997, apud Jessner 2006). Contudo, cabe ressaltar que tais evidências partem de estudos envolvendo grupos de bilíngues imigrantes, ou grupos que possuem grande exposição à língua estrangeira em ambiente escolar ou na comunidade em que estão inseridos. O objetivo geral do estudo relatado nesta dissertação foi verificar a existência de uma vantagem bilíngue no caso de um grupo diferente de participantes, formado por crianças que são bilíngues aditivos, ou seja, que estão se tornando bilíngues a partir da exposição à segunda lingua, no caso, inglês, em uma escola com currículo bilíngue. A amostra foi composta por 42 crianças...

Development of Auditory Event-Related Potentials in Young Children and Relations to Word-Level Reading Abilities at Age 8 Years

Espy, Kimberly Andrews; Molfese, Dennis L.; Molfese, Victoria I.; Modglin, Arlene
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2004 EN
Relevância na Pesquisa
36.63%
A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast...

Prediction of reading skill several years later depends on age and brain region: Implications for developmental models of reading

McNorgan, Chris; Alvarez, Aubrey; Bhullar, Annum; Gayda, Jessica; Booth, James R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 29/06/2011 EN
Relevância na Pesquisa
36.56%
We investigated whether brain activity was predictive of future reading skill, and if so, how this brain-behavior correlation informs developmental models of reading. A longitudinal study followed 26 normally developing human children ranging in age from 9 – 15 years who were initially assessed for reading skill and performed a rhyming judgment task during functional magnetic resonance imaging (fMRI). Patterns of brain activation in this task predicted changes between initial and a follow-up assessment of nonword reading skill administered up to 6 years later. Brain activity in areas typically active during imaging studies of reading was found to predict future nonword reading ability, however the predictive ability of these areas depended on age. Increased activity relative to peers in neural circuits associated with phonological recoding (i.e. inferior frontal gyrus and basal ganglia) was predictive of greater gains in reading fluency in younger children, whereas increased activity relative to peers in orthographic processing circuits (i.e. fusiform gyrus) was predictive of smaller gains in fluency for older children. Interpreted within the context of a connectionist model of reading, these results suggest that younger children who are more sensitive to higher-order phonological word characteristics (e.g....

Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-analysis

Mayberry, Rachel I.; del Giudice, Alex A.; Lieberman, Amy M.
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.64%
The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found statistically significant evidence for PCA skills and half did not. A subset of 25 studies also tested reading proficiency and showed a wide range of effect sizes. Overall PCA skills predicted 11% of the variance in reading proficiency in the deaf participants. Other possible modulating factors, such as task type and reading grade level, did not explain the remaining variance. In 7 studies where it was measured, language ability predicted 35% of the variance in reading proficiency. These meta-analytic results indicate that PCA skills are a low to moderate predictor of reading achievement in deaf individuals and that other factors, most notably language ability, have a greater influence on reading development, as has been found to be the case in the hearing population.

Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

Davidson, Meghan M.; Weismer, Susan Ellis
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /04/2014 EN
Relevância na Pesquisa
36.31%
Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD.

Greater Utilization of Neural-Circuits Related to Executive Functions is Associated with Better Reading: A Longitudinal fMRI Study Using the Verb Generation Task

Horowitz-Kraus, Tzipi; Vannest, Jennifer J.; Gozdas, Elveda; Holland, Scott K.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 20/06/2014 EN
Relevância na Pesquisa
36.56%
Introduction: Reading is an acquired-developmental ability that relies on intact language and executive function skills. Verbal fluency tasks (such as verb generation) also engage language and executive function skills. Performance of such tasks matures with normal language development, and is independent of reading proficiency. In this longitudinal fMRI study, we aim to examine the association between maturation of neural-circuits supporting both executive functions and language (assessed using verb generation) with reading proficiency achieved in adolescence with a focus on left-lateralization typical for language proficiency.

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
36.94%
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...

Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática

Lima, Pablo Jovellanos dos Santos
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.76%
This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling...

Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency

Alexander, Ryan
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.49%
We explored the potential mediating influence of physical fitness on the relationship between academic performance and motor proficiency in children. 1864 students (F:926, M:938, age 11.91 (SD:0.34). Academic achievement was derived from an average of standardized tests of reading, writing, and math. The Bruininks-Oseretsky Test of Motor Performance (short-form) determined motor proficiency. Fitness (peak oxygen uptake) was established with the Léger 20-m Shuttle Run Test. OLS regression identified several significant predictors of academic performance. After controlling for age (p=0.0135), gender (p<0.0001), and parental education (p<0.0001), motor proficiency (p<0.0001), was significant. After adding physical fitness (p=0.0030) to the model the effect of motor proficiency remained significant however the point estimate was reduced from 0.0034 (p<0.0001) to 0.0026 (p<0.0001). These results suggest that physical fitness plays a mediating role on the relationship between academic performance and motor proficiency although both aerobic fitness and motor proficiency have independent roles.

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
46.38%
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...

(Incorporating) Adjunct displays: a step toward facilitation of reading comprehension

Marefat, Hamideh; Ghahari, Shima
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
36.32%
Two types of adjunct displays, graphic organizer and outline, were compared with text display to determine which one facilitates text comprehension by L2 learners. The results indicated the superiority of adjunct displays. However, no difference was observed between graphic organizers and outlines. Also it was found that low proficiency learners benefited from adjunct displays more than high proficiency ones. The results support the pedagogical potential of adjunct displays as text facilitators. The findings are discussed within the framework of the theories behind adjunct display effect.

The effect of presence versus absence of reading task and its difficulty level on reading strategies use

Sotoudehnama, Elaheh; Azimfar, Fereshteh
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
36.52%
This study is an attempt to investigate the effect of presence vs. absence of a reading task (easy vs. difficult) and language proficiency level on the L2 learners' use of strategies. The findings indicated that including a reading task has no impact on strategy assessment; there is no significant difference between EFL students' overall reported strategies in different task conditions, and also the high-proficient learners used more reading strategies than the low-proficient ones. Moreover, opposite to Oxford el al.'s (2004) finding, there was no significant difference in the learners' strategies use considering the interaction between task difficulty and language proficiency.; En este trabajo intentamnos investigar el efecto de la presencia o ausencia de una tarea de lectura (f??cil frente a dif??cil) y el nivel de dominio de la lengua en el uso de estrategias en los aprendices L2. Los resultados mostraron que la inclusi??n de tareas de lectura no tiene un impacto sobre la evaluaci??n de la estrategia, destacando que los alumnos de un nivel superior usaron m??s estrategias que aqu??llos con un nivel inferior. Seg??n los resultados y al contrario de los resultados obtenidos por Oxford y otros (2004) no existe ninguna relaci??n directa entre el nivel de textos de lectura y el nivel de las destrezas adquiridas.

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
36.38%
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...

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
36.37%
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...

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
36.37%
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...

Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals

Stone, Adam; Kartheiser, Geo; Hauser, Peter C.; Petitto, Laura-Ann; Allen, Thomas E.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 01/10/2015 EN
Relevância na Pesquisa
36.32%
Studies have shown that American Sign Language (ASL) fluency has a positive impact on deaf individuals’ English reading, but the cognitive and cross-linguistic mechanisms permitting the mapping of a visual-manual language onto a sound-based language have yet to be elucidated. Fingerspelling, which represents English orthography with 26 distinct hand configurations, is an integral part of ASL and has been suggested to provide deaf bilinguals with important cross-linguistic links between sign language and orthography. Using a hierarchical multiple regression analysis, this study examined the relationship of age of ASL exposure, ASL fluency, and fingerspelling skill on reading fluency in deaf college-age bilinguals. After controlling for ASL fluency, fingerspelling skill significantly predicted reading fluency, revealing for the first-time that fingerspelling, above and beyond ASL skills, contributes to reading fluency in deaf bilinguals. We suggest that both fingerspelling—in the visual-manual modality—and reading—in the visual-orthographic modality—are mutually facilitating because they share common underlying cognitive capacities of word decoding accuracy and automaticity of word recognition. The findings provide support for the hypothesis that the development of English reading proficiency may be facilitated through strengthening of the relationship among fingerspelling...

As habilidades de leitura avaliadas pelo PISA e pela Prova Brasil: reflexões para subsidiar o trabalho do professor de Língua Portuguesa; Reading abilities focused on in the PISA and in Prova Brasil: reflections to offer support to the Portuguese Language teacher working; Las habilidades de lectura evaluadas por el PISA y por la Prueba Brasil: reflexiones para subsidiar el trabajo del profesor de Lengua Portuguesa

Lopes-Rossi, Maria Aparecida Garcia; Universidade de Taubaté; Paula, Orlando de; Universidade de Taubaté
Fonte: Programa de Pós-Graduação em Linguística - UFSC Publicador: Programa de Pós-Graduação em Linguística - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; avaliado por pares; pesquisa qualitativa Formato: application/pdf
Publicado em 25/07/2012 POR
Relevância na Pesquisa
46.3%
http://dx.doi.org/10.5007/1984-8412.2012v9n1p34Este artigo tem o objetivo de descrever as principais características da avaliação de leitura do Programa Internacional de Avaliação de Estudantes – PISA – e compará-las às da Prova Brasil. Essa comparação se justifica porque professores de Língua Portuguesa veem-se diante de dados desanimadores sobre a proficiência leitora dos alunos e em dúvida sobre a natureza da avaliação do PISA, que tem enorme repercussão na mídia. Os resultados desta pesquisa revelam que muitas das habilidades de leitura focadas pelo PISA são semelhantes às cobradas pela Prova Brasil. Conclui-se que o conhecimento dessas exigências pode subsidiar o professor para práticas de leitura mais eficientes em sala de aula, fundamentadas em pressupostos teóricos  relativos ao conceito bakhtiniano de gênero discursivo e em uma concepção sociocognitiva de leitura.; The aim of this article is to describe the main features of the reading evaluation of the International Program of Student Assessment (PISA) and to compare them to the main features of the Prova Brasil.  This comparison is justified by the fact that Portuguese teachers have to face discouraging data from students’ reading proficiency and are also unsure of the nature of PISA’s evaluation...

The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL) readers

lyitoglu,Orhan; Aydin,Hasan
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 EN
Relevância na Pesquisa
36.56%
This study relied on Sheorey and Mokhtari's (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical...