La Investigación didáctica y su influencia a la hora de determinar, por ejemplo, los factores influyentes en los niveles de comprensión lectora en el periodo de consolidación de esta habilidad lingüística

La comprensión lectora se ha convertido en uno de los principales temas de estudio en el ámbito educativo, tanto por la complejidad de los procesos y habilidades implicados como por la importancia que tiene en la adquisición de contenidos escolares. En los alumnos, la comprensión de la lengua escrita es fundamental para su proceso madurativo, ya que es la vía principal de adquisición de conocimientos. Todos los alumnos deben asimilar diariamente cantidad de información a través de textos escritos. Cada día más, los profesionales de la enseñanza se preocupan por las dificultades que sus alumnos tienen en la lectura de textos, motivadas básicamente por su bajo nivel de competencia lingüística, aspecto en el que coinciden numerosos estudios

Efecto de bajos niveles de control de la comprensión en el arraigo de ideas lamarckianas

La investigación didáctica ha revelado las destrezas cognitivas y metacognitivas como excelentes predictores del éxito académico frente a otros factores cognitivos e instruccionales (Campanario y Otero, 2000; Baker, 1994). Cuando un sujeto resuelve preguntas o lee con otro objetivo, debe ser capaz de comprender, utilizar información y reflexionar a partir de la información obtenida. Es en este último aspecto, cuando entra en juego el módulo de control, para revisar la representación y evaluar la ausencia de incoherencias temáticas y de contradicciones con su conocimiento previo. En síntesis, la comprensión del tema de Evolución Biológica y por ende cualquier texto científico, requiere tanto de habilidades de Comprensión Lectora para poder construir una buena representación semántica del texto (la Base del Texto), como de estrategias que Controlen el proceso de Comprensión por el que se vincula esta representación textual con el conocimiento previo para formar la representación Modelo de la Situación. Esta construcción requiere la vinculación vía inferencia de la información de la base del texto con la información de la MLP. Si se tiene un nivel alto de Control de la Comprensión, el número y fuerza de las conexiones realizadas vía inferencia, en esa construcción se optimiza. Asimismo se detectan inconsistencias (incoherencias) y se intentan superar. Dada la importancia del control de la comprensión, resulta interesante examinar la situación actual de dichas estrategias en temáticas particulares, tales como la evolución biológica y comprobar hasta que punto se replican los resultados obtenidos en investigaciones anteriores que indican que los niveles bajos en control de la comprensión se asocian en mayor grado con persistencia en ideas lamarckianas tras un tratamiento instruccional

Un Chat, ça trompe énormément... Etude comparative des réceptions d'un album de jeunesse dans des classes de 1P/2P et 5P

Actuellement, la compréhension en lecture n’est pas souvent enseignée pour elle-même dans les classes genevoises. Comme l’ont observé Soussi et al. (2008), les pratiques se rapprochent davantage de l’évaluation plutôt que de l’enseignement de la compréhension en lecture. Les enseignants proposent fréquemment aux élèves un dispositif couramment appelé «lecture silencieuse»: la lecture d’un texte, suivie d’un questionnaire à remplir, de manière individuelle. Ce dispositif est, selon notre expérience d’élèves et de stagiaires, un outil évaluatif mais qui ne permet pas un enseignement explicite des stratégies de lecture nécessaires pour comprendre un texte

Analysis of the reading and comprehension control in scientific texts in high school students

Students' learning process can be negatively affected when their reading and comprehension control is not appropriated. This research focuses on the analysis of how a group of students from high school evaluate their reading comprehension in manipulated scientific texts. An analysis tool was designed to determine the students' degree of comprehension control when reading a scientific short text with an added contradiction. The results have revealed that the students from 1st and 3rd ESO do not properly self-evaluated their reading comprehension. A different behavior has been observed in 1st Bachillerato, where appropriate evaluation and regulation seem to be more frequent. Moreover, no significant differences have been found regarding the type of text, year or gender. Finally, as identified by previous research, the correlations between the students' comprehension control and their school marks have shown to have a weak relationship and inversely proportional to the students' age.

The ILC's Articles on Responsibility of States for Internationally Wrongful Acts: Completion of the Second Reading

In 2001 the International Law Commission finally adopted on second reading the Draft Articles on Responsibility of States for Internationally Wrongful Acts with commentaries, bringing to an end nearly 50 years of ILC work on the subject. This article reviews the final group of changes to the text, focusing on the definitions of ‘injury’ and ‘damage’, assurances of non‐repetition in the light of the LaGrand case, procedural aspects of countermeasures and the controversy over measures taken in response to a breach by states which are not individually injured. The focus of debate now turns to the UNGA Sixth Committee, which will have to decide what to make of the Draft Articles. The ILC itself recommended an initial resolution taking note of the Articles, with subsequent consideration (after a period of years) of a possible diplomatic conference with a view to concluding a convention. This modest proposal allows for further reflection on the text and may help to avoid possibly divisive and inconclusive debate in the Sixth Committee. At the same time it allows time for better understanding of the many changes made as compared with the first reading text (1996).

Encounters and content sharing in an urban village : reading texts through an archaeological lens

Archaeology provides a framework of analysis and interpretation that is useful for disentangling the textual layers of a contemporary lived-in urban space. The producers and readers of texts may include those who planned and developed the site and those who now live, visit and work there. Some of the social encounters and content sharing between these people may be artificially produced or manufactured in the hope that certain social situations will occur. Others may be serendipitous. With archaeology’s original focus on places that are no longer inhabited it is often only the remaining artefacts and features of the built environment that form the basis for interpreting the social relationships of past people. Our analysis however, is framed within a contemporary notion of archaeological artefacts in an urban setting. Unlike an excavation, where the past is revealed through digging into the landscape, the application of landscape archaeology within a present day urban context is necessarily more experiential, visual and based on recording and analysing the physical traces of social encounters and relationships between residents and visitors. These physical traces are present within the creative content, and the built and natural elements of the environment. This chapter explores notions of social encounters and content sharing in an urban village by analysing three different types of texts: the design of the built environment; content produced by residents through a geospatial web application; and, print and online media produced in digital storytelling workshops.

Floating on a sea of talk: Reading comprehension through speaking and listening

Talk is the foundation for thought and understanding, and the key to literacy learning. Research demonstrates that powerful meta-cognitive strategies can be taught to help students self-monitor their comprehension when reading print and digital texts. This paper provides a repertoire of motivating speaking and listening tips to develop the meta-cognitive thinking of students in the elementary years.

Reading Squadron: Crossing borders in literacy experiences for preservice teachers.

Teaching literacy requires accurate and current knowledge in the field (Commonwealth of Australia, 2005). There have been persistent inquiries into what constitutes specialist knowledge and skills for teaching students to be literate. Preservice teacher education is fundamental to literacy development, which includes the approaches universities employ to prepare graduates for teaching literacy. Indeed, preservice teacher programs and literacy education also elicit insatiable media coverage. There is a continued push to improve literacy outcomes for school students across the nation and prepare the literacy knowledge and skills of Australian teachers. This study mainly focuses on 10 final-year preservice teachers attending a regional university campus who volunteered for further experiences to teach students to read traditional texts. These preservice teachers completed three university literacy units before commencing with practical applications. A literacy program, titled Reading Squadron, was developed in partnership between a local primary school and the university. Primary students were identified by the school as requiring literacy support. Preservice teachers attended a whole day training session run by school staff at the university and then visited the school for two one-hour sessions each week over a six-week period. Each preservice teacher was assigned two students and worked with each student for half an hour twice a week. The aim of this small-scale qualitative study was to investigate the perceptions of the preservice teachers and school staff as a result of their involvement in the Reading Squadron program. The preservice teachers completed a questionnaire to determine their views of the program and ascertain how it assisted their development. Further data were gathered from the preservice teachers through individual face-to-face interviews. Three school staff involved in the program also completed a questionnaire to determine the value of the program. Results indicated that the preservice teachers made links between theory and practice, and felt they gained knowledge about teaching reading. Three preservice teachers noted it was difficult to work around timetable commitments but gained from the experience and suggested embedding such experiences into university literacy units. Data gathered from school staff indicated that six-weeks was not sufficient time to measure improvements in the school students, however, they were supportive of such a program, particularly for its continuation. Collaborations between schools and universities can provide opportunities for preservice teachers to use theoretical knowledge gained from core university subjects with application to assist primary students’ literacy development in schools. Teachers in this study were supportive of the Reading Squadron program, however, more data needed to be collected to understand the literacy improvement of students. Longitudinal studies are required to ascertain specific knowledge and skills gained by preservice teachers to teach reading and how these programs enhance students’ literacy levels.

Reading e-mails

One of most modern professional jobs minimum requirements is to handle and manage the World Wide Web [WWW] and communications such as Electric Mail [email]. In my office all staff including, administration, marketing, management, and all levels of quantity surveyors, ranging from cadet to director must manage electric communication. One of many aspects in my professional development I have struggled with is managing my tasks dictated to me through e-mail.

A collaborative approach to reading workshop in the middle years

Reflection Questions • How does the collaborative reading workshop approach engage students in higher order thinking and deep engagement with text? • How does the collaborative reading workshop approach support students to be active citizens and critically literate? • How does the interaction and collaborative thinking in this approach contribute to the students’ intellectual engagement and the teacher’s pedagogical rigor? • How could this approach be implemented or adapted at your school?

Which way up? Reading and drawing maps of the blogosphere

Mapping the physical world, the arrangement of continents and oceans, cities and villages, mountains and deserts, while not without its own contentious aspects, can at least draw upon centuries of previous work in cartography and discovery. To map virtual spaces is another challenge altogether. Are cartographic conventions applicable to depictions of the blogosphere, or the internet in general? Is a more mathematical approach required to even start to make sense of the shape of the blogosphere, to understand the network created by and between blogs? With my research comparing information flows in the Australian and French political blogs, visualising the data obtained is important as it can demonstrate the spread of ideas and topics across blogs. However, how best to depict the flows, links, and the spaces between is still unclear. Is network theory and systems of hubs and nodes more relevant than mass communication theories to the research at hand, influencing the nature of any map produced? Is it even a good idea to try and apply boundaries like ‘Australian’ and ‘French’ to parts of a map that does not reflect international borders or the Mercator projection? While drawing upon some of my work-in-progress, this paper will also evaluate previous maps of the blogosphere and approaches to depicting networks of blogs. As such, the paper will provide a greater awareness of the tools available and the strengths and limitations of mapping methodologies, helping to shape the direction of my research in a field still very much under development.

Young Australians reading in a digital world

The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the Internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.