The teaching of reading English in a foreign language in Libyan universities: methods and models

This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.

A emergência da leitura em crianças no jardim de infância

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Ensino de discriminações de palavras com Onset/Rime e a emergência da leitura recombinativa em inglês da simbologia braille e do alfabeto romano em relevo em cegos

Estudos recentes têm documentado que o ensino explícito de discriminação de sílabas promove a emergência da leitura das sílabas de ensino e das sílabas com recombinação das letras das sílabas de ensino. Promove também prontamente a leitura de palavras, formadas pelas sílabas de ensino e recombinadas. Estudos têm demonstrado a leitura de palavras novas com recombinação de onset e rime como fator facilitador quando a língua inglesa é ensinada como língua materna. O aprendizado do inglês por cegos tem sido documentado como um fator de inclusão. O presente estudo investigou se o ensino de discriminação de palavras com segmentação onset/rime facilita a leitura de novas palavras em inglês, como língua estrangeira, usando o Braille e o alfabeto romano em relevo. Três cegas, leitoras fluentes em Braille, participaram. O estudo compreendeu três etapas. Etapa I: Etapa Ia (auditivo/Braille), Etapa Ib (Braille/alfabeto romano em relevo) e Etapa Ic (auditivo/alfabeto romano em relevo). A Etapa I (a e b) compreendeu um pré-teste, fases de ensino de discriminações condicionais de palavras simples e testes de leitura textual das palavras simples e recombinadas. Na Etapa Ic era aplicado um teste de discriminações condicionais. Nas Etapas II e III eram aplicados testes de leitura textual das palavras simples recombinadas (Etapa II) e compostas (Etapa III) e nomeação de objetos. Eram testadas as relações entre palavras ditadas e objetos (AB), palavras ditadas e palavras impressas (AC), objetos e palavras impressas (BC) e palavras impressas e objetos (CB) que documentam a leitura com compreensão das palavras impressas em Braille e no alfabeto romano em relevo, e ainda, a emergência de cópia e ditado. As três participantes atingiram o critério de acertos em todas as fases em todas as etapas. Os resultados mostraram que o ensino de discriminações de palavras com a segmentação onset/rime facilita a emergência da leitura recombinativa em inglês, como língua estrangeira, com cegos falantes do português, usando o Braille e o alfabeto romano em relevo, mostraram ainda a emergência da leitura com compreensão com os procedimentos de equivalência de estímulos. Estes resultados indicam que novas tecnologias de ensino, que permitam uma maior inclusão de pessoas cegas na comunidade, podem ser geradas.

Leitura recombinativa de palavras de inglês com onset e rime em braille e alfabeto romano em relevo por cegos

Estudos têm demonstrado que o ensino explícito de discriminações de sílaba promove a emergência da leitura das sílabas de ensino, das sílabas com recombinação das letras das sílabas de ensino e a leitura de palavras formadas pelas sílabas de ensino e recombinadas. As pesquisas sobre leitura recombinativa em inglês têm demonstrado a emergência de leitura de novas palavras formadas pela recombinação de onset e rime. A presente pesquisa investigou se o ensino de leitura de palavras monossilábicas com recombinação de onset e rime pode promover a leitura de novas palavras em inglês, impressas em braille e alfabeto romano impressas em relevo. Três adultas cegas participaram do estudo que compreendeu três etapas. A Etapa I compreendeu um préteste, três sequências de ensino gradual de discriminações condicionais de palavras simples, intercaladas com fases de teste de leitura textual das palavras de ensino e recombinadas. Na Etapa Ic era aplicado um teste de discriminações condicionais entre palavra impressa em braille e palavra do alfabeto romano impressa em relevo. Nas Etapas II e III eram aplicados testes de leitura textual das palavras recombinadas simples (Etapa II) e compostas (Etapa III) e nomeação dos objetos correspondentes. Após esse teste, eram testadas as relações entre palavras ditadas e objetos (AB), palavras ditadas e palavras impressas (AC, AD), objetos e palavras impressas (BC, BD) e palavras impressas e objetos (CB, DB), que documentam a leitura com compreensão. Caso as relações AB não ocorressem, eram ensinadas. Após o teste das relações de equivalência BC, CB, BD e DB eram verificados os desempenhos de cópia e ditado. Nas Etapas Ia, IIa e IIIa, as palavras eram impressas em Braille; nas Etapas Ib, IIb e IIIb, em alfabeto romano em relevo. Todas as participantes alcançaram prontamente os critérios em todas ou na maioria das fases de ensino e teste. Todas as participantes apresentaram a leitura textual e com compreensão de quase todas as palavras simples recombinadas e compostas, impressas em braille e do alfabeto romano em relevo. Os resultados mostram a emergência de leitura recombinativa após o ensino de discriminações condicionais de palavras monossílabas formadas por onset e rime.

Leitura em uma criança surda após equivalência de estímulos

This study aimed to evaluate the effects of a systematic teaching of relation between printed words and Brazilian Sign Language on the emergence of reading in one child with deafness, user of Brazilian Sign Language, diagnosed with deafness bi-lateral deep user of hearing, with 9 years and 4 months of age, enrolled in 4th year elementary school. Baseline evaluation selected nine words and their signs and figures to compose the teaching steps and tests that consisted of: (a) relationship between a sign and figure teaching, (b) the relationship between sign and printed word, (c) test of relationship between figure and the printed word and its symmetric (d) test signal in front of picture and the printed word. The participant learned the relationship between sign, figure and printed word and demonstrated reading. This procedure was effective for the participant to emit signals, verbally agreed with the community of Libras in front of textual stimuli, which is characterized as reading.

A complex system perspective on the emergence and spread of infectious diseases: integrating economic and ecological aspects

The emergence and spread of infectious diseases reflects the interaction of ecological and economic factors within an adaptive complex system. We review studies that address the role of economic factors in the emergence and spread of infectious diseases and identify three broad themes. First, the process of macro-economic growth leads to environmental encroaching, which is related to the emergence of infectious diseases. Second, there are a number of mutually reinforcing processes associated with the emergence/spread of infectious diseases. For example, the emergence and spread of infectious diseases can cause significant economic damages, which in turn may create the conditions for further disease spread. Also, the existence of a mutually reinforcing relationship between global trade and macroeconomic growth amplifies the emergence/spread of infectious diseases. Third, microeconomic approaches to infectious disease point to the adaptivity of human behavior, which simultaneously shapes the course of epidemics and responds to it. Most of the applied research has been focused on the first two aspects, and to a lesser extent on the third aspect. With respect to the latter, there is a lack of empirical research aimed at characterizing the behavioral component following a disease outbreak. Future research should seek to fill this gap and develop hierarchical econometric models capable of integrating both macro and micro-economic processes into disease ecology.

Paralog re-emergence: a novel, historically contingent mechanism in the evolution of antimicrobial resistance

Evolution of resistance to drugs and pesticides poses a serious threat to human health and agricultural production. CYP51 encodes the target site of azole fungicides, widely used clinically and in agriculture. Azole resistance can evolve due to point mutations or overexpression of CYP51, and previous studies have shown that fungicide-resistant alleles have arisen by de novo mutation. Paralogs CYP51A and CYP51B are found in filamentous ascomycetes, but CYP51A has been lost from multiple lineages. Here, we show that in the barley pathogen Rhynchosporium commune, re-emergence of CYP51A constitutes a novel mechanism for the evolution of resistance to azoles. Pyrosequencing analysis of historical barley leaf samples from a unique long-term experiment from 1892 to 2008 indicates that the majority of the R. commune population lacked CYP51A until 1985, after which the frequency of CYP51A rapidly increased. Functional analysis demonstrates that CYP51A retains the same substrate as CYP51B, but with different transcriptional regulation. Phylogenetic analyses show that the origin of CYP51A far predates azole use, and newly sequenced Rhynchosporium genomes show CYP51A persisting in the R. commune lineage rather than being regained by horizontal gene transfer; therefore, CYP51A re-emergence provides an example of adaptation to novel compounds by selection from standing genetic variation.

The timing of anthropogenic emergence in simulated climate extremes

Determining the time of emergence of climates altered from their natural state by anthropogenic influences can help inform the development of adaptation and mitigation strategies to climate change. Previous studies have examined the time of emergence of climate averages. However, at the global scale, the emergence of changes in extreme events, which have the greatest societal impacts, has not been investigated before. Based on state-of-the-art climate models, we show that temperature extremes generally emerge slightly later from their quasi-natural climate state than seasonal means, due to greater variability in extremes. Nevertheless, according to model evidence, both hot and cold extremes have already emerged across many areas. Remarkably, even precipitation extremes that have very large variability are projected to emerge in the coming decades in Northern Hemisphere winters associated with a wettening trend. Based on our findings we expect local temperature and precipitation extremes to already differ significantly from their previous quasi-natural state at many locations or to do so in the near future. Our findings have implications for climate impacts and detection and attribution studies assessing observed changes in regional climate extremes by showing whether they will likely find a fingerprint of anthropogenic climate change.

Emergence dynamics of barnyardgrass and jimsonweed from two depths when switching from conventional to reduced and no-till conditions

A cylinder experiment was conducted in northern Greece during 2005 and 2006 to assess emergence dynamics of barnyardgrass (Echinochloa crus-galli (L.) Beauv.) and jimsonweed (Datura stramonium L.) in the case of a switch from conventional to conservation tillage systems (CT). Emergence was surveyed from two burial depths (5 and 10 cm) and with simulation of reduced tillage (i.e. by soil disturbance) and no-till conditions. Barnyardgrass emergence was significantly affected by burial depth, having greater emergence from 5 cm depth (96%) although even 78% of seedlings emerged from 10 cm depth after the two years of study. Emergence of barnyardgrass was stable across years from the different depths and tillage regimes. Jimsonweed seeds showed lower germination than barnyardgrass during the study period, whereas its emergence was significantly affected by soil disturbance having 41% compared to 28% without disturbance. A burial depth x soil disturbance interaction was also determined, which showed higher emergence from 10 cm depth with soil disturbance. Jimsonweed was found to have significantly higher emergence from 10 cm depth with soil disturbance in Year 2. Seasonal emergence timing of barnyardgrass did not vary between the different burial depth and soil disturbance regimes, as it started in April and lasted until end of May in both years. Jimsonweed showed a bimodal pattern, with first emergence starting end of April until mid-May and the second ranging from mid-June to mid-August from 10 cm burial depth and from mid-July to mid-August from 5 cm depth, irrespective of soil disturbance in both cases.

Relation between incidence of Fusarium graminearum in seeds, emergence and occurrence of giberela in wheat seedlings

In order to verify the behavior of 30 genotypes of wheat in relation to the emergence and incidence of giberela in wheat seedlings from seeds contaminated with F graminearum, experiments were carried out under laboratory and greenhouse conditions. In the laboratory, seeds were analyzed for health using freezer blotter test. In the greenhouse, seeds were sowed in plastic boxes filled with sand treated with methyl bromide. Statistical design was randomized blocks with 30 treatments, four replications of 50 seeds (200 seeds/treatment). Emergence of seedlings and giberela incidence were evaluated at seven, 14 and 21 days after sowing. Symptomatic seedlings were removed and submitted to humid chambers for 24 hours under laboratory conditions. There was no significant difference in the incidence of the pathogen in the emergence of seedlings. There was no correlation between the incidence of F graminearum in the genotypes and incidence of giberela in seedlings, nor between the incidence of giberela in seedlings and the incidence of the pathogen in the seeds.

Letters and cities: reading the urban environment with the help of perception theories

When wandering around a city such as Sao Paulo, we are surrounded by letters, numbers and symbols. These elements form part of an environment full of signs in many shapes and sizes that compete for our attention. Our perception of these elements contributes towards our spatial guidance and sense of place. The idea of `reading` the city, or urban environment, was introduced by Kevin Lynch, for whom reading the urban structure follows on from recognizing or identifying its numerous visual elements, not necessarily verbal ones. Beginning with a brief bibliographic review of perception theories, this article combines concepts from environmental psychology with concerns brought up by the fields of information design and epigraphy studies, setting out the basis of a methodological proposal for the study of typography and lettering in the urban environment.

Characterization of language and reading skills in familial polymicrogyria

Polymicrogyria (PMG) is a malformation of cortical development characterized by an excessive number of small gyri and abnormal cortical lamination, giving the cortical surface an irregular and gross appearance. The severity of clinical manifestations correlates with the extent of cortical involvement. The objective of the present study was to describe three families with linguistic features of developmental language disorder and reading impairment, and to establish a neuroanatomic correlation through neuroimaging. Subjects have been submitted to a comprehensive protocol including psychological assessment, language evaluation, neurological examination, and neuroimaging investigation. In our families, children usually had the diagnosis of developmental language disorder while adults had the diagnosis of reading impairment. MRI showed perisylvian polymicrogyria in several subjects of each family. Our data support the idea that there is a co-occurrence of developmental language disorder and reading impairment and both conditions may be associated with polymicrogyria. (c) 2007 Elsevier B.V. All rights reserved.

Tillering in grain sorghum over a wide range of population densities: Identification of a common hierarchy for tiller emergence, leaf area development and fertility

Most studies of tiller development have not related the physiological and morphological features of each calm to its subsequent fertility. This introduced problems when trying to account for the effects of tillering on yield in crop models. The objective of this study was to detect the most likely early determinants of tiller fertility in sorghum by identifying hierarchies for emergence, fertility and grain number of tillers over a wide range of assimilate availabilities. Emergence, phenology, leaf area development and dry weight partitioning were quantified weekly for individual tillers and main culms of tillering and uniculm plants grown at one of four densities, from two to 16 plants m(-2). For a given plant in any given density, the same tiller hierarchy applied for emergence of tillers, fertility of the emerged tillers and their subsequent grain number. These results were observed over a range of tiller fertility rates (from 7 to 91%), fertile tiller number per plant at maturity (from 0.2 to 4.7), and tiller contribution to grain yield (from 5 to 78%). Tiller emergence was most probably related to assimilate supply and light quality. Development, fertility and contribution to yield of a specific tiller were highly dependent on growing conditions at the time of tiller emergence, particularly via early leaf area development of the tiller, which affected its subsequent leaf area accumulation. Assimilate availability in the main culm at the time of tiller emergence was the most likely early determinant of subsequent tiller fertility in this study. (C) 2002 Annals of Botany Company.

Assessing Reading Abilities of Mechanical Engineering College Students: A Prospecting Study*

Reading is a basic competence that students have to master to be successful. Despite this fact, recent studies show that there may be a significant decline in the reading abilities of college students, one of the most educated segments of any population. This work is a prospecting study regarding the assessment of reading abilities of college students, namely in the context of Engineering education. Based on an existing screening test for assessing reading difficulties of children and teenagers, this work presents the results obtained by administrating that test to students at a top engineering institution in Portugal. An outcome of this study is the determination of a time range suitable for a massive, time limited, use of the previously mentioned test to assess college students, thus enabling a basic tool that will permit, in future works, to screen reading abilities in wider college populations. This work also shows evidence that ca. 20% of college students present a poor reading performance, revealing a strong need for monitoring college students’ reading abilities along different generations.

Declarative approach to data extraction of web pages

Thesis submitted to Faculdade de Ciências e Tecnologia of the Universidade Nova de Lisboa, in partial fulfilment of the requirements for the degree of Master in Computer Science