scholarly journals ABORDAGEM DE GÊNERO DA ESCOLA DE SYDNEY E SEU USO NO CONTEXTO EDUCACIONAL BRASILEIRO: UMA DISCUSSÃO TERMINOLÓGICO-CONCEITUAL SOBRE ESTÓRIAS E HISTÓRIAS

Organon ◽  
2021 ◽  
Vol 36 (71) ◽  
pp. 235-256
Author(s):  
Cristiane Fuzer ◽  
Carla Carine Gerhardt ◽  
Orlando Vian Jr.
Keyword(s):  
Reading To Learn

O cenário brasileiro de intensa produção teórica e de pesquisa com os gêneros escolares em livros didáticos e de aplicação em contextos de ensino é o ponto de partida para discutirmos como vêm sendo implementados, no âmbito do ensino no contexto escolar brasileiro, princípios teóricos e metodológicos, de base sistêmico-funcional, inicialmente propostos pela Escola de Sydney e atualmente em vigor com o programa Reading to Learn. Focalizamos também questões terminológicas daí advindas e suas implicações teórico- metodológicas quando inseridas em um novo contexto cultural e em um sistema de ensino com currículo que apresenta diferenças em relação àquele do país para o qual foi elaborado. Para exemplificar, discutimos a questão terminológico-conceitual acerca das famílias das “histórias” e das “estórias” no contexto brasileiro. Um levantamento de usos desses termos em dicionários, documentos oficiais sobre educação, livros didáticos, artigos acadêmicos, livros e textos opinativos nos possibilitou apontar três alternativas para o problema.

Learning to Learn: How 4th and 5th Grade Boys and Girls Differ

2007 ◽  
Vol 24 (2) ◽  
pp. 69-90 ◽  
Author(s):  
Alexander Seeshing Yeung ◽  
Rachel Yuk Hung Hon ◽  
Dennis M. Mclnerney
Keyword(s):  
Education Reform ◽  
Goal Orientation ◽  
Primary Schools ◽  
Self Concept ◽  
Self Management ◽  
Learning To Learn ◽  
Psychological Constructs ◽  
Confirmatory Factor ◽  
Reading To Learn ◽  
5Th Grade

AbstractFrom 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.

scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn

2021 ◽  
Vol 108 ◽  
pp. 103516
Author(s):  
Anamaria Sagre ◽  
José David Herazo Rivera ◽  
Paula García Montes ◽  
Tatiana Becerra Posada ◽  
Leonardo Pacheco Machado ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Reading To Learn

Reading to Learn Science

2016 ◽  
pp. 17-34 ◽  
Author(s):  
P. David Pearson ◽  
Alison K. Billman
Keyword(s):  
Reading To Learn
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