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Desempenho escolar e percepção infantil da motivação e suporte familiar; School performance and infantile perception of motivation and family support

Andreia Arruda Guidetti
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 10/12/2013 Português
Relevância na Pesquisa
38.040872%
As relações de envolvimento entre a família e escola sempre foram apontadas como importantes para o desenvolvimento social e cognitivo do aluno e têm revelado ser fundamentais para o sucesso escolar. A família e a escola emergem como duas instituições fundamentais atuando como propulsoras ou inibidoras do crescimento físico, intelectual, afetivo e social do indivíduo. Considerando a relevância desses dois contextos na infância, o presente estudo tem como objetivo explorar as diferenças na percepção infantil da motivação escolar e do suporte familiar, analisar se há diferenças entre a motivação e o suporte familiar quanto ao ano escolar e, ainda, investigar as relações entre a motivação escolar e o suporte familiar de crianças com diferente desempenho em leitura, escrita e aritmética. Participaram deste estudo 342 crianças, de ambos os sexos, com idades variando de 7 a 13 anos, de três escolas municipais de uma cidade do interior de São Paulo. Foram utilizados três instrumentos para a coleta de dados: a Escala da Percepção Infantil dos Suportes do Ambiente Familiar ¿ EPISAF, para avaliar o suporte afetivo, educativo e material do ambiente familiar; a Escala para Avaliação da Motivação Escolar - EAME-IJ...

Ler com compreensão para ler com fruição

Viana, Fernanda Leopoldina
Fonte: Escola Superior de Educação Paula Frassinetti Publicador: Escola Superior de Educação Paula Frassinetti
Tipo: Parte de Livro
Publicado em //2012 Português
Relevância na Pesquisa
37.948696%
Não nascemos leitores, tornamo-nos leitores. Num mundo em mudança são as mais as dúvidas do que as certezas quanto ao que gera nas crianças, nos jovens ou nos adultos, motivação para ler. De forma necessariamente breve, começaremos por propor uma reflexão inicial sobre as ideias subjacentes a algumas expressões utilizadas pelos mediadores de leitura – leitores, promoção da leitura, animação da leitura – que, não raro, assumem uma perspetiva redutora. Dado o papel do Jardim de Infância e da Escola na criação da apetência por ler, no ensino da leitura e na formação de leitores, a formação de professores para o ensino da leitura é também abordada, enfatizando: i) a necessidade de esbater o fosso existente entre o tipo de leitura oferecido no Jardim de Infância e a leitura oferecida ao leitor inicial e; ii) promover o ensino explícito da compreensão da leitura, passo importante para que a leitura se constitua objeto de fruição. Conseguir que alguém opte por ler, quando tem à sua disposição um leque cada vez mais amplo de atividades, resulta da interação de um enorme conjunto de variáveis (do leitor, do textos e do contextos), não sendo fácil identificar o contributo isolado de cada uma delas. Salvaguardando esta dificuldade...

Motivação para a leitura ao longo da escolaridade

Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Peixoto, Francisco José Brito
Fonte: Instituto Superior de Psicologia Aplicada Publicador: Instituto Superior de Psicologia Aplicada
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
48.119917%
Este trabalho teve como principal objectivo a caracterização da motivação para a leitura em alunos dos diferentes ciclos da escolaridade obrigatória. Participaram no estudo 1405 alunos do 3º ao 9º ano de escolaridade, que responderam a uma escala de motivação para a leitura, na qual eram contemplados cinco domínios motivacionais distintos: Prazer, Importância e Curiosidade, Razões Sociais, Reconhecimento Social e Autopercepção de Competência. Os resultados evidenciaram um efeito significativo do ano de escolaridade que se traduziu em níveis motivacionais mais elevados, por parte dos alunos mais novos, em todos os domínios, com excepção da Autopercepção de Competência a qual sofre um acréscimo entre o 1º e o 2º Ciclo. Constatou-se, igualmente, a existência de um efeito devido ao género, traduzindo-se na existência de valores motivacionais mais elevados por parte das raparigas. ABSTRACT This main goal of this research is to characterize reading motivation in students of the three compulsory basic cycles of education in Portugal. Participants were 1405 Portuguese students of the 3rd grade to the 9th grade. They completed a reading motivation measuring scale. This instrument considers five reading motivational domains: Enjoyment...

Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs

Quirk, Matthew P.; Schwanenflugel, Paula J.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/04/2004 Português
Relevância na Pesquisa
37.8526%
Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.

Predictors of reading literacy for first and second language learners

Netten, Andrea; Droop, Mienke; Verhoeven, Ludo
Fonte: Springer Netherlands Publicador: Springer Netherlands
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.703154%
In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2 learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources had an impact on reading literacy in L1 learners but not in L2 learners.

Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
38.196753%
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast...

Mobile Books: Effect of Engagement on Students’ Motivation and Cognitive Strategy Use

Ciampa, Katia
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
48.00225%
This mixed methods research explores the role of reading engagement in 30 grade 1 students’ motivation to read mobile electronic storybooks (eBooks) and cognitive strategies used during eBook reading. Data collection comprised motivation and parent questionnaires, behavioural observation checklists, cognitive strategies rubric, and teacher interviews. Students’ emotional engagement with and enjoyment of mobile eBooks corresponded to 4 motivational aspects of intrinsic motivation: curiosity, control, choice, and challenge. Post-intervention results indicated that most student participants enjoyed answering eBook comprehension questions and preferred eBooks to print books; by the end of the study, all had access to a mobile device at home. A majority of participants were actively engaged during mobile eBook reading sessions and persisted in answering embedded eBook comprehension questions, which together reflected students’ behavioural engagement and time-on-task during mobile reading. Students’ off-task behaviours related to iPads’ accessibility features and inherent reader-friendliness. All participants successfully answered evaluative questions requiring them to activate prior knowledge, and experienced higher levels of difficulty with making personal connections. The study highlights the importance of making school-based literacy practices relevant to students’ outside worlds...

Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners

Tsujimoto, Kimberley
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
38.092793%
Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges.

Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis

del Rio, Vivian M.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
48.298237%
This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates...

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
Português
Relevância na Pesquisa
48.417217%
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...

Motivation among reluctant readers: Capturing the goal setting experience in the 'Reading Rocks' program

Sendzik, Samantha
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
48.00225%
This study explored goal setting among children with reading disabilities. Of particular focus was the goal setting experience of participants in a literacy-based program, titled “Reading Rocks”. Reading Rocks, offered by the Learning Disabilities Association of Niagara Region (LDANR), supports children with reading disabilities to become more confident readers. The program aims to strengthen literacy skills among vulnerable readers. Another essential component of the program targets children’s reading motivation through goal setting, a recognized strategy for increasing motivation. I outline the importance of reading, followed by exploring children’s reluctance to read. Goal setting is examined as an opportunity to increase motivation among reluctant readers. My research included a qualitative case study of one child-tutor pair in the program. I utilized a think-aloud protocol, a photo elicitation interview, and researcher observations to collect my data. Lastly, I triangulated the data to analyze how children in Reading Rocks experience goal setting.

The impact of a digital children's literature program on primary students' reading motivation

Ciampa, Katia
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
58.069087%
This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling, which has been attributed to the disconnect between the media students are accustomed to using outside the classroom and the media they predominantly use within the classroom. This research documented the effectiveness of a digital children's literature program and a postreading multimedia program on eight grade 1 students' reading motivation, word recognition, and comprehension abilities. Eight students were given ten 25-minute sessions with the software program over 15 weeks. Preprogram, interim-program, and postprogram qualitative data were collected from students, teachers, and parents through questionnaires, interviews, standardized reading assessment tools, classroom observations, field notes, and student behaviour observation checklists. Findings are summarized into 3 themes. The motivational aspects and constructivist styles of instruction in the digital reading programs may have contributed to 5 student participants' increased participation in online storybook reading at home. Qualitative data revealed that the digital children's literature program and multimedia postreading activities seemed to have a positive influence on the majority of grade 1 student participants' reading motivation...

Motivação para a leitura no 1º ciclo do ensino básico : um estudo no âmbito da prática de ensino supervisionada

Costa, Joaninha Maria Correia Gomes da
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Dissertação de Mestrado
Publicado em /11/2014 Português
Relevância na Pesquisa
47.850376%
Resumo O presente trabalho surge no âmbito da Prática de Ensino Supervisionada II e III do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Viseu. O mesmo encontra-se estruturado em duas partes. Da primeira parte constam as reflexões acerca das vivências e das aprendizagens realizadas ao nível das Práticas de Ensino Supervisionada. A segunda parte centra-se no trabalho de investigação, cujas questões e projeto emergiram no segundo semestre do ano letivo 2012/2013, tendo como tema “Motivação para a leitura de alunos do 1.º Ciclo do Ensino Básico”. Os objetivos delineados neste estudo foram: i) compreender qual o contributo da escola para a motivação para a leitura dos alunos do 1.º Ciclo do Ensino Básico; ii) indagar se a ativação do conhecimento prévio contribui para a motivação destes alunos para a leitura. Para se poderem alcançar os referidos objetivos, considerou-se adequada para este estudo uma abordagem de natureza qualitativa tendo como referencial metodológico o estudo de caso. O instrumento de recolha de dados utilizado foi o Guião de Leitura, aplicado em dois momentos: antes e após a leitura dos livros selecionados pelos alunos. Os participantes foram 19 alunos de uma turma do 1.º Ciclo do Ensino Básico...

Leitura a par: Efeitos de um programa tutorial no desempenho em leitura, motivação autoconceito e auto-estima de alunos do 2º e 4º anos de escolaridade

Monteiro, Vera
Fonte: Universidade de Psicologia Publicador: Universidade de Psicologia
Tipo: Tese de Doutorado
Publicado em //2003 Português
Relevância na Pesquisa
38.235745%
tese de Doutoramento em Educação, especialidade em Psicologiqa da Educação, apresentada à Universidade de Lisboa, Departamento de Educação da Universidade de Ciências; Esta investigação teve como primeiro objectivo construir e implementar um programa de intervenção na área da leitura, que potencializasse o desenvolvimento das competências em leitura e promovesse a motivação e o autoconceito e auto-estima das crianças que nele participassem. As investigações sobre programas tutoriais na área da leitura indicam que este tipo de programas de interacção assimétrica, em que um sujeito mais competente ajuda um colega menos competente, pode ter efeitos positivos no desempenho académico, na motivação para a leitura e na percepção de competência de ambos os elementos da díade (Clay, 1993, 1994; Morrow, 1992; Topping; 1994, 1995; Topping & Whiteley, 1988). Deste modo, desenvolvemos um Programa de Leitura a Par, utilizando o método tutorial e avaliámos o seu efeito no desempenho na leitura, na motivação para a leitura, na percepção de competência e auto-estima de crianças dos 2o e 4o anos de escolaridade. Um objectivo adicional foi o de analisar as atitudes dos tutores e dos tutorandos relativamente ao Programa e à relação que estabeleceram com o seu par. O Programa de leitura a Par teve a duração de cerca de dois meses com 3 sessões de leitura semanais. As 160 crianças...

Online Reading, Motivation, and Autonomy

Nova Arias, Diana Paola del Pilar; Ernest, Pauline, dir.
Fonte: Universidade La Sabana Publicador: Universidade La Sabana
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.264365%
El estudio “Online Reading, Motivation, and Autonomy” intenta identificar la relación entre la lectura en línea y autonomía y analizar los efectos de las estrategias de lectura en la motivación. Para esta investigación, se escogió un grupo de adultos en nivel A1. Este estudio se llevó a cabo por investigación en acción cualitativa por medio de una intervención pedagógica. Se enseñó a los estudiantes las estrategias de lectura a través de lectura intensiva para proporcionar una mayor exposición a la lengua inglesa a los participantes. Los instrumentos de investigación fueron un diario del estudiante, un cuestionario del estudiante y un diario académico. Se encontró que la lectura en línea promueve la autonomía y que las estrategias de lectura fomentan la motivación. Nota: Para consultar la carta de autorización de publicación de este documento por favor copie y pegue el siguiente enlace en su navegador de internet: http://hdl.handle.net/10818/9271

Fractures and disruptions in children's literature: From print to screen and back with Isabel Minhós Martins

Melão, Dulce; Balula, João Paulo Rodrigues
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Artigo de Revista Científica
Publicado em //2015 Português
Relevância na Pesquisa
37.510283%
Recent years have seen a (r)evolution in children’s literature in Portugal, with particular emphasis on the picturebook, perhaps echoing the challenges of a society where page and screen are providing us new ways of seeing and listening to the world. In order to meet these challenges, educators increasingly need to promote a myriad of ways to motivate children to become lifelong readers. Isabel Minhós Martins recent picturebooks (2013) Este livro está a chamar-te (não ouves?) (This book is calling you (don’t you hear?) and Uma onda pequenina (A tiny wave) invite readers to follow such thought-provoking paths, calling them to interact with printed words mingled with a proposed “digital reading experience”, embracing fractures and disruptions that come along. The objectives of this paper are twofold: i) to briefly review the growing importance of the picturebook in education, namely in school selections (Plano Nacional de Leitura - National Reading Plan); ii) to explore how the interaction between text and image might create fractures and disruptions, allowing creativity to thrive and thus contributing to increase children’s motivation to read. It is hoped that such ways of reading pave the way for many more to come.

DE Reading First students' motivation and opportunity to read: Student survey results

Grusenmeyer, Linda; Uribe-Zarain, Ximena
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório
Português
Relevância na Pesquisa
57.82548%
This study surveyed and compared reading motivation and reading behaviors of first, second, and third graders in Delaware Reading First (DERF) schools with that of similarly aged students in comparison schools and a national sample. Data for this study was gathered in the fourth year of DERF’s five year implementation and was used to answer broader questions of the program’s impact on students: Do Reading First students read more frequently? Are they more positively disposed toward reading?

Reading Reading First Students' Motivation to Read: 2004 Baseline Data

Fifield, Steve; Shepperson, Barbara A.
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório Formato: 1124688 bytes; application/pdf
Português
Relevância na Pesquisa
58.01267%
One objective of Delaware’s Reading First Initiative is to increase students’ access to engaging reading materials. The Reading First evaluation plan calls for data on student reading motivation and reading behaviors to be collected in year 2 (2004-05) and year 4 (2006-07) of the project. These longitudinal data will permit a comparison between two cross-sections of the Reading First student population. This report contains 2004-05 baseline data on students’ motivation to read.

A leitura como prática cotidiana e motivacional: da infância ao crescimento intelectual e discernimento crítico Reading as a daily and motivation practice: from chilhood to intellectual growth and critical discernment p. 29-37

Santos, Marcus Vinícius Machado dos
Fonte: Associação Catarinense de Bibliotecários Publicador: Associação Catarinense de Bibliotecários
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Descritivo Formato: text/html; application/pdf
Publicado em 05/11/2006 Português
Relevância na Pesquisa
37.573743%
[Resumo] Este artigo aborda a leitura, como motivação ao crescimento intelectual, considerando a vida da criança na família e na escola até o seu desenvolvimento crítico. A responsabilidade de pais e professores é essencial nesse processo de leitura. [Abstract] This article argues reading issues, motivation to help intellectual growth, considering children’s life in the family and through the school to the critical development. Parent’s responsibility and teachers is essential in the reading process.

Factors that affect South African Reading Literacy Achievement: evidence from prePIRLS 2011

van Staden,Surette; Bosker,Roel
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2014 Português
Relevância na Pesquisa
37.43273%
This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners' results substantially below the international centre point of 500 at 461 (SE = 3.7). Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral part of teaching reading in the classroom.