Biblioterapia: um processo transdisciplinar na educação

Resumo O referido artigo tem como tema a Biblioterapia (OUAKNIN, 1996) enquanto processo Transdisciplinar na Educação. A pesquisa qualitativa se constitui no campo das teorias do conhecimento da Educação, da Terapia familiar na Escola (GROISMAN, 2015), da Biblioterapia (OUAKNIN, 1996) e da Leitura Compartilhada (LOIS, 2010) enquanto formação de leitores, pelo princípio da Inter e transdisciplinaridade (SANTOMÉ,1998, NICOLESCU, 2001, PARODE, 2010). O objetivo da pesquisa é ressaltar a importância da Biblioterapia enquanto processo transdisciplinar na educação, da Terapia de Familia e da Leitura compartilhada, para compreender como transita a indisciplina e o não letramento em espaços escolares, e como esses podem influenciar no desenvolvimento cognitivo e comportamental de uma criança, de um adolescente, que faz parte também, de um complexo Sistema Familiar (MINUCHIN, 2009). A pesquisa se desenvolveu em uma Escola Estadual de Ensino Fundamental e Médio, na cidade de Porto Alegre, sendo que, foi realizado estudo de caso com duas famílias, com três pessoas de cada família (aluno, pai e mãe). A pesquisa utilizou-se dos registros escritos, com entrevistas e genetogramas (BOWEN, 1994). Para análise dos dados e a preservação da identidade dos participantes da pesquisa, os dois casos foram identificados como F1 e F2. A metodologia empregada ressalta a importância do método descritivo na construção de uma Educação Inter e Transdisciplinar, da formação a partir das diversas formas de conhecimento, como a Biblioterapia, a Leitura Compartilhada, sendo que a Terapia de Família nos levou a encontrar, também, nas relações afetivas, respostas para as indagações sobre como reverter à indisciplina e o não letramento. Palavras-chave: Biblioterapia; terapia familiar na escola; educação inter transdisciplinar; leitura compartilhada; formação do leitor. Abstract This article has its theme Bibliotherapy (OUAKNIN, 1996) as a Transdisciplinary process in Education. Qualitative research constitutes the field of knowledge theories of Education, Family Therapy at School (GROISMAN, 2015), Bibliotherapy (OUAKNIN, 1996) and Shared Reading (LOIS, 2010) as reader training, by inter and transdisciplinary perspectives (SANTOMÉ, 1998, NICOLESCU, 2001, PARODE, 2010). The objective of the research is to emphasize the importance of Bibliotherapy as a transdisciplinary process in education, Family Therapy and Shared Reading, in order to understand how indiscipline and non-literacy transits in school spaces, and how these can influence cognitive and behavioral development of a child, a young adolescent who is also part of a complex Family System (MINUCHIN, 2009). In this context, the research was developed in a State Elementary and High School, in the city of Porto Alegre, by a qualitative approach, as a case study with two families. The subjects directly involved in the research are in the number of three people (student, father and mother) by family. The research was also based on written records, with declarations, interviews and genetograms (BOWEN, 1994). For data analysis and preservation of the research participants´ identity, the two cases were identified as F1 and F2. The methodology used emphasizes the importance of the method described in the construction of an Inter and Transdisciplinary Education, of training from different forms of knowledge, such as Bibliotherapy, Shared Reading, and Family Therapy. The training from different forms of knowledge led us to find, also, in the affective relationships, answers to questions about how to revert to indiscipline and non-literacy. Keywords: Bibliotherapy; family therapy at school; inter-transdisciplinary education; shared reading; reader training. Resumen Este artículo tiene como tema la Biblioterapia (OUAKNIN, 1996) como un proceso transdisciplinario en educación. La investigación cualitativa se constituye en el campo de las teorías del conocimiento en Educación, Terapia Familiar en la Escuela (GROISMAN, 2015), Biblioterapia (OUAKNIN, 1996) y Lectura Compartida (LOIS, 2010) mientras se forma a los lectores, basados ​​en el principio de inter y transdisciplinariedad (SANTOMÉ, 1998, NICOLESCU, 2001, PARODE, 2010). El objetivo de la investigación es enfatizar la importancia de la Biblioterapia como un proceso transdisciplinario en la educación, Terapia Familiar y Lectura Compartida, para comprender cómo transitan la indisciplina y la no alfabetización en los espacios escolares, y cómo estos pueden influir en la cognición y el comportamiento de un niño o de un adolescente, que también forma parte de un Sistema Familiar complejo (MINUCHIN, 2009). La investigación se desarrolló en una escuela estatal de enseñanza primaria y secundaria, en la ciudad de Porto Alegre, y se realizó un estudio de caso con dos familias, con tres personas de cada familia (alumno, padre y madre). La investigación utilizó registros escritos, entrevistas y genetogramas (BOWEN, 1994). Para el análisis de datos y la preservación de la identidad de los participantes, los dos casos se identificaron como F1 y F2. La metodología utilizada enfatiza la importancia del método descriptivo en la construcción de una educación inter y transdisciplinar, de formación desde diferentes formas de conocimiento, como la Biblioterapia y la Lectura Compartida. Además, la Terapia Familiar nos llevó a encontrar, en las relaciones afectivas, respuestas a preguntas sobre cómo combatir la indisciplina y el analfabetismo. Palabras clave: Biblioterapia; terapia familiar en la escuela; educación intertransdisciplinaria; lectura compartida; formación de lectores.

What Were the Processes and Outcomes of Offering Shared Reading as an Intervention for Veterans in Prison?

The charity Reading Force encourages Forces families to read together in order to build social, emotional, and mental well-being and offset the impact of the changes and separations routine in military life. They distribute reading scrapbooks and free books and encourage families to work on them together. It was suggested that a version of the project might usefully be developed for veterans in prison, whose families experience many of the same issues. Scrapbook Dads was developed for veterans housed in the Endeavour Wing at Parc Prison, South Wales. The materials were adapted for use by prisoners and their families. They had just been distributed when the pandemic struck, visiting and social/educational activities were cancelled, and the prison went into lockdown. With the materials readily available, the project was heavily used by prison staff to seek to maintain prisoner morale and support family connectivity. This paper charts the process, comments on what was learned, and makes recommendations for how shared reading can be used in prisons in future.

Shared Reading and Risk of Social-Emotional Problems

BACKGROUND AND OBJECTIVES: The American Academy of Pediatrics recommends literacy promotion as well as routine developmental surveillance during well-child visits to improve academic, relational, and health outcomes. In this study, we examined the possible association between shared reading and social-emotional problems among young children. METHODS: We conducted a retrospective review of longitudinal records for children aged 30 to 66 months presenting for visits to an academic pediatric primary care center between July 1, 2013, and February 1, 2019. The outcome was evidence of social-emotional problems, defined by an Ages and Stages: Social Emotional Questionnaire (ASQ:SE) score above the established cutoff. The predictor was caregiver-reported frequency of shared reading (most = 5–7 days per week, some = 2–4 days per week, rarely = 0–1 days per week) at a previous visit. Generalized linear models with generalized estimating equations were used to assess the association between the longitudinal outcome and predictor, adjusting for child demographics and needs reported on routine social history questionnaires. RESULTS: Analyses included 5693 children who completed at least 1 ASQ:SE (total of 7302 assessments) and had shared reading frequency documented before each ASQ:SE assessment. Children were predominantly Black (75%) and publicly insured (80%). Sixteen percent of ASQ:SE scores were suggestive of social-emotional concerns; 6% of caregivers reported sharing reading rarely. Children with rare shared reading had a higher risk of an ASQ:SE above cutoff compared with those with shared reading on most days (adjusted risk ratio, 1.62; 95% confidence interval, 1.35–1.92). CONCLUSIONS: Less-frequent caregiver-reported shared reading was associated with higher risk of social-emotional problems in young children presenting for primary care. This highlights potential relational and social-emotional benefits of shared reading.

Effect of a brief online shared reading ıntervention to support communication skills of children with Autism Spectrum Disorder

Shared interactive book reading (SIBR) is an evidence-based practice for young children with developmental disabilities such as autism spectrum disorder (ASD). Children with ASD can benefit from structured activities such as SIBR, especially when they are supported by their parents. During SIBR, parents can support their children’s language and communication skills by engaging with them around a storybook. Parents can create opportunities for communication by commenting on the story, asking a question, and pointing at the pictures. In the current telepractice (internet-based) study, three parents and three children with ASD participated in the study. In a single-case multiple-baseline across subjects design, parents were trained to use expectant pause and mand-model strategy with their children. Parents’ frequency in use of the strategies increased during intervention. All three children increased their initiating and responding behaviors upon their parents’ use of strategies.

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

For individuals with deafblindness a strong relationship exists between communication and literacy, making these critical areas of development. Definitions of literacy for this population must extend beyond traditional notions of reading and writing text to better support communication development. The beliefs teachers maintain, the learning outcomes they set, and the instructional strategies they employ might greatly impact student learning related to communication and literacy. Shared reading could provide a context where communication and literacy skills may be developed for learners with deafblindness. This qualitative study investigated how teachers used shared reading to support communication and literacy development for adolescents with congenital deafblindness. It explored how teacher beliefs about communication and literacy development influenced the learning outcomes they established and the instructional strategies they utilized during shared reading. Data were collected in three secondary classrooms through observations, interviews, and field notes. Thematic analysis was conducted for each individual case and then across cases using a cross-case analysis. For individual cases, themes related to teacher beliefs included connection between communication and literacy, and a comprehensive understanding of deafblindness. Themes related to instructional strategies included communication across multiple forms, focus on the communication process, and systematic instruction. In the discussion of the results, the instructional strategies of the Tri-Focus Framework were used to identify how communication development was supported during the literacy lessons observed. In addition, the use of systematic instruction and formative assessment provided a comprehensive approach to supporting communication and literacy skills during shared reading. Meaningful literacy activities, such as shared reading, have the potential to support communication development for individuals with congenital deafblindness. Teachers require a comprehensive understanding of the nature of deafblindness in order to effectively support an individual’s communication and literacy development.

THE USE OF DIALOGIC READING IN READING ACTIVITY BY IMPLEMENTING CHARACTER BUILDING USING LOCAL BASED LITERATURE

Reading is considered as one of the most important skill in learning foreign language since it is used in all language skills. However, teaching reading is quite challenging. In Permata group, young learners seem not motivated in reading activity. Pre observation showed that learners were bored during the shared reading activity. Moreover there were no interaction during the activity. Therefore, it takes teacher’s creativity and innovation to teach reading. This situation led the teacher to a new way of teaching reading, the teacher implemented a new approach in teaching reading by using dialogic reading. Moreover, the literature used by the teacher was a local based short story with the theme “Save Mahakam”. This study is a qualitative study in which the data was collected by observation and questionnaire. The study found that the dialogic reading and the short story did not only make the reading activity more interesting but they also helped the teachers to shape young learners’ characters. It found that there were some characters developed through the process of reading activity, such as 1) young learners have courage to speak, 2) young learners are friendly and sociable, 3) young learners are responsible with the environment, 4) young learners love reading, 5) young learners work in a team, 6) young learners think critically.

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.