A intersecção entre literatura, memória e história em Reading in the dark, de Seamus Deane

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dificuldades de aprendizagem no contexto escolar: perspectivas para sua compreensão e superação

Inside my participation in the Teacher Education for the Educational Service of Students with Learning Disabilities extension project, which serves elementary school students which are presented by the school as students with learning desabilities in reading and writing, and in view of the large amount of material already published in relation of this issue it is necessary theoretical depth to better understand these entitled desabilities. Considering as how they are perceived and diagnosed by the school team, worked in the context of the classroom, understood by the parents and how these difficulties intefere in the lives of these students. It is known that due to these difficulties many students end up producing a feeling of school failure, a fact that leads, in many cases, to the dropout of these students. Given the need to discuss such pressing issues I present as the goal of this paper: characterize what learning to write and reading difficulties really are and speculate what are the possibilities of educational interventions within the school context to motivate and assist in overcoming the students‟ learning difficulties. Using resources such as a record notebook, activities already implemented, and leaning on the concept of school failure and learning difficulties, the metodology of this study is defined as documentary literature

The optimal lysine and threonine intake for Cobb broiler breeder hens using Reading model

This study aimed to determine the optimal intake of lysine and threonine for broiler breeder hens. Two experiments were conducted to evaluate the responses of birds to digestible lysine (Lys) and threonine (Thr). Eight treatments were assessed in both experiments, with six replicates of eight birds in the Lys experiment and ten birds in the Thr experiment. The dietary levels of Lys and Thr were obtained by a dilution technique. The experimental period was ten weeks for each amino acid studied, which included six weeks of adaptation and four weeks of data collection. The amino acid intake, egg mass and body weight were adjusted using a Reading model. Based on the model coefficients, the cost of the synthetic amino acids sources and the price of fertile eggs determined the intake of each amino acid to maximize. The minimum intake of Lys and Thr reduced egg production by 40 and 30%, respectively, the weight of the eggs decreased by 12 and 9% with the same intake of Lys and Thr, respectively. The models generated by predicting Lys and Thr intake were as follows: Lys=11 x E+31 x W and Thr=9.5 x E+32 x W, where E=egg mass, g/bird per day, and W=body weight, kg/bird. Based on the models, 3 kg birds with an egg mass production of 50 g/day require 643 mg/bird per day of Lys and 569 mg/bird per day of Thr. The optimum economic intake was calculated at 954 and 834 mg/bird per day for Lys and Thr, respectively, reflecting a dietary concentration of 0.636% Lys and 0.556% Thr for a feed intake of 150 g/bird per day. (C) 2015 Elsevier B.V. All rights reserved.

New readers, new reading skills and meaning: challenges for media and information literacy

Recognizing the importance of developing the information and media literacy in contemporary society, this article discusses the scenario of hybrid languages born on cyberspace, hypertext and the new types of readers who interact with information, now disseminated by digital media. As theoretical references authors such as Lucia Santaella, we develop arguments that present the headquarters of language and thought within a semiotic support. Matrices help to understand the phenomenon of hybrid language in hypertext. Therefore, we emphasize that the development of skills associated with the new reading environments propitiated by the virtual environment requires the understanding of language, which is one of the concepts used within the media and information literacy (MIL) proposal of Unesco, which combines the two concepts and skills of information and media literacy. It is hoped that this article motivate scholars and practitioners of education and information to take responsibility to educate for information environments that arise with new media and technologies, emphasizing the issue of reading and language.

Práticas de formação continuada da EJA pelo olhar investigativo da formadora

Pós-graduação em Educação - IBRC

Reading as a Learning Strategy for Mathematics

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn independently. Teacher observations, student surveys, and student interviews provide quantitative evidence of increased student understanding and achievement. As a result of this research, I plan to continue utilizing the reading guides and incorporating reading as a method of learning mathematics within my classrooms.

Educational Investment, Family Context, and Children’s Math and Reading Growth from Kindergarten through the Third Grade

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau’s notion of concerted cultivation. It used multilevel piecewise growth models regressing children’s math and reading achievement from entry into kindergarten through the third grade on concerted cultivation and family context variables. The results indicate that educational investments are an important mediator of socioeconomic and racial/ethnic disparities, completely explaining the black-white reading gap at kindergarten entry and consistently explaining 20 percent to 60 percent and 30 percent to 50 percent of the black-white and Hispanic-white disparities in the growth parameters, respectively, and approximately 20 percent of the socioeconomic gradients. Notably, concerted cultivation played a more significant role in explaining racial/ethnic gaps in achievement than expected from Lareau’s discussion, which suggests that after socioeconomic background is controlled, concerted cultivation should not be implicated in racial/ethnic disparities in learning.

Annual Report of Nebraska's Reading First

Thi report summarizes the results of the first year of the Reading First Initiative in Nebraska. Results show that teachers and schools have made a real effort to change. Student performance in the earlier grades has shown great promise for the following years, however, growth in fluency and comprehension in grades 2 and 3 were not as impressive and require additional attention. Overall, students make at least a year’s progress in most schools and most demographic groups. Schools can make much better use of the data they were collecting and need further direction in this area The assessment results were triangulated by observations in the classrooms, interviews, and teacher responses to professional development- teachers know how to teach PA and the alphabetic principle but were still struggling with: finding time and effective strategies for fluency training teaching comprehension strategies teaching self monitoring. Growing gaps for SPED, Ethnic minorities, and ELL students suggest an emphasis on the secondary and tertiary levels of intervention in the schools.

Contextual Reading and Metalinguistic Processing in Brazilian Portuguese: A Longitudinal Study

Metalinguistic skill is the ability to reflect upon language as an object of thought. Amongst metalinguistic skills, two seem to be associated with reading and spelling: morphological awareness and phonological awareness. Phonological awareness is the ability of reflecting upon the phonemes that compose words, and morphological awareness is the ability of reflecting upon the morphemes that compose the words. The latter seems to be particularly important for reading comprehension and contextual reading, as beyond phonological information, syntactic and semantic information are required. This study is set to investigate - with a longitudinal design - the relation between those abilities and contextual reading measured by the Cloze test. The first part of the study explores the relationship between morphological awareness tasks and Cloze scores through simple correlations and, in the second part, the specificity of such relationship was inquired using multiple regressions. The results give some support to the hypothesis that morphological awareness offers an independent contribution regarding phonological awareness to contextual reading in Brazilian Portuguese.

Seeing beyond reading: a survey on visual text analytics

We review recent visualization techniques aimed at supporting tasks that require the analysis of text documents, from approaches targeted at visually summarizing the relevant content of a single document to those aimed at assisting exploratory investigation of whole collections of documents.Techniques are organized considering their target input materialeither single texts or collections of textsand their focus, which may be at displaying content, emphasizing relevant relationships, highlighting the temporal evolution of a document or collection, or helping users to handle results from a query posed to a search engine.We describe the approaches adopted by distinct techniques and briefly review the strategies they employ to obtain meaningful text models, discuss how they extract the information required to produce representative visualizations, the tasks they intend to support and the interaction issues involved, and strengths and limitations. Finally, we show a summary of techniques, highlighting their goals and distinguishing characteristics. We also briefly discuss some open problems and research directions in the fields of visual text mining and text analytics.

THE PRESENT OF THE READING: BEAUTY AND CONTRADICTION

This article examines the metaphor of reading and new reading in Guimaraes Rosa's last book, Tutameia (1967), with a reading of the story "Desenredo". In the first part we discuss some theoretical issues concerning the place of the reader according to Wolfgang Iser and then show the singular place of the reader - metaphor of the activity of reading and fiction of an enunciative situation.

Influence of HAART on Alternative Reading Frame Immune Responses over the Course of HIV-1 Infection

Background: Translational errors can result in bypassing of the main viral protein reading frames and the production of alternate reading frame (ARF) or cryptic peptides. Within HIV, there are many such ARFs in both sense and the antisense directions of transcription. These ARFs have the potential to generate immunogenic peptides called cryptic epitopes (CE). Both antiretroviral drug therapy and the immune system exert a mutational pressure on HIV-1. Immune pressure exerted by ARF CD8(+) T cells on the virus has already been observed in vitro. HAART has also been described to select HIV-1 variants for drug escape mutations. Since the mutational pressure exerted on one location of the HIV-1 genome can potentially affect the 3 reading frames, we hypothesized that ARF responses would be affected by this drug pressure in vivo. Methodology/Principal findings: In this study we identified new ARFs derived from sense and antisense transcription of HIV-1. Many of these ARFs are detectable in circulating viral proteins. They are predominantly found in the HIV-1 env nucleotide region. We measured T cell responses to 199 HIV-1 CE encoded within 13 sense and 34 antisense HIV-1 ARFs. We were able to observe that these ARF responses are more frequent and of greater magnitude in chronically infected individuals compared to acutely infected patients, and in patients on HAART, the breadth of ARF responses increased. Conclusions/Significance: These results have implications for vaccine design and unveil the existence of potential new epitopes that could be included as vaccine targets.

The use of Open Reading frame ESTs (ORESTES) for analysis of the honey bee transcriptome

Abstract Background The ongoing efforts to sequence the honey bee genome require additional initiatives to define its transcriptome. Towards this end, we employed the Open Reading frame ESTs (ORESTES) strategy to generate profiles for the life cycle of Apis mellifera workers. Results Of the 5,021 ORESTES, 35.2% matched with previously deposited Apis ESTs. The analysis of the remaining sequences defined a set of putative orthologs whose majority had their best-match hits with Anopheles and Drosophila genes. CAP3 assembly of the Apis ORESTES with the already existing 15,500 Apis ESTs generated 3,408 contigs. BLASTX comparison of these contigs with protein sets of organisms representing distinct phylogenetic clades revealed a total of 1,629 contigs that Apis mellifera shares with different taxa. Most (41%) represent genes that are in common to all taxa, another 21% are shared between metazoans (Bilateria), and 16% are shared only within the Insecta clade. A set of 23 putative genes presented a best match with human genes, many of which encode factors related to cell signaling/signal transduction. 1,779 contigs (52%) did not match any known sequence. Applying a correction factor deduced from a parallel analysis performed with Drosophila melanogaster ORESTES, we estimate that approximately half of these no-match ESTs contigs (22%) should represent Apis-specific genes. Conclusions The versatile and cost-efficient ORESTES approach produced minilibraries for honey bee life cycle stages. Such information on central gene regions contributes to genome annotation and also lends itself to cross-transcriptome comparisons to reveal evolutionary trends in insect genomes.